The reading performance of English learners in grades 1–3: the role of initial status and growth on reading fluency in Spanish and English

The purposes of this study were to (a) examine the developmental patterns in pseudoword reading and oral reading fluency in Spanish and English for Spanish-speaking English learners (ELs) in grades 1?C3, and (b) investigate whether initial status and growth rates in reading fluency in Spanish and English, significantly predicted reading comprehension within languages and across languages. Participants were 173 Spanish-speaking ELs in first grade, 156 ELs in second grade, and 142 ELs in third grade across four schools providing a paired bilingual reading program. Results of hierarchical linear modeling indicated different patterns of reading growth in Spanish and English across measures and across grades. ELs at the beginning of first grade had higher scores on pseudoword reading in Spanish than in English and had a higher rate of growth on Spanish pseudoword reading. In second and third grades, initial scores on oral reading fluency were comparable in both languages, but oral reading fluency growth rates were higher in English than in Spanish. Results from regression and path analysis indicated that student initial scores and growth on reading fluency were strong and direct predictors of their reading comprehension within the same language, but not across different languages.     

“I did not realize so many options are available”: Cognitive authority,emerging adults,and e-mental health

Approximately one in five people in developed countries such as Canada and Australia will experience mental illness during their lifespan, and this statistic may be even higher for people between the ages of 18 and 25. Due to widespread stigma and other issues, access to mental health care is limited. However, given the heavy online use by people in this age range as well as the prevalence of existing online health information, it is possible that “e-mental health,” when delivered in an efficacious and engaging format, could be a viable dissemination option. A quantitative and qualitative online survey was distributed to university students in order to determine their opinions of currently available e-mental health resources. Within the sample (n = 1308), text-based searching on Web sites such as Google as well as reading informational Web sites were the most highly preferred and utilized methods. However, a significant knowledge gap regarding the existence of other e-mental health formats was noted. Suggestions for future research include search engine optimization changes and continued development of e-mental health resources.     

Spielen Studienschwerpunkte wirklich eine Rolle?

Due to a comparatively weak curricular structure in education faculties, student teachers may determine their study experiences and learning processes largely by themselves, by selecting their own priorities within educational foundation studies. This paper focused on the relationship between individually-chosen educational specializations, self-perceived competence in these chosen fields, and the measured educational knowledge. The study among teacher education graduates in the German state North Rhine-Westphalia showed that the individually chosen priorities within educational courses varied greatly; however, a focus on topics like classroom teaching, learning and development, and creating school environments was discernable. Results revealed that graduates with certain courses of specializations showed a significant higher level of knowledge in self-report in according areas. However, there were only small significant correlations between the self-reported competencies and the educational knowledge measured by the test. The results of the standardized test of educational knowledge indicated that the graduates in fact achieved better test results in their prioritized fields of studies. This suggests that individual course selection in educational foundations does have an effect on subsequent educational knowledge.     

Metriken für UML-Modelle

Zusammenfassung. Um einen auf UML basierenden Entwicklungsprozess bewerten und verbessern zu können, werden Metriken für UML-Modelle definiert. Wir stellen einen Satz derartiger Metriken vor und diskutieren ihre Tauglichkeit. Unsere Metriken sind generisch definiert, sie werden zur Bewertung der einzelnen UML-Diagramme spezialisiert. Wir berichten vom Einsatz der Metriken zur Evaluation eines Prozessmodells, das in der Lehrveranstaltung Software-Praktikum eingesetzt wird. Eingegangen am 2. Januar 2001/Angenommen am 20. Dezember 2002CR Subject Classification: D.2.2, D.2.8, D.2.9, K.3.2, K.6.3     

Positioning Informal Learning Research in Museums within Activity Theory: From Theory to Practice and Back Again

This article discusses the theory I have come to rely on most consistently to collect and analyze data, interpret interactions at exhibits, and understand power dynamics within museums at many levels of analysis. Activity Theory has, for me, demonstrated the greatest versatility in informing, supporting, and reciprocally intertwining practice and theory. I describe my own evolutionary process here in the context of Activity Theory in order to demonstrate how I have come to see the theory reflected in my research design and analysis.     

Consumer Awareness and Willingness to Pay for High-Pressure Processing of Ready-to-Eat Food

ABSTRACT:  Commercial, nonthermal processing of food, such as high hydrostatic-pressure processing (HPP), has increased. The safety and quality of foods produced by HPP has not been well communicated to the public. An online, nationwide consumer survey was implemented to assess awareness of alternative food processing technologies, consumer food safety attitudes and knowledge, and willingness to pay (WTP) for HPP products. The consumer survey was administered by Zoomerang™, an online survey clearinghouse. The survey was completed by 1204 adults. Frequencies and crosstabs were calculated on Zoomerang and SPSS used for one-way ANOVA and chi-square analyses. The survey assessed knowledge of HPP, attitudes about new food processing techniques, WTP for HPP foods and demographics. Overall, many demographic characteristics reflected U.S. census population. While traditional methods, that is, canning, freezing, and microwaving were all well recognized by over 80% of respondents, only 8% recognized HPP. Trends indicated an increase in age, education, and income reflected greater food safety knowledge. Regardless of demographics, no survey respondent exhibited knowledge mastery (80%). Given an explanation of HPP and its benefits, 39% of respondents indicated they would be WTP an additional cost, with higher income and education having the most impact. Majority of respondents indicated a WTP of $0.25 to $0.50 regardless of the value of the food product. More respondents were WTP slightly more for a more expensive product. New technologies often encounter a stumbling block in consumer acceptance and processing costs. A consumer's WTP, once they were informed, could encourage industry to look favorably on this technology.     

Some Practical Guidelines for Measuring Youth's Race/Ethnicity and Socioeconomic Status

This short paper provides some guidelines to help researchers in child and adolescent development procure the racial/ethnic and socioeconomic information that will best determine how to assign youngsters to ethnic or SES groups. These guidelines are necessarily general. They will need to be adapted thoughtfully by each investigator because, as is generally true, how to define a measure depends intimately on the nature of the research problem. In preparing these guidelines, we have taken into account current practice at the Bureau of the Census, research traditions developed by sociologists who have mainly been concerned with adults, and challenges posed by the changing character of the U.S. population and its family forms. We are extremely grateful to the many social scientists listed below who have contributed so generously to our thinking, but especially to Robert Hauser. Naturally, any errors or opacities that remain are our responsibility.