WIAT subtest and composite predicted-achievement values based on WISC-III verbal and performance IQs

Critical values tables for determining significant differences between Wechsler IQs and WIAT subtests and composites based on a predicted-achievement method are provided in the WIAT manual for the Full Scale IQ and have been constructed recently for Verbal and Performance IQs (Flanagan & Alfonso, 1993). In order to use these tables, however, a predicted achievement score(s) is required. The process of calculating predicted-achievement scores is time-consuming and may result in errors, especially when more than one ability-achievement comparison is warranted. The present paper provides tables of WIAT subtest and composite predicted-achievement standard scores based on WISC-III Verbal and Performance IQs. These tables allow examiners to determine quickly ability-achievement discrepancies based on WISC-III Verbal or Performance IQs when they are used in conjunction with the critical values tables provided in our earlier article. These tables are most useful for the accurate assessment and diagnosis of learning disabilities.     

Developing a web-based toolkit for new mothers about postpartum pelvic floor health in collaboration with a professional medical association

Background:Few electronic resources are available for new mothers with concerns about changes in their pelvic floor following childbirth. Patients may struggle when seeking authoritative information regarding pelvic floor conditions online given the sensitivity of the topic as well as the inadvertent connection to obscene or demeaning content found online. A health sciences librarian partnered with the Motherhood and Pelvic Health Study, an interdisciplinary research group, to provide expert searching skills for a particularly challenging health condition that patients struggle to find useful information on.Case Presentation:A custom rubric was developed to evaluate existing information products, which included criteria for cultural sensitivity, conflicts of interest, and other red flags. This evaluation process enabled the research team to identify top-tier evidence-based materials that were culturally congruent. This collaborative evaluation process led to the creation of a web-based toolkit resource for new mothers concerned about changes in their pelvic floor. The toolkit connects women to pertinent information on a national health organization''s patient portal, supplemented by videos created by the team to serve as models of communication for women and health care providers.Conclusion:When developing a web-based resource, health sciences libraries can partner with research teams to find, evaluate, and disseminate information. Culturally congruent toolkits such as this one can improve access to health information and lead to improved health outcomes. To ensure that the information highlighted in toolkits is both culturally congruent and authoritative, research teams should form advisory committees and partner with relevant professional medical associations.     

A Typology of News Sourcing: Routine and Non-Routine Channels of Production

ABSTRACT

This article presents a novel typology for analysing the routinisation of news and daily newsroom practices. Drawing inspiration from the work of Sigal, Tuchman and others, the framework—comprising eight categories—provides a reconceptualisation of routine and non-routine channels of news production to facilitate an exploration of source material, focusing on initial story triggers. One contribution which is particularly useful relates to the subcategorisation of the traditionally singular “routine” channel; although the broad concept of routine source material is familiar, it has generally not been systematically deconstructed in previous analyses. Considering different types of routine news allows for a deeper understanding of how these channels are integrated into contemporary daily news production and the role of internal newsroom and external actor dynamics. This is particularly relevant in an era in which there is a high usage of information subsidies, passive news reporting, cannibalised content, and desk-bound work. As such, the application of this model provides insights into the dominance and subordinate use of various channels in contemporary newsrooms. The discussion also illustrates how such a typology can aid empirical research with reference to the content analysis study from which this framework was developed.     

Interpretation and enactment of Senior Secondary Physical Education: pedagogic realities and the expression of Arnoldian dimensions of movement

Background: New curriculum developments present opportunities for established thinking and practice in physical education to be reaffirmed or challenged in government, professional and institutional arenas. The introduction of a new official text for the Victorian Certificate of Education Physical Education [VCEPE] in 2011 provided a prompt for renewed debate about the ways in which ‘multiple ways of knowing' could prospectively find expression in senior secondary physical education. Previous analysis of the new VCEPE official text and associated assessment requirements led to a prediction that a theoretical–practical binary may well be reaffirmed amidst implementation of the new course in schools, such that senior secondary physical education (SSPE) in Victorian schools may remain an essentially propositional/theoretical subject.

Purpose: This paper reports on research that has pursued this prediction and specifically explored the expression of Arnold's three dimensions of education in, through and about movement, in teachers’ interpretation and enactment of the new VCEPE Study Design. The research sought to pursue the potential for originality and creativity in SSPE amidst the introduction of a new official curriculum text, examine factors facilitating or limiting this and document the ‘pedagogic realities’ of SSPE in Victorian schools.

Methodology: The study used a case study approach, involving two government and two independent secondary schools in Victoria, Australia. Data gathered from teacher interviews, classroom observations and documentary sources in 2012–2013 are reported. Analysis pursued internal and external factors framing the curriculum and pedagogical practices prominent in enactment of the new course in the case study schools, and the individual and collective representation of Arnold's three dimensions of movement in the schools’ curriculum and teachers’ pedagogical practices.

Findings: The findings reveal complexities and tensions associated with the representation of new curriculum policy in school curriculum and teachers’ pedagogic practices. Attention is drawn to ways in which the interplay between official texts, accompanying assessment requirements, other professional texts and the wider educational context variously shape the ‘pedagogic realities’ of the VCEPE in practice. The discussion explains how this interplay influences (and limits) the expression of Arnold's dimensions in VCEPE.

Implications: This paper reaffirms previous work in SSPE that has highlighted the need for conceptual coherence between curriculum texts and assessment frameworks. This research directs attention to opportunities for development of curriculum, pedagogy and assessment, through both official and professional channels, in ways that facilitate teachers’ professional learning about the potential expression of Arnold's dimensions in VCEPE. It also calls for curriculum authorities, professional learning associations and teacher education institutions to work more coherently to be at the fore of thinking about pedagogic possibilities in senior secondary physical education.     

Different Minds and Common Problems: Geert Hofstede's Research on National Cultures1

This article discusses Geert Hofstede's work on national cultural differences. It explains how Hofstede's model of the dimensions of national culture might be of use to performance improvement professionals as they try to solve familiar, and perhaps not so familiar, problems in international settings. Hofstede's work, first published in 1980, argues that many management theories, such as those of Herzberr, Mausner, and Snyderman (1959), Maslow (1970), and McGregor (1960), are not valid worldwide be cause the authors are subject to cultural bias that is manifested in their own cultural makeup. Hofstede's research has shown that national cultures tend vary on four dimensions: uncertainty avoidance, masculinity, power distance, and individualism. Understanding national cultural differences is important to organizations to expand beyond their own national boundaries and to attempt to win the loyalty and business of customers around the globe.