Analyzing change in school psychology research

We look at three common research scenarios, one in the behavioral domain (i.e., disruptive behaviors) one in the cognitive domain (i.e., academic achievement), and one in the affective domain (i.e., anxiety and stress) for which school psychologists are asked to address important questions related to change. We list measurement and statistical considerations across these scenarios, including whether variables are manifest or latent, the scales of measurement, the dimensionality of measures, the units of analysis, the sample size, and the frequency or duration of time, given the primary nature of the variables under study. We suggest that researchers carefully consider whether assumptions can be met employing classical general linear models, or whether contemporary alternatives, such as hierarchical linear modeling (HLM), should be recommended for the more appropriate handling of data. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 535–542, 2007.     

The assessment of learning skills in nursing student selection: A scoping review

Abstract

Higher education student selection has significant societal, institutional and individual impacts. Thousands of applicants apply only for nursing, one of the major higher education disciplines. As the nursing profession is characterised by cognitive requirements, higher education institutions assess the learning skills of nursing applicants. However, there has been no comprehensive analysis of learning skills assessment for nursing student selection. The purpose of this scoping review was to describe the assessment of learning skills in undergraduate nursing student selection. Five databases were systematically searched, and 24 studies published between 2006 and 2016 were included. Learning skills were most commonly assessed using standardised tests in the areas of language and communication, reasoning, mathematics and natural sciences. Overall scores of onsite selection methods were found to best predict future academic performance. The results indicate that higher education institutions may benefit from comprehensive assessment of learning skills in their selection processes. This assessment should focus on a wider range of cognitive aptitudes, including reasoning skills. This review focussed on nursing education, but the results may benefit other higher education disciplines due to the generic nature of learning skills and similar cognitive requirements of higher education studies. The results support the development of more comprehensive and valid methods for assessing learning skills.     

Developing Students’ Critical Reasoning About Online Health Information‬: a Capabilities Approach‬

Research in Science Education - The internet has become a main source for health-related information retrieval. In addition to information published by medical experts, individuals share their...     

Knowledge-intensity as an organisational characteristic

The sector of knowledge-intensive business services (KIBS) has a central role in modern economies. However, there are no explicit and generally acknowledged criteria for characterising KIBS or other knowledge-intensive organisations. In addition, the concept of knowledge-intensity has no significant managerial use. This paper aims to widen the existing understanding about the concept of knowledge-intensity and take a step towards its operational application and managerial usefulness. Methodologically, two steps are carried out. First, a conceptual study based on intellectual capital literature and literature on knowledge-intensive firms is carried out. Second, an interview study (n=8) is carried out to empirically examine the role of knowledge assets in selected KIBS organisations. This paper contributes by tackling the vagueness of the concept of knowledge-intensity: the paper demonstrates that there are different types of ‘knowledge-intensity profiles’ among KIBS companies and that knowledge assets can be used as an analytical framework to identify the sources of value creation.     

Exploring cultural diversity with business students

Courses: Business Communication, Intercultural Communication

Objectives: Students will demonstrate understanding of some of the effects of culture on business communication. Students will explore cultural diversity in customer–seller relationships.     

Elementary school students’ strategic learning: does task-type matter?

This study investigated what types of learning patterns and strategies elementary school students use to carry out ill- and- well-structured tasks. Specifically, it was investigated which and when learning patterns actually emerge with respect to students’ task solutions. The present study uses computer log file traces to investigate how conditions of task types that might affect strategic learning. Elementary school students (N = 12) participated in two science study lessons. During these lessons the students were asked to solve well- and ill-structured tasks. For both of these tasks, the students used the gStudy learning environment designed to support strategic learning. In addition, gStudy records traces of each student’s strategic actions as they proceed with tasks. First, the students’ task solutions was rated according to three categories, namely “on track”, “off track” and “partial solution”. Second, learning patterns in terms of learning strategies that emerged throughout these tasks were investigated. Third, detailed cross case analysis was used to explore in depth how and when these learning patterns were used with respect to the students’ task solutions. The results show that young students’ can provide in-depth task solutions, but also adapt to the task complexity. However, despite the task types being different, the students had same types of learning patterns. The detailed cross-case comparison of the students’ task solutions with respect to learning patterns indicates that there are intra individual differences concerning how students allocate their learning strategy use. Especially if the task is ill-structured, it can also mislead the students to focus on irrelevant aspects and hinder strategic learning.     

How elementary school students' motivation is connected to self-regulation

Empirical research reveals that students face difficulties engaging in learning and achieving their goals in a variety of learning contexts. To study effectively, students need to regulate their learning process. In spite of increased understanding of cognitive aspects of self-regulation, motivational aspects of regulation have not yet been thoroughly probed. This study investigates how motivation is connected to self-regulated learning when elementary school students (N = 32) study science in real classroom contexts using gStudy software. This was done by: (1) identifying students' situated motivation during the learning process, (2) analyzing how the students with different motivational approaches activated cognitive self-regulation in authentic learning situations across multiple learning episodes, and (3) complementing the understanding with the students' individual accounts of their motivation regulation during the learning process. The results show that there are qualitative differences in the self-regulation tactics used by the high- and low-motivation students as they study. Motivation is linked closely to active self-regulation.     

Cognitive Correlates of the Covariance in Reading and Arithmetic Fluency: Importance of Serial Retrieval Fluency

This study examines the core predictors of the covariance in reading and arithmetic fluency and the domain-general cognitive skills that explain the core predictors and covariance. Seven-year-old Finnish children (N = 200) were assessed on rapid automatized naming (RAN), phonological awareness, letter knowledge, verbal counting, number writing, number comparison, memory skills, and processing and articulation speed in the spring of Grade 1 and on reading and arithmetic fluency in the fall of Grade 2. RAN and verbal counting were strongly associated, and a constructed latent factor, serial retrieval fluency (SRF), was the strongest unique predictor of the shared variance. Other unique predictors were phonological awareness, number comparison, and processing speed. Findings highlight the importance of SRF in clarifying the relation between reading and arithmetic fluency.