Get Your Head into the Clouds: Using Word Clouds for Analyzing Qualitative Assessment Data

Word clouds (or tag clouds) are popular, fun ways to display text data in graphical form; however, we contend that they can also be useful tools in assessment. Using word clouds, instructors can quickly and easily produce graphical depictions of text representing student knowledge. By investigating the patterns of words or phrases, or lack thereof, in textual student responses, instructors can evaluate if students, as a whole, have grasped or missed key concepts or have made common mistakes. Word clouds can be used to provide formative assessment feedback to students, and to identify common themes in student reflection papers. They can also be useful as a starting point or screening tool for large amounts of text data, whether related to assessment or not.     

Anatomy, medical education, and human ancestral variation

It is argued in this article that the human body both in health and disease cannot be fully understood without adequately accounting for the different levels of human variation. The article focuses on variation due to ancestry, arguing that the inclusion of information pertaining to ancestry in human anatomy teaching materials and courses should be carried out and implemented with care and in line with latest developments in biological anthropology and related sciences. This seems to be of particular importance in the education of health professionals, as recent research suggests that better knowledge of human variation can improve clinical skills. It is also argued that relatively small curricular changes relating to the teaching of human variation can produce significant educational gains.     

Racial/ethnic differences in Medicaid expenditures on psychotropic medications among maltreated children

This study quantifies racial/ethnic differences in Medicaid expenditures on psychotropic drugs among a national sample of children with suspected maltreatment. We linked 4,445 child participants in the National Survey of Child and Adolescent Well-Being (NSCAW) – consisting of children investigated for suspected abuse and neglect – to their Medicaid claims obtained from 36 states. We used propensity score matching to construct a comparison group of children without known child welfare involvement, and estimated two-part generalized linear models to examine differences in annual psychotropic drug expenditures per child between children of different races/ethnicities. When compared to a matched sample of children, African American and Latino children incur $292 and $144 less expenditures on psychotropic drugs, respectively, than white children. Among NSCAW children alone, African American children display $614 less spending on psychotropic drugs when compared to white children. Racial/ethnic differences in expenditures on psychotropic drugs occur among all children on Medicaid, but the differences are especially pronounced among African American children in contact with the child welfare system. These findings demonstrate that policymakers will need to pay special attention to the needs of children of color as Medicaid expansions proceed nationwide.     

Craft and Narrative in DIY Instructions

This article examines tutorials from the Web site, Instructables.com, to highlight the rhetorical possibilities of including personal narratives in instructions. The narratives in these tutorials offer detailed accounts of their authors’ experiences when constructing their projects, thereby functioning as accounts of the authors’ craft knowledge. Pitched to amateur hobbyists, rather than the professional audiences of many forms of conventional technical communication, these tutorials offer new ways of teaching craft knowledge and techniques.     

School leadership models: what do we know?

The growth in the importance of school leadership has been accompanied by theory development, with new models emerging and established approaches being redefined and further developed. The purpose of this paper is to review current and recent writing on leadership models. The paper examines theoretical literature, to see how leadership is conceptualised, and empirical literature, to demonstrate whether and how the research evidence supports these concepts. The paper shows that leadership models are subject to fashion but often serve to reflect, and to inform, changes in school leadership practice.     

Textured insoles reduce vertical loading rate and increase subjective plantar sensation in overground running

The effect of textured insoles on kinetics and kinematics of overground running was assessed. 16 male injury-free-recreational runners attended a single visit (age 23?±?5 yrs; stature 1.78?±?0.06 m; mass 72.6?±?9.2?kg). Overground 15-m runs were completed in flat, canvas plimsolls both with and without textured insoles at self-selected velocity on an indoor track in an order that was balanced among participants. Average vertical loading rate and peak vertical force (F_peak) were captured by force platforms. Video footage was digitised for sagittal plane hip, knee and ankle angles at foot strike and mid stance. Velocity, stride rate and length and contact and flight time were determined. Subjectively rated plantar sensation was recorded by visual scale. 95% confidence intervals estimated mean differences. Smallest worthwhile change in loading rate was defined as standardised reduction of 0.54 from a previous comparison of injured versus non-injured runners. Loading rate decreased (?25 to ?9.3?BW?s^?1; 60% likely beneficial reduction) and plantar sensation was increased (46–58?mm) with the insole. F_peak (?0.1 to 0.14?BW) and velocity (?0.02 to 0.06?m?s^?1) were similar. Stride length, flight and contact time were lower (?0.13 to ?0.01 m; ?0.02 to?0.01?s; ?0.016 to ?0.006?s) and stride rate was higher (0.01–0.07 steps?s^?1) with insoles. Textured insoles elicited an acute, meaningful decrease in vertical loading rate in short distance, overground running and were associated with subjectively increased plantar sensation. Reduced vertical loading rate could be explained by altered stride characteristics.     

Implementation Factors and Their Influence on Student Mathematics Outcomes

Assessing implementation allows for a better understanding of an intervention's effects and the mechanisms that influence its impact. Two main areas of implementation are (a) the quality with which an intervention is delivered and (b) instructors’ adherence to the programmed intervention. The current study used data from a kindergarten mathematics intervention program to (a) examine if and how treatment adherence was associated with implementation quality and (b) explore implementation measures’ relation to student mathematics outcomes. Results indicated high implementation scores across time for both adherence and quality. Neither treatment adherence nor implementation quality was found to relate to a general outcome measure of student mathematics achievement; however, both were similarly related to the curricular-aligned measure.