Professional standards for survey research

This paper concludes that it is time for institutional research to address the issue of standards for the conduct of surveys. In reaching that conclusion, it argues that executing surveys is one of the most common activities of institutional research (IR) and one of the least served in IR literature; that as a craft, survey research is an orphan without a home in an academic discipline and therefore without a clear articulation of standards in its own right; and that as practiced in IR, survey research faces special technical problems and challenges not embraced in much of the general-survey research literature. Finally, it asks, but does not answer, how such a lofty goal as the pursuit of standards might be attained.     

Vocational-technical programs: follow-up of students with learning disabilities

Recent research has examined the role of vocational-technical training in facilitating the transition from school to work of adolescents with learning disabilities. The present study provided 6-, 12-, and 24-month follow-up data on such students who had attended vocational-technical programs. Matched groups of students without disabilities from vocational-technical programs, as well as randomly selected students without disabilities from regular high schools, were also included for comparisons. Results of the study raised several questions about the value and purpose of vocational-technical training for adolescents with learning disabilities.     

Word-learning skills of deaf preschoolers: the development of novel mapping and rapid word-learning strategies

Word-learning skills of 19 deaf/hard-of-hearing preschoolers were assessed by observing their ability to learn new words in two contexts. The first context required the use of a novel mapping strategy (i.e., making the inference that a novel word refers to a novel object) to learn the new words. The second context assessed the ability to learn new words after minimal exposure when reference was explicitly established. The children displayed three levels of word-learning skills. Eleven children learned words in both contexts. Five were able to learn new words rapidly only when reference was explicitly established. Two children did not learn new words rapidly in either context. The latter seven children were followed longitudinally. All children eventually acquired the ability to learn new words in both contexts. The deaf children's word-learning abilities were related to the size of their vocabularies. The present study suggests that word-learning strategies are acquired even when children are severely delayed in their language development and they learn language in an atypical environment.     

Presentation technology

It goes without saying that the expression “garbage in, garbage out” still applies. Poorly designed instruction cannot be saved by a flashy, high-tech presentation. Flashy garbage is still garbage. But a high-tech presentation can be a very useful tool for instructors and trainers to employ if the instructional material is well designed, and learning objectives require it. If a quality presentation has been developed, it is apparent that students find the use of the graphics tablet to enhance presentations a useful instructional technique. I found myself, as the instructor, to be more in touch with the presentation when I used electronic mark-up of presentation materials. The lectures felt more integrated. I could interact with the presentation more easily and effectively. I’m reminded of what I teach in my public speaking class about visual aids — use them as an aid to, but not a replacement for, well-prepared material — but use them. They can help clarify content, maintain interest and increase retention. Enhanced presentations can do that even more effectively.     

Educating the Child‐centred Practitioner: Innovations and dilemmas

The education of child‐centered early childhood practitioners involves issues of content, pedagogy, relationships and context. Recent insights on the nature of child‐centered teaching generated by collaborative research with teachers, has highlighted its complexity and suggests that new ways of thinking about teacher education are needed. But developing a more learner‐centered approach to early childhood teacher education will be difficult, given the instrumentalist orientation in many institutions and in societies at large. This paper discusses the broad issues surrounding the development of a more learner‐centered approach to early childhood teacher education and describes several initiatives the authors have been involved in, in Australia and the United States.     

To answer questions from text,one has to understand what the question is asking: differential effects of question aids as a function of comprehension skill

Reading and Writing - The present study investigates the effectiveness of question paraphrases in supporting students’ understanding of a specific task. Secondary school students (i.e.,...