Guiding Low Spatial Ability Individuals through Visual Cueing: The Dual Importance of Where and When to Look

Research suggests that spatial ability may predict success in complex disciplines including anatomy, where mastery requires a firm understanding of the intricate relationships occurring along the course of veins, arteries, and nerves, as they traverse through and around bones, muscles, and organs. Debate exists on the malleability of spatial ability, and some suggest that spatial ability can be enhanced through training. It is hypothesized that spatial ability can be trained in low-performing individuals through visual guidance. To address this, training was completed through a visual guidance protocol. This protocol was based on eye-movement patterns of high-performing individuals, collected via eye-tracking as they completed an Electronic Mental Rotations Test (EMRT). The effects of guidance were evaluated using 33 individuals with low mental rotation ability, in a counterbalanced crossover design. Individuals were placed in one of two treatment groups (late or early guidance) and completed both a guided, and an unguided EMRT. A third group (no guidance/control) completed two unguided EMRTs. All groups demonstrated an increase in EMRT scores on their second test (P < 0.001); however, an interaction was observed between treatment and test iteration (P = 0.024). The effect of guidance on scores was contingent on when the guidance was applied. When guidance was applied early, scores were significantly greater than expected (P = 0.028). These findings suggest that by guiding individuals with low mental rotation ability “where” to look early in training, better search approaches may be adopted, yielding improvements in spatial reasoning scores. It is proposed that visual guidance may be applied in spatial fields, such as STEMM (science, technology, engineering, mathematics and medicine), surgery, and anatomy to improve student's interpretation of visual content. Anat Sci Educ. © 2018 American Association of Anatomists.     

Unpacking the New Deal for Young People: Promise and problems

After two years of operation on a national scale, the New Deal Welfare to Work (WtW) programme for young people aged 18-24 (New Deal for Young People, NDYP), a flagship scheme and key element in New Labour's general lifelong learning policy for post-compulsory education and training, has been extensively evaluated both by official government and independent researchers. This research is analysed within the framework of policy analyses of the key aims of the New Deal and associated lifelong learning objectives and the main findings are examined against the background of a case study of the operation of the NDYP by Coventry Employment Services. By way of a conclusion, a contrast between the (generally favourable) quantitative outcomes of WtW and the (partly unfavourable) qualitative studies is drawn in terms of short-term and long-term aims for unemployment relief and the reform of vocational education and training in the post-school sector. Suggestions for the improvement of NDYP programmes are made in the light of the key findings.     

Large-scale academic achievement testing of deaf and hard-of-hearing students: past, present, and future

The first large-scale, nationwide academic achievement testing program using Stanford Achievement Test (Stanford) for deaf and hard-of-hearing children in the United States started in 1969. Over the past three decades, the Stanford has served as a benchmark in the field of deaf education for assessing student academic achievement. However, the validity and reliability of using the Stanford for this special student population still require extensive scrutiny. Recent shifts in educational policy environment, which require that schools enable all children to achieve proficiency through accountability testing, warrants a close examination of the adequacy and relevance of the current large-scale testing of deaf and hard-of-hearing students. This study has three objectives: (a) it will summarize the historical data over the last three decades to indicate trends in academic achievement for this special population, (b) it will analyze the current federal laws and regulations related to educational testing and special education, thereby identifying gaps between policy and practice in the field, especially identifying the limitations of current testing programs in assessing what deaf and hard-of-hearing students know, and (c) it will offer some insights and suggestions for future testing programs for deaf and hard-of-hearing students.     

Do Fourteenth Amendment considerations outweigh a potential state interest in mandating cochlear implantation for deaf children?

Currently, the decision concerning pediatric cochlear implantation for children remains a personal choice for parents to make. Economic factors, educational outcomes, and societal attitudes concerning deafness could result in an increased governmental interest in this choice. This article examines case law related to the issue of parental autonomy to determine whether the state, acting in the role of parens patriae, could use economic and social reasons to mandate the provision of cochlear implants for all eligible children. The author uses previous cases as a framework to develop an opinion on whether a constitutional protection for parents may exist.     

Systemetic changes process I: Beginning the journary

Conclusion In summary, the panelists defined systemic change as change involving 1) a fundamental shift in purpose or focus, 2) a thoughtful redesign of all the system components to be in harmony with the new system orientation, and 3) an emphasis on continual maintenance through reevaluation. In addition, the importance of human factors such as trust and respect, and on human processes such as communication and collaboration were emphasized. Finally, the panelists seemed to agree that systemic change would not be an easy journey — a high level of motivation toward a compelling vision would be required.