The Effects of Self-Efficacy,Motivation to Transfer,and Situational Constraints on Transfer Intentions and Transfer of Training

An important dimension of training effectiveness relates to how well skills learned during training are transferred to the workplace. The current study examines the effects of several individual characteristics (Self-efficacy, Motivation to Transfer, Training Reactions, Goals for Transfer, and Commitment to Transfer Goal) and Situational Constraints on perceived Transfer Success. LISREL VII (Joreskog & Sorbom, 1989) was used to determine the fit of a mediated effects model of how the variables would affect transfer success. Self-efficacy and Motivation to Transfer were found to be significantly related to transfer intentions (Goal for Transfer and Commitment to Transfer Goal), while Goal for Transfer and Commitment to Transfer Goal were positively related to Transfer Success. The implications of these results for maximizing the transfer of training are discussed.     

Construction by dielectrophoresis of microbial aggregates for the study of bacterial cell dormancy

A study of the effect of aggregate size on the resuscitation of dormant M. smegmatis was conducted by constructing cell aggregates with defined sizes and shapes using dielectrophoresis and monitoring the resuscitation process under controlled laboratorial conditions in a long-term cell feeding system. Differently sized cell aggregates were created on the surface of indium tin oxide coated microelectrodes, their heights and shapes controlled by the strength of the induced electric field and the shape of the microelectrodes. Both two-dimensional (ring-patterned) and three-dimensional cell aggregates were produced. The cell aggregates were maintained under sterile conditions at 37 °C for up to 14 days by continuously flushing Sauton’s medium through the chamber. Resuscitation of dormant M. smegmatis was evaluated by the production of the fluorescent dye 5-cyano-2,3-ditolyltetrazolium chloride. The results confirm that the resuscitation of dormant M. smegmatis is triggered by the accumulation of a resuscitation promoting factor inside the aggregates by diffusion limitation.     

Small-sided games can discriminate perceptual-cognitive-motor capability and predict disposal efficiency in match performance of skilled Australian footballers

This study determined if small-sided games could discriminate perceptual-cognitive-motor skill in Australian Rules Footballers. Higher skilled Western Australian Football League (WAFL) (n = 17) and lesser skilled Amateur (n = 23) players were recruited. Participants played three small-sided games of three minutes. Each disposal was scored for decision-making and motor skill execution, with these scores combined for a total score. Mann-Whitney U tests indicated significantly superior mean decision-making by higher skilled (Median = 2.90, Range = 0.30) over lesser skilled (Median = 2.80, Range = 0.73) (p = .012) players. Execution score was not significantly different between groups. Linear mixed model analysis found higher skilled players (M = 5.32, SD = 1.19) scored significantly higher than lower skilled players (M = 4.90, SD = 1.52) on total score (p = .009). Large effect sizes were found for decision-making and total score relative to games and position played in WAFL players. High agreement of scoring was observed for an elite (inter-rater) and a novice (intra-rater) coaches. Linear mixed model analysis indicated mean total scores of WAFL players significantly predicted disposal efficiency in match performance (p = .011). Small-sided games can be easily implemented to identify talented players and assess perceptual-cognitive-motor skill.     

Predicting early school success with developmental and social skills screeners

The purpose of this study was to identify developmental, social skill, and problem behavior sub-domains that best predict academic achievement and grade promotion or retention in the early school years. Subjects were 184 children tested at the end of kindergarten using the Early Prevention of School Failure screening package and the Social Skills Rating Scale, and a year later using the Stanford Achievement Test. Information on promotion or retention was gathered in late spring for the two school years. Four kindergarten screening areas figured prominently in predicting first grade academic success: receptive language, visual memory, cooperation, and self-control. In addition, social skill subscales played significant roles in predicting promotion and retention. The findings suggest that assessment of social skills should be included in kindergarten screening packages with the possibility of targeting deficits for early intervention. © 1997 John Wiley & Sons, Inc.     

A Cross-National Study of Secondary Science Classroom Environments in Australia and Indonesia

This article reports a cross-national study of classroom environments in Australia and Indonesia. A modified version of the What Is Happening In this Class? (WIHIC) questionnaire was used simultaneously in these two countries to: 1) crossvalidate the modified WIHIC; 2) investigate differences between countries and sexes in perceptions of classroom environment; and 3) investigate associations between students’ attitudes to science and their perceptions of classroom environment. The sample consisted of 1,161 students (594 students from 18 classes in Indonesia and 567 students from 18 classes in Australia). Principal components factor analysis with varimax rotation supported the validity of a revised structure for the WIHIC. Two-way MANOVA revealed some differences between countries and between sexes in students’ perceptions of their classroom environments. Simple correlation and multiple regression analyses revealed generally positive associations between the classroom environment and student attitudes to science in both countries.     

Teacher use of evidence to customize inquiry science instruction

This study investigated how professional development featuring evidence‐based customization of technology‐enhanced curriculum projects can improve inquiry science teaching and student knowledge integration in earth science. Participants included three middle school sixth‐grade teachers and their classes of students (N = 787) for three consecutive years. Teachers used evidence from their student work to revise the curriculum projects and rethink their teaching strategies. Data were collected through teacher interviews, written reflections, classroom observations, curriculum artifacts, and student assessments. Results suggest that the detailed information about the learning activities of students provided by the assessments embedded in the online curriculum motivated curricular and pedagogical customizations that resulted in both teacher and student learning. Customizations initiated by teachers included revisions of embedded questions, additions of hands‐on investigations, and modifications of teaching strategies. Student performance improved across the three cohorts of students with each year of instructional customization. Coupling evidence from student work with revisions of curriculum and instruction has promise for strengthening professional development and improving science learning. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 1037–1063, 2010     

Aspects of Fetal Learning and Memory

Ninety-three pregnant women were recruited to assess fetal learning and memory, based on habituation to repeated vibroacoustic stimulation of fetuses of 30–38 weeks gestational age (GA). Each habituation test was repeated 10 min later to estimate the fetal short-term memory. For Groups 30–36, both measurements were replicated in a second session at 38 weeks GA for the assessment of fetal long-term memory. Within the time frame considered, fetal learning appeared GA independent. Furthermore, fetuses were observed to have a short-term (10-min) memory from at least 30 weeks GA onward, which also appeared independent of fetal age. In addition, results indicated that 34-week-old fetuses are able to store information and retrieve it 4 weeks later.     

Evidence-Based Methods for Children and Youth with Autism Spectrum Disorders: Stakeholder Issues and Perspectives

Despite variable interpretations of the meaning and nature of specific effective practice methods and research-supported strategies, such approaches are generally considered essential for children and youth with autism spectrum disorders (ASDs). Indeed, there is general consensus that only by qualified professionals using effective methods in an approved fashion will optimal student outcomes be achieved. Related to this need, this article presents perspectives of stakeholders connected to use of effective practices with children and youth diagnosed with ASD. A parent, educational practitioner, and program administrator each share their unique perspectives on the subject of effective practice methods for learners with ASD.