Use of the semantic differential technique to study attitudes during classroom lessons

The use of semantic differential scales to detect attitude change and differences in attitudes in classroom lessons was studied with regard to semantic dimensions, reliability of scales, sensitivity, and construct validity. Two lessons in mathematics differing in terms of intrinsic interest were designed for each of two Grade 8 and two Grade 12 classes. The lessons were monitored at three points by use of semantic differential ratings. Additional ratings were used to provide information on reliability. In addition to factors similar to evaluation, activity, and potency, a general factor of affect was found. Composite scales proved to have adequate reliability for these subjects, and were sensitive to attitude changes that accompanied the lessons. The data were interpreted as supporting the construct validity of the composite scales, particularly the general affect factor.

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Résumé L'auteur a étudié l'emploi de l'échelle de la différentielle sémantique pour découvrir des changements d'attitudes et des différences d'attitudes dans la classe par rapport aux dimensions sémantiques, à la valeur opérationnelle des échelles, a la sensibilité, et à la validité des constructions. Deux leçons de mathématiques différentes dans leur intérêt intrinsèque ont été développées pour deux classes de 8ème année et deux classes de 12ème année. On a étudié les leçons à trois phases différentes en employant la différentielle sémantique. D'autres évaluations ont fourni des renseignements sur la valeur effective des méthodes. Outre les facteurs comme l'évaluation, l'activité, et la puissance, on a trouvé le facteur général de l'émotion. Les échelles composées ont été appropriées pour ces sujets et ont été sensibles aux changements d'attitudes qui avaient lieu pendant les leçons. Les données ont soutenu la validité des constructions des échelles composées, en particulier le facteur général de l'émotion.

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OISE

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The author expresses his thanks to Mr. John McLaren of OISE for his invaluable assistance in this work.     

Reciprocal influences between stressful life events and adolescent internalizing and externalizing problems

Investigated in this study were hypothesized reciprocal influences between stressful life events and adolescent maladjustment using data from a 6-year, prospective longitudinal study. Stressful life experiences, internalizing symptoms, and externalizing behaviors were assessed for a sample of adolescents (215 males, 236 females) living in the rural Midwest. From 7th to 12th grades, autoregressive analyses showed that stressful life events and these two forms of maladjustment were reciprocally interrelated over time. For example, stressful life events at one point significantly predicted delinquent behaviors 1 year later, which, in turn, significantly predicted stressful life events 1 year later, and vice versa. The findings provide evidence for the accumulating disadvantage for adolescents that results from the mutual reinforcement of problematic situations and adjustment problems over time.     

Spatial ability,visual imagery,and mathematical performance

116 Foundation Year Engineering Students, at the University of Technology, Lae, Papua New Guinea, were given a battery of mathematical and spatial tests; in addition, their preferred modes of processing mathematical information were determined by means of an instrument recently developed in Australia by Suwarsono.Correlational analysis revealed that students who preferred to process mathematical information by verbal-logical means tended to outperform more visual students on mathematical tests. Multiple regression and factor analyses pointed to the existence of a distinct cognitive trait associated with the processing of mathematical information. Also, spatial ability and knowledge of spatial conventions had less influence on mathematical performance than could have been expected from recent relevant literature.     

The Teacher Education Internet Server: an evolving resource for educators

ABSTRACT

The Society for Information Technology and Teacher Education (SITE) is an international organization of teacher educators from all disciplines who are interested in the creation and dissemination of knowledge about the use of information technology in teacher education. The Teacher Education Internet Server (TEIS) has been established by SITE to support professional interchange and academic discourse and will serve as a complement to traditional ways of sharing academic information such as professional journals and conferences. With the evolution and spread of Internet information servers, it is envisioned that TEIS may make worthwhile contributions to use of technology in teacher education. As telecommunications technologies evolve, from FTP to Gopher to the World Wide Web, a major challenge for TEIS remains: to develop guidelines for collaboration at a distance that allow educators from around the world to work together to identify, acquire, and organize information and related materials. The notion of volunteer ‘curators’ for different academic areas is being explored as one possible method for support of such collaboration. It is hoped that the Teacher Education Internet Server will become a useful resource for those integrating technology into teacher education, allowing educators throughout the world to share their work and ideas with their colleagues.     

More human than human? Artificial intelligence in the archive

ABSTRACT

Not a day appears to go by without breaking news of some Artificial Intelligence (AI) advance that seemingly has the potential to transform our lives. As recordkeeping professionals, we can very well ask, ‘What about us?’ Where is the AI or automation to help us with our classification, appraisal and disposal work? If we are to meet the challenges of managing records in the digital age, such technology – together with appropriate skills and knowledge – will be necessary. How can AI automate our digital recordkeeping and archive work? In this article, the authors provide a snapshot of the practice of AI in Australian recordkeeping. What is the reality versus the hype of such technology, and what is actually being done now? In answering these questions, they first provide a brief introduction into AI techniques and their characteristics in relation to recordkeeping work. They then introduce four case studies from Australian archival and government institutions that have embarked on AI initiatives. In each case, they provide an overview of the project in terms of requirements, activities to date, outcomes and futures. The article concludes with a discussion of the lessons learnt, issues and implications of AI in the archive.     

Cardiorespiratory and Perceptual Responses to Arm Crank and Wheelchair Exercise Using Various Handrims in Male Paraplegics

Abstract

The purpose of the present study was to determine the effects of 10-in [025–m] versus 16-in [0.41-m] wheelchair handrims on cardiorespiratory and psychophysiological exercise responses during wheelchair propulsion at selected velocities. Fifteen male paraplegics (27.0 ± 5.5 yrs) performed three discontinuous exercise tests (ACE = arm crank ergometer; WERG = wheelchair roller ergometer) and two 1600-m performance-based track trials (TRACK) under simulated race conditions. There were no significant differences in HR, VO₂, V_E, HLa, or category-ratio ratings of perceived exertion (RPE) using different handrims during wheelchair propulsion at 4 km-h¹. In contrast, at 8 km-h^?1 subjects demonstrated a 13% lower steady state VO₂ (p < .05) using the 10-in handrims, coincident with a 23% lower V_E Steady state HR during WERG at 8 km-h^?1 using the 10-in (124.4 ± 39 b.min^?1) or 16-in (130.6 ± 4.6 b.min^?1) handrims were not significantly different. There were also no significant differences between ACE or WERG conditions during maximal effort for VO₂ or V_E. However, HRpeak during ACE was 7% higher than HRpeak during WERG16 (183 ± 15 b.min^?1 vs. 171 ± 12 b.min^?1, p < .05), and whole blood HLa during ACE was also significantly higher (by 2.3-2.5 mmol; p < .05) compared to WERG. There were no significant differences for HR, performance time, or RPE between trials using different handrim diameters during the 1600-m event. In contrast, HLa was significantly lower using smaller handrims (9.9 mmol) compared with larger handrims (11.3 mmol), paralleling a similar difference in the laboratory. Although these data demonstrated few significant differences of physiologic responses between trials using different handrims, there was a tendency for a lower metabolic stress using the smaller handrims.     

Is the Study Process Questionnaire (SPQ) a good predictor of academic achievement? Examining the mediating role of achievement-related classroom behaviours

Studies have shown that the Study Process Questionnaire (SPQ)—which provides a measure of student approaches to learning—is a relatively weak predictor of academic achievement. The present study sought to explore whether students’ achievement-related classroom behaviours, as observed by teachers, can be used as a mediator between student approaches to learning and academic achievement. The SPQ was administered to 1,608 students enrolled in six different diploma programmes offered by a polytechnic in Singapore. Data were analysed by means of correlation and path analysis. In line with existing studies, the results revealed that student approaches to learning was a weak predictor of academic achievement. However, achievement-related classroom behaviours turned out to be a significant mediator between student approaches to learning and academic achievement, effectively doubling the explained variance in academic achievement. Implications of these findings for using the SPQ are discussed.     

Indigenous Elementary Students’ Science Instruction in Taiwan: Indigenous Knowledge and Western Science

This preliminary ethnographic investigation focused on how Indigenous traditional wisdom can be incorporated into school science and what students learned as a result. Participants included community elders and knowledge keepers, as well as 4th grade (10-year-old) students, all of Amis ancestry, an Indigenous tribe in Taiwan. The students?? non-Indigenous teacher played a central role in developing a science module ??Measuring Time?? that combined Amis knowledge and Western science knowledge. The study identified two cultural worldview perspectives on time; for example, the place-based cyclical time held by the Amis, and the universal rectilinear time presupposed by scientists. Students?? pre-instructional fragmented concepts from both knowledge systems became more informed and refined through their engagement in ??Measuring Time??. Students?? increased interest and pride in their Amis culture were noted.     

Informal Mentors and Education: Complementary or Compensatory Resources?

Few studies have examined the impact that mentoring (i.e., developing a special relationship with a non-parental adult) has on educational achievement and attainment in the general population. In addition, prior research has yet to clarify the extent to which mentoring relationships reduce inequality by enabling disadvantaged youth to compensate for a lack of social resources or promote inequality by serving as a complementary resource for advantaged youth. Results from a nationally representative sample of youth show (1) a powerful net influence of mentors on the educational success of youth and (2) how social background, parental, peer, and personal resources condition the formation and effectiveness of mentoring relationships. The findings uncover an interesting paradox-that informal mentors may simultaneously represent compensatory and complementary resources. Youth with many resources are more likely than other young people to have mentors, but those with few resources are likely to benefit more from having a mentor-particularly teacher mentors-in their lives.