Epistemological correctness in English 101

He is the author of a comprehensive analysis of undergraduate curricula in Michigan's state university system, prepared for the Mackinac Center for Public Policy, Midland, Michigan, to which he serves as an advisor on higher education issues. Please address correspondence toAcademic Questions     

EFFECTS OF INCORPORATING HUMOR IN TEST ITEMS

Two matched forms of a 50 item multiple-choice grammar test were developed. Twenty items designed to be humorous were included in one form. Test forms were randomly assigned to 126 eighth graders who received the test plus alternate forms of a questionnaire. Inclusion of humorous items did not affect grammar scores on matched humorous/nonhumorous items nor on common post-treatment items, nor did inclusion affect results of anxiety measures. Students favored inclusion of humor on tests, judged effects of humor positively, and estimated humorous items to be easier. Humor did not lower performance but was sought by the students. Potential for more valid and humane measurement is discussed.     

EVIDENCE ON THE QUALITY OF SEVERAL APPROXIMATIONS FOR COMMONLY USED MEASUREMENT STATISTICS1

What is the extent of error likely with each of several approximations for the standard deviation, internal consistency reliability, and the standard error of measurement? To help answer this question, approximations were compared with exact statistics obtained on 85 different classroom tests constructed and administered by professors in a variety of fields; means and standard deviations of the resulting differences supported the use of approximations in practical situations. Results of this analysis (1) suggest a greater number of alternative formulas that might be employed, and (2) provide additional information concerning the accuracy of approximations with non-normal distributions.     

Environmental differences within the family and adjustment differences within pairs of adolescent siblings

To what extent do siblings in the same family experience different parental treatment, sibling interaction, and peer relationships? Are such within-family experiential differences related to differences in the siblings' emotional adjustment? The present study explored these questions concerning within-family environment using data from 348 families that each included 2 siblings 11-17 years of age. The results indicate that siblings in the same family experience different environments, as reported by parents and to a larger extent by the siblings themselves. The results also demonstrate that within-family environmental differences are related to differences in development between siblings. Both the parent and sibling reports of the environment converge on the finding that the sibling who is more psychologically well adjusted (as reported by parents, siblings, and teachers) also experiences more maternal closeness, more sibling friendliness, more peer friendliness, more say in family decision making, and more parental chore expectations as compared to the other sibling.     

Research Study on an Applied Interdisciplinary Product Development Course for College Sophomores

This research compares the industry readiness, product development skill level, and overall knowledge gains of students taking an undergraduate research course (treatment) to those who did not (control). This 2‐semester Applied Interdisciplinary Product Development (AIPD) course for sophomores brought together interdisciplinary teams of food science, nutrition, and packaging science students in a hands‐on setting to create healthy food products for children, complete with retail packaging. A Subject Knowledge Assessment (SKA) was used to evaluate the mean percent difference value (MPDV) of food science, nutrition, packaging science, and general product development knowledge gained through the course. SKA results indicated that the MPDV were significantly different (α = 0.05) between the treatment and comparison groups in the overall score and in every subject area score except packaging science. Data from an Exit Questionnaire (EQ) was used for evaluation of attitudes pertaining to product development knowledge and skills, department engagement, and pedagogy. EQ results indicated that mean scores between the treatment and comparison groups were significantly different (α = 0.05) in 7 of the 9 statements on product development knowledge and skills, both statements pertaining to pedagogy, and the statement pertaining to department engagement. Overall, the research project was considered a successful intervention for educating sophomores at the University. Overall, the research project was considered a successful intervention for educating sophomores in the Food, Nutrition and Packaging Science department at Clemson University. The student‐lead teams were held to a greater degree of accountability for their success in terms of education gleaned and value of experience gained as metric for the University and other IFT Accredited programs.     

The effect of financial education on pupils’ financial knowledge and skills: Evidence from a Solomon four-group design

Abstract

The present study used a Solomon four-group quasi-experimental design to examine the short-term effect of a large-scale national financial education program on children’s knowledge and skills in responsible spending and performing transactions effectively. Our study included a representative sample of Dutch pupils in the fifth grade of primary school (N?=?2,650). Controlling for different children-specific characteristics, results showed that the program increased pupils’ knowledge and skills scores in performing transactions effectively, but not in responsible spending. The insights gained from the present study show how financial education programs that enable children to immediately apply what they learn in practice can improve children’s knowledge and skills regarding certain financial competencies.     

The evolution of an approach for using analogies in teaching and learning science

An important contribution to effective teaching and learning can be made by teachers' understanding of the central topics in each subject area and knowing how to transform their content knowledge into knowledge for teaching. One aspect of this knowledge is the use of analogies which can effectively communicate concepts to students of particular backgrounds and prerequisite knowledge. Indeed, analogies are considered to be an important component in the repertoire of effective teachers. However, research about teachers' use of analogies in science lessons provides little guidance about the optimum approaches that may be taken by preservice teachers, novice teachers, experienced teachers or reluctant analogy users. This paper describes the evolution of an approach for using analogies in science teaching that addresses both findings from the research literature and recognises the needs of practising teachers. Specializations: learning and teaching science concepts, technology education.