Model of affective learning for nonformal science education facilities

Objective setting and evaluation for learning in the affective domain are often neglected in educational programs, largely because affective learning is a poorly understood phenomenon. This is particularly problematic in nonformal science education facilities, which are uniquely suited to facilitate affective learning. To address this problem, a heuristic model of affective learning in nonformal educational facilities was developed. The model, referred to as the Meredith Model, displays a sequence of events occurring in the affective responses of learners in nonformal educational experiences and identifies factors which may influence individual events within this sequence. The model is proposed as a conceptual framework for gaining an increased understanding of affective learning and for making recommendations for practice of nonformal science education and for further research. J Res Sci Teach 34: 805–818, 1997.     

When do incumbents learn from entrepreneurial ventures?: Corporate venture capital and investing firm innovation rates

In this paper, we focus on the potential innovative benefits to corporate venture capital (CVC), i.e. equity investments in entrepreneurial ventures by incumbent firms. We propose that corporate venture capital programs may be instrumental in harvesting innovations from entrepreneurial ventures and thus an important part of a firm's overall innovation strategy. We hypothesize that these programs are especially effective in weak intellectual property (IP) regimes and when the firm has sufficient absorptive capacity. We analyze a large panel of public firms over a 20-year period and find that increases in corporate venture capital investments are associated with subsequent increases in firm patenting.     

Common core writing and language standards and aligned state assessments: a national survey of teacher beliefs and attitudes

A random sample of 482 teachers in grades 3 through 8 from across the United States were surveyed about (a) their perceptions of the version of the Common Core writing and language standards adopted by their state and their state’s writing assessment, (b) their preparation to teach writing, and (c) their self-efficacy beliefs for teaching writing. Regardless of grade, a majority of teachers believed that the adopted standards are more rigorous than prior standards, provide clear expectations for students that can be straightforwardly translated into activities and lessons, and have pushed them to address writing more often. However, many surveyed felt the new writing and language standards are too numerous to cover, omit key aspects of writing development, and may be inappropriate for struggling writers. Moreover, most did not feel that professional development efforts have been sufficient to achieve successful implementation, and nearly one in five respondents was not familiar with the standards. The respondents were generally less sanguine regarding their state’s writing test, with elementary teachers even less positive than middle school teachers on some aspects, though nearly a third were unfamiliar with their state test. A majority believed state writing tests, though more rigorous than prior tests, fail to address important aspects of writing development, do not accommodate the needs of students with diverse abilities, and require more time than is available to prepare students. Additionally, many teachers believed professional development efforts have been insufficient to help them understand measurement properties of the assessments and how to use test data to identify students’ writing needs. Teachers who were better prepared to teach writing and who held more positive personal teaching efficacy beliefs for writing exhibited generally more positive perceptions of their state’s standards. In contrast, only teacher efficacy beliefs made a unique contribution to the survey respondents’ attitudes and beliefs about their state’s writing test.     

Explaining the substantial inter-domain and over-time correlations in student achievement: the importance of stable student attributes

Multi-domain and longitudinal studies of student achievement routinely find moderate to strong correlations across achievement domains and even stronger within-domain correlations over time. The purpose of this study is to examine the sources of these patterns analysing student achievement in 5 domains across Years 3, 5 and 7. The analysis is of longitudinal population data of over 22,000 students and utilizes fixed-effects models to incorporate stable general and domain-specific latent factors. These latent factors correspond to a general cognitive-ability-like factor and specific aptitudes in particular, or types of, subject areas. The preferred model incorporates both general and domain-specific latent factors with stronger effects for the general factor, although the domain-specific factors are particularly strong for spelling and numeracy. When taking into account general and domain-specific latent factors, the effects of student’s socioeconomic status (SES) and school SES are trivial.     

Double jeopardy: poorer social-emotional outcomes for children in the NICHD SECCYD experiencing home and child-care environments that confer risk

Using data from the National Institute of Child Health and Human Development Early Child Care Research Network (NICHD SECCYD), the authors examined whether interactions between home and child-care quality affect children's social-emotional adjustment at 24, 36, and 54 months (N = 771). Triadic splits on quality of home and child care were used to examine children in specific ecological niches, with a focus on those who experience the double jeopardy of poor quality home and child-care environments. Children in this niche exhibited the highest levels of mother-reported problem behavior and the lowest levels of prosocial behavior. However, there was evidence that children from lower quality home environments were able to benefit from the compensatory influence of high-quality child care. These results suggest policies aimed at the cross-context influences of protective and risky settings.     

Integrating Writing into the Early Childhood Curriculum: A Frame for Intentional and Meaningful Writing Experiences

Despite the importance of early writing development to children’s school success, research documents that early childhood teachers spend little time actively supporting children’s writing development in preschool classrooms. This article provides a framework for integrating writing experiences across the early childhood curriculum. Practical examples are given regarding how writing opportunities can be incorporated into existing activities and play settings. The metaphor of backgrounding and foregrounding writing experiences is used to illustrate ways that teachers can set writing rich environments and activities in a manner that makes it easier for teachers to bring these experiences into everyday learning opportunities. Attention is given to how teachers can bring writing to the foreground of the curriculum by drawing attention to writing materials, making natural connections with children’s interest and play, and scaffolding children’s early writing attempts and experiences.     

Sensing the realities of English middle-class education: James Bryce and the Schools Inquiry Commission, 1865–1868

This paper explores the contribution of James Bryce as an Assistant Commissioner to the Taunton Commission from 1965 to 1868. It highlights his criticisms of the English middle class and of middle-class education represented in the endowed grammar schools of Lancashire, England. These criticisms were based partly on finely detailed observation of the buildings of these schools in their local and geographical settings. They also drew on acutely developed responses of a sensory and emotive nature relating to a broad sensory register of sight, sound, taste, touch and smell. The paper therefore helps to develop the potential value of sensory history in the history of education well as to provide a detailed examination of middle-class education in England in the 1860s. It also suggests that the realism characteristic of mid-Victorian writing and art may help to shed further light on the nature and experience of schooling in this period.