The relationship between student engagement with online content and achievement in a blended learning anatomy course

Blended learning has become increasingly common in higher education. Recent findings suggest that blended learning achieves better student outcomes than traditional face‐to‐face teaching in gross anatomy courses. While face‐to‐face content is perceived as important to learning there is less evidence for the significance of online content in improving student outcomes. Students enrolled in a second‐year anatomy course from the physiotherapy (PT), exercise physiology (EP), and exercise science (ES) programs across two campuses were included (n = 500). A structural equation model was used to evaluate the relationship of prior student ability (represented by grade in prerequisite anatomy course) and final course grade and whether the relationship was mediated by program, campus or engagement with the online elements of the learning management system (LMS; proportion of documents and video segments viewed and number of interactions with discussion forums). PT students obtained higher grades and were more likely to engage with online course materials than EP and ES students. Prerequisite grade made a direct contribution to course final grade (P < 0.001) but was also mediated by engagement with LMS videos and discussion forums (P < 0.001). Student learning outcomes in a blended anatomy course can be predicted the by level of engagement with online content. Anat Sci Educ 11: 471–477. © 2017 American Association of Anatomists.     

The preference of rats for free or response-produced food

Three experiments were performed to investigate the preference of rats for either free or response-produced food. Rats were trained to free feed in an operant chamber and then to leverpress for food. Subsequently, they were given a choice between continuing to leverpress for food on CRF, FR 2, and FR 10 schedules or free feeding. In three experiments the independent variable was the method of free-food presentation: A fixed free-food dish was used in the first experiment, a movable dish in the second, and a large flat dish in the third experiment. The results of the three experiments were very similar, with most of the rats showing a preference for the free food. This preference increased further when more than one response was required to produce a food pellet. These results contradict any conclusion that rats have a generalized tendency to prefer response-produced to free food but provide no answer to the question of why rats do on occasion respond for food in the presence of free food.     

'Spice Girls', 'Nice Girls', 'Girlies', and 'Tomboys': Gender discourses,girls' cultures and femininities in the primary classroom

The past decade has seen a growing political and academic concern with boys' underachievement. Drawing on the case study of a London primary classroom, this article argues that contemporary gendered power relations are more complicated and contradictory than the new orthodoxy that girls are doing better than boys suggests. The girls in this case study took up very varied positions in relation to traditional femininities. Yet, despite widely differentiated practices, all the girls at various times acted in ways which bolstered boys' power at the expense of their own. While peer group discourses constructed girls as harder working, more mature and more socially skilled, still the boys and a significant number of the girls adhered to the view that it is better being a boy. The article concludes that in this particular primary school, girls and boys still learned many of the old lessons of gender relations which work against gender equity.     

Intersections of Gender,Race and Class in the Primary School

In order to highlight the gender dimension of groupwork I undertook a piece of research in an inner city primary school. My aim was to discover how the group dynamic is affected by altering the gender composition. Consequently I set up a research project in which two groups of primary aged children, one mixed sex, the other girls only, worked on an identical craft, design and technology task. My research findings illuminate the contradictions, complexities and paradox with which issues of gender in the primary school are riven. The findings support the view that the impact of gender on girls is not uniform and consistent across boundaries of race and class but that the three categories are inextricably interwoven. Race and class make significant contributions to any discourse on inequality and although my research is purportedly about gender, the evidence revealed a need for far more investigation into the ways in which gender intersects with race and class.     

A social learning theory comparison of the sexual victimization of adolescent sexual offenders and nonsexual offending male delinquents

OBJECTIVE: This paper tests hypotheses based on Garland and Dougher's (1990) formulation of the "victim to victimizer" relationship which is a social learning theory etiological approach to adolescent sexual offending. METHOD: Two hundred sixteen adolescent sexually victimized sexual offenders and 93 adolescent sexually victimized nonsexual offending delinquents from three Michigan sexual offender treatment facilities participated in an anonymous cross-sectional survey regarding their sexual victimization and offending as well as a social desirability measure. RESULTS: When comparing the two groups, nonsexually offending delinquents and sexually offending delinquents, the latter were found to have: closer relationships with their perpetrators; a higher chance of having a male perpetrator(s); a longer duration of sexual victimization; more forceful sexual victimization; and the experience of penetration as part of their sexual victimization. Logistic regression showed that the gender of the perpetrators being both male and female and the forcefulness of the perpetrators were the best predictors of being in the sexual offender group. CONCLUSIONS: The social learning theory hypotheses were generally supported. Further multivariate research on this theory is warranted.     

Evaluation of a State Initiative to Improve Child Care Quality

Wisconsin's Early Childhood Excellence Initiative was a $15 million public policy effort designed in 2000 to increase child care quality for low-income children. An evaluation revealed significant improvement in classroom quality, the quality of caregiver interaction, and caregivers' beliefs about children following a complex multi-faceted intervention in 28 selected child care centers. The evaluation also revealed higher quality in Centers for Excellence relative to Comparison centers. Research over the past 35 years has demonstrated that high quality early care and education is one of our best hopes for optimizing the long-term developmental outcomes of infants and young children in poverty. Positive results from this evaluation suggest that it may be within the power of state government to raise the quality of early care and education, should the commitment be there to do so.     

Weaving curriculum webs: Planning,guiding, and recording curriculum activities in the day care classroom

One Monday morning, Sandra walked into her day care classroom with a heavy box filled with rocks. She announced with pleasure to her four- and five-year-old classmates that she had begun a rock collection. Other children quickly came over and began making comments about the colors and sizes of the rocks and about rocks they had found themselves.Diane E. Levin is Associate Professor of Education at Wheelock College in Boston, MA.     

Using Knowledge: The dilemmas of 'Bridging Research and Policy'

The 'knowledge agenda' has become a central part of development discourse. This paper addresses one aspect of this discourse - the use of policy research in the social sciences - and the dilemmas that have been encountered by both development agencies and researchers in communicating and making use of that research. Development agencies as well as NGOs have initiated work to evaluate and document the effectiveness of research partnerships, knowledge capacity building and (social) science policy impact. As a multilateral initiative, the Global Development Network (GDN), and especially its 'Bridging Research and Policy' project, provides a vehicle to address issues related to research impact. Twelve perspectives on improving research and policy linkages are outlined to reveal that how the problem is defined shapes policy responses. Taken together, these explanations provide a multifaceted picture of the research-policy nexus indicating that there are many possible routes to 'bridging' research and policy. These diverse perspectives will be categorised into three broad categories of explanation: (i) supply-side; (ii) demand-led; and (iii) policy currents. However, knowledge is part of the solution to many development problems but not of itself a panacea.     

Concept substitution: An instructional strategy for promoting conceptual change

Numerous studies have shown that students often hold conceptions that conflict with accepted scientific ideas, both prior to and after instruction. The failure of instruction to affect students' conceptions can be interpreted as a failure to facilitate conceptual change. In this paper, an instructional strategy will be described that facilitates conceptual change in the special case where conceptual difficulties appear to arise because students confuse related physics concepts. The strategy involves two parts. Firstly, students observe an experiment or demonstration that conflicts with what they expect to see. Secondly, the instructor identifies students' intuitions that are correct but that they have associated with an incorrect physics term, and substitutes the correct physics term. Students can thus develop more scientifically acceptable understandings of physics concepts without having to give up their intuitive ideas. The use of this strategy will be illustrated in two domains of physics. Specializations: physics education, conceptual development, instructional design, improvement of tertiary science education.     

Girls’ Groups as a Component of Anti‐sexist Practice—one primary school's experience

The gender project I have been involved in was a practical response to theoretical concerns regarding the impact of the hidden curriculum and sex stereotyping in primary schools. The aim of the project was primarily to improve the level of achievement of the girls. Equally important was a desire to broaden curriculum experience into non‐stereotypical areas for both boys and girls. Unlike similar projects, Preston School's single sex groups were monitored throughout their duration. Consequently there are substantially more data on the attitudes of teachers, girls and boys towards gender than are normally available for such projects. This article constitutes an attempt by one of the teachers involved to evaluate the efficacy of Preston School's initiative within a theoretical framework that explores the wider issues of gendered subjectivity, male sexism and female self‐depreciation.