Eliciting Maltreated and Nonmaltreated Children's Transgression Disclosures: Narrative Practice Rapport Building and a Putative Confession

This study tested the effects of narrative practice rapport building (asking open‐ended questions about a neutral event) and a putative confession (telling the child an adult “told me everything that happened and he wants you to tell the truth”) on 4‐ to 9‐year‐old maltreated and nonmaltreated children's reports of an interaction with a stranger who asked them to keep toy breakage a secret (n = 264). Only one third of children who received no interview manipulations disclosed breakage; in response to a putative confession, one half disclosed. Narrative practice rapport building did not affect the likelihood of disclosure. Maltreated children and nonmaltreated children responded similarly to the manipulations. Neither narrative practice rapport building nor a putative confession increased false reports.     

Applying Information Processing Theory to Supervision: An Initial Exploration

Although clinical supervision is an educational endeavor (Borders & Brown, 2005 ), many scholars neglect theories of learning in working with supervisees. The authors describe 1 learning theory—information processing theory (Atkinson & Shiffrin, 1968 , 1971 ; Schunk, 2016 )—and the ways its associated interventions may enhance the supervision enterprise.     

The MSU Educational Technology Certificate Courses and Their Impact on Teachers’ Growth as Technology Integrators

The Educational Technology Certificate (ETC.) courses at Michigan State University are a set of three courses that can be taken as a standalone qualification or as the first three courses in the Master’s of Educational Technology degree. Together, the courses emphasize the development of technology skills and advanced mindsets for technology integration in the classroom. In this article, we provide examples of our approach to the teaching of technology skills and mindsets in ways that are adaptable across four distinct modes of instruction (online, hybrid, overseas and faceto-face). We also present student feedback and survey data that inform a critical evaluation of the program’s effectiveness. Findings suggest that the certificate courses help students to gain technological skills, to become more confident users of technology and more likely to help colleagues with tech-related questions. Interestingly, respondents also reported feeling like better teachers, in general, after taking these courses.     

Librarians Use of Web 2.0 in UK Medical Schools: Outcomes of A National Survey

Using the results of an Email survey, this paper reviews the use of Web 2.0 technologies by librarians working in UK Medical Schools. Web 2.0 has been hailed as an innovation for facilitation of two way communication on the net, and it is, therefore, timely to measure how effectively librarians are capturing this opportunity for increased student engagement. The social nature of Web 2.0 can be particularly appropriate for undergraduate medical students who fit their studies around the unsocial hours and geographical isolation of clinical placements. This paper will investigate library use of blogs, Facebook, and Twitter. Consideration will also be given as to whether they facilitate a more collabroative library service or if they leave undergraduate medical students swamped with yet more information to manage.     

Shared patron driven acquisition of E-books in the California State University Library Consortium

The California State University (CSU) system has a history of consortial purchasing of electronic resources. Its most recent endeavor is consortial Patron Driven Acquisition (PDA) of e-books. Two PDA e-book pilots, funded by the CSU Chancellor's Office, were conducted in 2011 and 2012. The aim of the pilots was to reduce duplication of e-books on CSU campuses, and determine if consortial PDA is appropriate for the CSU. This article provides an overview of CSU's cooperative collection development efforts, results from both pilots, and addresses how a consortial PDA program affects collection development locally on one CSU campus.     

A Comparison of Live Classroom Instruction and Internet-Based Lessons for a Preparatory Training Course Delivered to 4th Year Pharmacy Students

To compare the effectiveness of an internet-based training series with a traditional live classroom session in preparing pharmacy students to oversee a diabetes management program in community settings. Two cohorts of students were identified that prepared by utilizing a recorded online training exclusively, and two separate cohorts of students prepared by receiving only live classroom instruction. All students in the four cohorts were given a survey to evaluate the training sessions, and results were analyzed using the analysis of variance statistical test (ANOVA). Preceptors at the sites who interacted with students in all four cohorts were surveyed to evaluate which students appeared more prepared; these data were compared using paired t tests. Final assessment data for students in all four cohorts were analyzed using ANOVA. There were statistical differences between the two live training groups, with the second group finding the training to be more beneficial for preparing them, feeling the training length was appropriate and preferring the live modality for delivery. The two internet training cohorts were similar except for perceptions regarding the length of the online training. Comparing responses from those students who received live training with those receiving internet instruction demonstrated a statistical difference with the live groups rating the trainings as more helpful in preparing them for the clinics, rating the training as necessary, and rating their confidence higher in seeing patients. Preceptors rated the live training statistically higher than online training in preparing students. There was no difference between groups on their final site assessments. Live classroom training appears to be superior to the recorded internet training in preparing pharmacy students to oversee a diabetes management program in community settings.     

Preparing for the Inevitable: Training Social Workers to Cope with Client Suicide

Little attention has been given to educating and training social work students and professionals about working with suicidal clients. This article summarizes the literature on client suicide and the professional social worker, as well as presents results from a mixed methods study, which utilized both qualitative and quantitative data collected from a national study on client suicide among social workers. The results indicate that 55% of social workers will experience at least one client suicide attempt and 31% will experience a client suicide completion during the course of their career. Additionally, less than 50% of the social workers surveyed received previous training or education about client suicide in their MSW programs. Suggestions from social workers for the content of training classes on client suicide are included. Implications for practice and research are also discussed.     

Do students need to be taught how to reason?

In this theoretical essay, the author addresses the existence of divergent evidence, portraying both competence and lack of competence in a fundamental realm of higher order thinking - causal and scientific reasoning - and explores the educational implications. Evidence indicates that these higher order reasoning skills are not ones that can be counted on to develop naturally among students exposed to a traditional curriculum. Instead, it is argued, such skills warrant attention in their own right as legitimate and significant educational objectives.     

Noun or verb? Adult readers’ sensitivity to spelling cues to grammatical category in word endings

The spelling of many disyllabic English word endings holds cues to their grammatical category, beyond obvious inflectional endings such as -ing for verbs. For example, some letter sequences are clearly associated with nouns (e.g., -oon) and others with verbs (e.g., -erge). This study extended recent research by Arciuli and Cupples (2006), and confirmed that skilled adult readers are sensitive to these orthographic cues. It was found that adults were more likely to treat pseudowords as nouns when they had noun-like endings than verb-like or control endings, and more likely to treat pseudowords as verbs when they had verb-like than noun-like endings. This sensitivity held across three tasks (sentence construction, sentence judgement, and pseudoword judgement), which required increasingly explicit awareness of the way that cues could allow grammatical categorisation. In some tasks sensitivity to verb-like endings was related to reading ability, although not to spelling ability or grammatical awareness. Implications for our understanding of language processing are discussed.