Expressive Vocabulary Predicts Nonverbal Executive Function: A 2-year Longitudinal Study of Deaf and Hearing Children

Numerous studies suggest an association between language and executive function (EF), but evidence of a developmental relationship remains inconclusive. Data were collected from 75 deaf/hard-of-hearing (DHH) children and 82 hearing age-matched controls. Children were 6–11 years old at first time of testing and completed a battery of nonverbal EF tasks and a test of expressive vocabulary. These tasks were completed again 2 years later. Both groups improved their scores on all tasks over this period. DHH children performed significantly less well than hearing peers on some EF tasks and the vocabulary test at both time points. Cross-lagged panel models showed that vocabulary at Time 1 predicted change in EF scores for both DHH and hearing children but not the reverse.     

Using Panel Data to Identify the Effects of Institutional Characteristics,Cohort Characteristics,and Institutional Actions on Graduation Rates

Research in Higher Education - Institutional graduation rates occupy a prominent place in institutional research and public policy. Graduation rates are used in the College Scorecard, state...     

Understanding users’ behaviors regarding supply chain technology: Determinants impacting the adoption and implementation of RFID technology in South Korea

Radio Frequency Identification (RFID), once a niche technology, is rapidly gaining the attention of retailers as a key enabler in their supply chain. As RFID moves into the mainstream, it is poised to replace the standard barcode as the technology that identifies and tracks products throughout the supply chain. In an attempt to gain competitive advantages, some retailers have begun the transition to RFID while others have been reluctant to embrace it. This study investigates South Korean retailers to identify key organizational characteristics that positively drive the evaluation of RFID. Further, this study assesses the impact one's evaluation has on the adoption and integration of RFID within their respective firm. Results from 278 adopting organizations show organizational needs (Ubiquity and Performance Gaps), perceived factors (Benefits and Cost Savings), and organizational readiness (Financial Resources and Technological Knowledge) have a significant influence on RFID Evaluation; and evaluation impacts its adoption, and integration.     

Re/presenting a gender equity project: Contrasting visions and versions

This article provides three different accounts of a gender-equity project in a Grade 10 science class. The three stories, a realist one of victory over oppression, a realist story of inclusion, and a reflexive story of identity, illustrate different rhetorical forms for representing research and different assumptions about gender, pedagogy, equity, and the representation of data. Any version of a project can only be a partial account. As teachers and researchers, our commitments and investments influence our questions, understandings, and representations. The content and form of our stories imply particular relationships with an audience. Those responsible for policy tend to favor realist stories that reduce complexity and increase certainty. Others may be more interested in stories that portray complexity and highlight the need for judgments in particular contexts. No one form is appropriate for all occasions. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 859–876, 1998.     

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.     

Work placement experience: should I stay or should I go?

The opportunity to experience work placements that complement taught and practical courses in higher education has become a central strand of many undergraduate degree programmes. While there is tacit agreement that such placements are a good thing, in recent years the numbers of students opting for work placements has been declining. This paper uses a mixed method research design to probe the learning outcomes, attitudes and perceptions of undergraduate students who choose not to go on a work placement. Findings highlight some areas of concern that could be considered by institutions of higher education working to enhance good practice in students’ work placement experiences.