Effect of Time on Perceived Gains from an Undergraduate Research Program

The current study examines the trajectories of student perceived gains as a result of time spent in an undergraduate research experience (URE). Data for the study come from a survey administered at three points over a 1-yr period: before participation in the program, at the end of a Summer segment of research, and at the end of the year. Repeated-measures analysis of variance was used to examine the effect of time on perceived gains in student research skills, research confidence, and understanding of research processes. The results suggest that the students experienced different gains/benefits at developmentally different stages of their UREs. Participants reported gains in fewer areas at the end of the Summer segment compared with the end of the yearlong experience, thus supporting the notion that longer UREs offer students more benefit.     

How Does Parental Reading Influence Children’s Reading? A Study of Cognitive Mediation

Cognitive processes underlying a behavioural outcome (like reading ability) and the impact of familial risk (e.g., for dyslexia) have been studied in isolation. We present a novel design, linking the two avenues. How do familial influences impact on children’s cognitive skills, which subsequently underlie reading development? Participants from the Familial Influences on Literacy Abilities (FIOLA) Project included 373 children and their parents. We considered three causal routes from parental reading and children’s putative cognitive endophenotypes to children’s reading. Path analyses showed that half of parental effects on children’s reading bypassed and half operated through children’s cognitive underpinnings. Spousal correlation was small but significant. Findings do not support a strong hypothesis of cognitive endophenotypes with full mediation. Furthermore, we discuss the use of parental skills as a proxy for offspring’s liability. Finally, familial reading difficulties are not fully accounted for by known cognitive skills, which has implications for dyslexia diagnosis.     

Investigating orthographic and semantic aspects of word learning in poor comprehenders

This study compared orthographic and semantic aspects of word learning in children who differed in reading comprehension skill. Poor comprehenders and controls matched for age (9–10 years), nonverbal ability and decoding skill were trained to pronounce 20 visually presented nonwords, 10 in a consistent way and 10 in an inconsistent way. They then had an opportunity to infer the meanings of the new words from story context. Orthographic learning was measured in three ways: the number of trials taken to learn to pronounce nonwords correctly, orthographic choice and spelling. Across all measures, consistent items were easier than inconsistent items and poor comprehenders did not differ from control children. Semantic learning was assessed on three occasions, using a nonword–picture matching task. While poor comprehenders showed equivalent semantic learning to controls immediately after exposure to nonword meaning, this knowledge was not well retained over time. Results are discussed in terms of the language and reading skills of poor comprehenders and in relation to current models of reading development.     

ARE GRADUATES OF BACHELOR'S DEGREE PROGRAMS IN GERONTOLOGY EMPLOYED? A REPORT OF A NATIONAL SURVEY

Educators and potential students have questioned the employability of gerontology graduates from the increasing number of educational programs in this field in the United States. This study sought to determine the employment of bachelor's degree gerontology graduates, as well as their reaction to their curricula. A national sample of 303 graduates from 17 of the 20 colleges and universities offering bachelor's degrees in gerontology responded to a questionnaire on employment and curriculum needs. Results indicated the majority are employed. Graduates believe they acquired their jobs because they had a degree in gerontology and that a bachelor's degree in gerontology, in contrast to some other degrees, was valuable to their career. There is evidence of needed curriculum additions, especially in the area of business management and related skills. Salary levels representing different areas of employment are summarized. It was concluded that these graduates evidenced a wide variety of career opportunities and if choosing again would repeat their degree choice in gerontology.     

Student Teachers Speak

The school itself should serve as a laboratory for the study of social science concepts and generalizations, maintains Dr. Schlechty.     

Writing dance: Tensions in researching movement or aesthetic experiences

Dotti researched how students in her tertiary dance class ascribed personal meaning to her use of different dance pedagogies. Jane was involved in the supervision of her thesis within the research process. However, what they discovered was a tension between researching and writing about artistic experiences within the confines and limitations of traditional academic scholarship. In this article each tells her story and shares how these tensions were or were not addressed. They then look at what a thesis is and what different forms of thesis presentation have been used. Finally, some suggestions are offered as to how both academic scholarship and artistic integrity might be maintained in a formal research process. The authors suggest that as an academic community there is a need to seek new ways of researching creative fields, such as dance, so that the academic process does not strangle the artistic endeavor.     

A case for a collaborative classroom

Collaboration is an important skill. But what do we do when students just can't (or won't) work together effectively? Dorothy A. Osterholt and Katherine Barratt share their structured, supportive approach.