Usage patterns of an online search system.

This article examines the usage patterns of the ELHILL retrieval program of the National Library of Medicine's MEDLARS system. Based on a sample of 6759 searches, the study analyzes the frequency of various commands and command options, classifies messages issued by the system, and investigates searcher error rates. The article concludes with suggestions for improving and redesigning both the program and query language.     

The Role of Mathematics Teachers' Content Knowledge in their Teaching: A Framework for Research applied to a Study of Student Teachers

The authors develop and explain a framework toguide research on the relationship betweenmathematics teachers' knowledge of content andtheir teaching. The framework istwo-dimensional. The dimensions are (a) theelements of teaching and (b) the processes ofteaching in which knowledge of content is ofconsequence. The interplay between the elementsof teaching and the processes of teaching isdiscussed theoretically, consideringconnections to existing literature about therole of teachers' subject matter knowledge.Three vignettes from the authors' work withpre-service secondary mathematics teachersinvestigate further the relationship betweencontent knowledge and effective mathematicsteaching. The vignettes also serve toillustrate the complexity of investigationsinto this relationship. Direction is offeredfor use of the framework in future research.     

The “complex reality” of research capacity development in mathematics education in Southern African development community countries

This paper explores how an aid-funded Ph.D.-programme in mathematics education instituted in some Southern African Development Community countries measures up to issues related to research capacity development projects. The research capacity development programme is described and reflected against mutual benefit, relevance, sustainability and prioritization of the location of project funding expenditure—some of the constructs in the discourse on research capacity development initiatives. It is found that the benefits of the programme are indeed mutual; the outcomes regarding relevance and sustainability are more uncertain and the location of expenditure of the funding is not overtly in favour of the donor country.     

The effectiveness of Nurture Groups: preliminary research findings

Interest in Nurture Groups continues to grow. As Rebecca Doyle's article in the previous issue of this journal demonstrated, practitioners are enthusiastically exploring nurture-based practice as one approach to the inclusion of pupils with social, emotional and behavioural difficulties. In this article, Paul Cooper, Professor of Education at the University of Leicester, Ray Arnold and Eve Boyd, both researchers with the Nurture Groups project, provide a report on their research to date. This interim report raises some important questions for policy makers and practitioners as well as indicating ways forward into further enquiry.     

Hypothetical mode of action of earthworm extract with hepatoprotective and antioxidant properties

The hepatoprotective potential of earthworm extract (EE) (Lampito mauritii, Kinberg) was evaluated against paracetamol-induced liver injury in Wistar albino rat, in comparison with silymarin, the standard hepatoprotective drug. We observed a reduction in liver antioxidants, such as glutathione (GSH), superoxide dismutase (SOD), glutathione peroxidase (GPx),and catalase (CAT) and in serum total protein, and an increase in serum alkaline phosphatase (ALP), serum aspertate aminotranferase (AST), serum alanine aminotranferase (ALT), bilirubin and liver thiobarbituric acid reactive substances (TBARS) due to liver injury in the paracetamol-administered rats (2 g/kg). On the contrary, increased activities of liver GSH, SOD, GPx,CAT and serum total protein level, and decrease in the contents of serum ALP, AST, ALT, bilirubin and liver TBARS were observed in rats administered with different doses of EE (100, 200 and 300 mg/kg), which are similar to the activities of hepatoprotective drug silymarin (150 mg/kg). The mode of action of EE as evidenced by the above parameters may suggest that EE, on the one hand, prevents the formation of the reactive oxygen groups, or scavenges these groups, thereby preventing the damage on the hepatic cells, and, on the other hand, modulates the genes responsible for synthesis of antioxidant enzymes such as GPx, CAT and SOD in liver tissue and decreases the serum enzymatic activities such as ALP, AST and ALT.     

Help me help myself: examining an electronic mental health self-monitoring system in college students

Higher Education - The high prevalence of mental illness in college students results in adverse consequences that have led to developing prevention programs, with the potential of self-monitoring...     

Translating words into equations: a cognitive load theory approach

The conditions under which explicit instruction in checking, combined with worked examples, may be beneficial in learning how to translate sentences into algebraic equations was examined from the perspective of cognitive load theory. In two experiments it was shown that Grade 8 and 9 students were initially disadvantaged by the inclusion of a checking method. However, after a more substantial period of acquisition, students with a low level of mathematical knowledge performed significantly better after receiving checking instructions than those who did not receive checking instructions. In contrast, higher knowledge students were continually disadvantaged by the inclusion of a checking method. The positive effect of checking for lower knowledge students and the negative effect for higher knowledge students in this domain is a further example of the expertise reversal effect.     

Evaluating the use of a strengths-based development tool with head teachers

This exploratory study investigated an educational psychologist’s use of a strengths-based development tool with head teachers, in the context of influencing and supporting leaders in school organisations. Nine head teachers completed the “Realise2 Introductory Profile” online strengths assessment and then received a structured debrief by an educational psychologist, to facilitate discussion around their individual profile. Feedback was gathered from five head teachers, using semi-structured interview and a Likert-type rating scale. Interviews were analysed thematically. Head teachers reported raised self-awareness in terms of their realised strengths, learned behaviours, weaknesses and unrealised strengths. They noted an increased motivation and commitment to self reflection as a core practice and related this to subsequent changes in management practice, such as improving personal resilience, increased authenticity in their professional role and more effective delegation of management tasks. Organisational level outcomes reported by head teachers included increases in focus on strengths based practices, teacher well-being and resilience. Personal and professional development with individual head teachers is discussed as an effective use of educational psychology resources with potential benefits for the wider organisation.     

English,Israeli‐Arab and Saudi Arabian Adolescent Values

This paper compares the results of three surveys. The subjects comprise 96 adolescents in an English comprehensive school, 118 Arab adolescents in three schools in Israel and 89 adolescents in two schools in Saudi Arabia. The first and last groups of subjects have a modal age of 14 years whereas the majority of the second group are 15 years of age. The open‐ended questionnaire comprised 10 prompts designed to elicit responses concerning ideals and least ideals, most and least preferred companions, use of solitude, summum bonum, most and least desired outcomes to life and nascent philosophies. Two methods of analysis were used. First, references to dominant themes were totalled; secondly, responses were assigned to six categories according to the dominant values expressed from materialistic to altruistic. Similarities but also significant differences were found in the dominant themes and significant differences were also apparent in the values that were expressed. Most marked was the high value placed on parents and friendship by the English young people, the importance attached to education by the Israeli‐Arab group and the prominence given to Islam by the Saudi Arabian adolescents.