Student Views of Computer-Based Mathematics in the Middle Years: Does Gender Make a Difference?

How the use of computers in mathematics classrooms was viewed by students in two middle years mathematics classrooms was the focus of the research described in this paper. The primary data sources consisted of questionnaires, classroom observations supported by videotaping of mathematics lessons, and interviews with two girls and two boys from each class. Thus both qualitative and quantitative methods were used. Girls viewed the computer-based lessons less favourably than did boys. In general, the boys were likely to believe that computers contributed to their experiencing pleasure in these lessons, and to making mathematics more relevant to them. Girls were typically more concerned about whether computers facilitated learning and enabled success in mathematics. The attitudes of students to computer-based mathematics were related to their views of computers.     

Moral Reasoning about Sexually Transmitted Diseases

The purpose of this research was to investigate moral reasoning related to sexual behavior that could lead to the transmission of sexually transmitted diseases (STDs). Using hypothetical dilemmas about situations in which STDs can be transmitted, respondents were asked to explain why they believed the characters should or should not engage in risky behaviors. 40 college freshmen ( M = 18.3 years) and 32 college seniors ( M = 22.3 years) participated. Using Kohlberg's moral stage theory and Gilligan's moral orientation model, the interviews were scored for moral stage and moral orientation. Results indicated that the older age group had a significantly higher stage of moral reasoning than the younger age group when responding to dilemmas about STDs. There was a significant difference in moral stage between dilemmas, reflecting the possible effect of dilemma content on moral reasoning. The overall pattern of results shows nonsignificant gender differences in stage of moral reasoning and moral orientation. Clinical and theoretical implications of these findings for understanding the role of moral reasoning in sexual risky behavior are discussed.     

University marginal instructional costs: Implications for charges to overseas students

This paper is a summary of a study of the marginal costs of graduate instruction in a large public research university, and draws implications for financing foreign enrollments. The major finding is that because the teaching costs directly facing faculty differ from their budgetary rewards for instruction, faculty have the means to support basic research and to give aid to the most desired students, including foreigners. We also found that faculty members' marginal costs of classroom instruction are generally low. While advising is costly, it has offsetting benefits, especially in the laboratory sciences. The costs of instructing and advising foreign and domestic students are equal.     

Relationships between the constructs of a theory of curriculum implementation

Planned educational change occurs regularly throughout the world. With the enormous political change the 1994 elections brought to South Africa, a complete change in education policies was called for. The new Curriculum 2005 (C2005; Department of Education, RSA, 1997 ) embraced new teaching and learning approaches such as outcomes‐based education and learner‐centered teaching practices. To explore the progress of the implementation of C2005, a theoretical framework specifically designed to elucidate curriculum implementation in developing countries was applied to 10 case studies. The framework consists of interrelating constructs with subconstructs which impact on curriculum implementation. It enables one to look at the levels of implementation achieved both in terms of the capacity of the school and the extent to which outside support and pressure is provided. The case studies were carried out in a representative sample of schools in Mpumalanga, one of the nine South African provinces. The aim of this article is to investigate the possible interrelationships of the constructs and the subconstructs. Some predictable relationships emerged from the data while other expected relationships failed to materialize. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 313–336, 2005     

Sensory Processing in Rhesus Monkeys: Developmental Continuity,Prenatal Treatment,and Genetic Influences

Neonatal sensory processing (tactile and vestibular function) was tested in 78 rhesus macaques from two experiments. At ages 4–5 years, striatal dopamine D₂ receptor binding was examined using positron emission tomography. At ages 5–7 years, adult sensory processing was assessed. Findings were: (a) prenatal stress exposure yielded less optimal neonatal sensory processing; (b) animals carrying the short rh5‐HTTLPR allele had less optimal neonatal sensory scores than monkeys homozygous for the long allele; (c) neonatal sensory processing was significantly related to striatal D₂ receptor binding for carriers of the short allele, but not for animals homozygous for the long allele; and (d) there was moderate developmental continuity in sensory processing from the neonatal period to adulthood.     

Sensory processing disorder in a primate model: evidence from a longitudinal study of prenatal alcohol and prenatal stress effects

Disrupted sensory processing, characterized by over- or underresponsiveness to environmental stimuli, has been reported in children with a variety of developmental disabilities. This study examined the effects of prenatal stress and moderate-level prenatal alcohol exposure on tactile sensitivity and its relationship to striatal dopamine system function in thirty-eight 5- to 7-year-old rhesus monkeys. The monkeys were from four experimental conditions: (a) prenatal alcohol exposed, (b) prenatal stress, (c) prenatal alcohol exposed + prenatal stress, and (d) sucrose controls. Increased D(2) receptor binding in the striatum, evaluated using positron emission tomography neuroimaging, was related to increased withdrawal (aversion) responses to repetitive tactile stimuli and reduced habituation across trials. Moreover, prenatal stress significantly increased overall withdrawal responses to repetitive tactile stimulation compared to no prenatal stress.