Thurstone Scale for Measuring Attitudes of College Students toward Physical Fitness and Exercise

Abstract

Employing modified Thurstone techniques, two equivalent forms of an equal-appearing intervals attitude scale were constructed around the topic “physical fitness and exercise.” Experimental test items were subjected to an extensive refinement process preceding the formulation of the final alternate test forms. Validity of the test was based upon authoritative opinion and expert judgment. A reliability coefficient derived from test, retest sampling was .83 ± .06. A correlation coefficient of .87 ± .03 was obtained on the parallel lest forms.     

The role of ethnicity in the attainment and experiences of graduates in distance education

In the UK, the attainment of White graduates (as measured by the class of honours that they have been awarded) tends to be higher than that of graduates from other ethnic groups. This is apparent, in particular, in graduates who have taken courses by distance learning with the Open University. Analysis of data from Open University graduates over three successive years yielded no evidence that the latter trend could be attributed to confounded demographic variables. A postal survey found little variation in perceptions of academic quality or reports of personal development among Open University graduates from different ethnic groups. Quantitative variations in the attainment of graduates from different ethnic groups are not necessarily reflected in qualitative variations in their experience of distance education.     

Naturally Acquired Mentoring Relationships and Young Adult Outcomes Among Adolescents with Learning Disabilities

We evaluated whether having a naturally acquired mentor during adolescence was associated with improved adult outcomes among youth with learning disabilities (YLD). Mentored youth were more likely to have graduated from high school, reported a higher level of self‐esteem, and reported a higher overall number of positive outcomes than nonmentored youth. Mentorship by teachers/guidance counselors was associated with larger differences in high school graduation rates and self‐esteem compared to nonmentored youth whereas mentorship by nonteachers was associated with smaller changes in self‐esteem and no differences in high school completion rates. Future research should include more in‐depth, objective assessments of youths’ learning disabilities, consideration of interactions with concurrent risk factors, and efforts to clarify optimal strategies for mentoring support of YLD.     

Assessing the impact of the Graduate Certificate in Anatomical Sciences Instruction: A post‐degree survey

There are few graduate programs available for pursuing a doctorate in anatomy where students gain specific training in gross anatomy dissection and the responsibilities of a medical educator. In light of this fact, the University of Kentucky created a Graduate Certificate in Anatomical Sciences Instruction in 2006. This 12‐credit hour curriculum includes detailed training in gross anatomy and/or neuroscience courses, practicum experiences, a seminar class in pedagogical literature, and a course in educational strategies for the anatomical sciences. The award of certificate completion affirms that the candidate has demonstrated faculty‐supervised proficiency in anatomy dissection, instruction in anatomy topics, and teaching strategies for anatomy. Seventeen graduate students have earned the certificate since its inception; nine students accepted teaching positions in anatomy following their graduate training and currently nine certificate graduates have assistant (six) or associate (three) professor positions in academia. In 2016, an anonymous survey including Likert‐style and open‐ended questions was emailed to all certificate graduates. Graduates favorably responded (each question averaged 4.4 or greater out of 5) that the certificate increased their awareness of teaching‐faculty responsibilities, adequately prepared them for teaching‐related duties, and positively contributed toward their first employment. Graduates indicated that the lecturing and dissection experience, awareness of faculty responsibilities, and job preparation (e.g., teaching philosophy development) were the most helpful aspects of the certificate. These results indicate that the Graduate Certificate in Anatomical Sciences Instruction is viewed by its graduates and their employers as a valuable teaching credential that can be attained alongside a basic science degree. Anat Sci Educ 11: 516–524. © 2018 American Association of Anatomists.     

The development of children at familial risk for dyslexia: Birth to early school age

Children at risk for familial dyslexia (n = 107) and their controls (n = 93) have been followed from birth to school entry in the Jyvaskyla Longitudinal study of Dyslexia (JLD) on developmental factors linked to reading and dyslexia. At the point of school entry, the majority of the at-risk children displayed decoding ability that fell at least 1 SD below the mean of the control group. Measures of speech processing were the earliest indices to show both group differences in infancy and also significant predictive associations with reading acquisition. A number of measures of language, including phonological and morphological skill collected repeatedly from age three, revealed group differences and predictive correlations. Both the group differences and the predictive associations to later language and reading ability strengthened as a function of increasing age. The predictions, however, tend to be stronger and the spectrum of significant correlations wider in the at-risk group. These results are crucial to early identification and intervention of dyslexia in at-risk children.