Sample, Random and Variation: The Vocabulary of Statistical Literacy

This paper considers the development of school students’ ability to define three terms that are fundamental to statistical literacy: sample, random, and variation. A total of 738 students in grades 3, 5, 7, and 9 were asked in a survey to define and give an example for the word “sample.” Of these, 379 students in grades 7 and 9 were also asked about the words “random” and “variation.” Responses were used to describe developmental levels overall and to document differences across grades on the understanding of these terms. Changes in performance were also monitored after lessons on chance and data, emphasizing variation for 335 students. After 2 years, 132 of these students and a further 209 students who were surveyed originally but did not take part in specialized lessons, were surveyed again. The difference after 2 years between the performance of students who experienced the specialized lessons and those who did not was considered, revealing no differences in performance longitudinally. For students in grades 7 and 9, the association of performance on the three terms was explored. Implications for mathematics and literacy educators are discussed.     

Assessment of Students’ Understanding of Variation

Several tasks used in research studies are presented with assessment rubrics and examples of the development of student understanding. The tasks focus on students’ appreciation of variation in several contexts and illustrate the need to discuss variation in the classroom and to ask students specifically about it during assessment.     

Development and Evaluation of Turkish Language Versions of three Positive Psychology Assessments

This study reports the development and evaluation of a Turkish-language version of three positive psychology assessments for use in clinical, education and research settings with Turkish-speaking individuals. A multistage translation of the Brief Resilience Scale (BRS; Smith et al. in International Journal of Behavioral Medicine, 15, 194–200, 2008), the General Mattering Scale (GMS; Marcus 1991) and the Short Grit Scale (GS; Duckworth & Quinn in Journal of Personality Assessment, 91, 166–174. doi:10.1080/00223890802634290, 2009) is detailed, as well as the procedure used to evaluate the internal structure of the translated assessments. The results yielded from data of 268 participants indicated factor structures ranging from acceptable to robust model fit for the BRS, GMS, and GS. Implications for counseling practice and future research are discussed.     

Within and Across Language Predictors of Word Learning Processes in Dual Language Learners

This study investigated the relation between Dual Language Learners’ (N = 90) vocabulary and grammar comprehension and word learning processes in preschool (aged 3-through-5 years). Of interest was whether: (a) performance in Spanish correlated with performance in English within each domain; and (b) comprehension predicted novel word learning within and across languages. Dual-language experience was evaluated as a potential moderator. Hierarchical linear modeling revealed stronger predictive associations within each language than across languages. Across languages, results varied by experience and domain. Structural sensitivity theory suggests exposure to two languages heightens awareness of parameters along which languages vary and provides a framework for interpreting complex associations within and across languages. Knowledge from one language may influence learning in both.     

秦始皇兵马俑博物馆室内含硫颗粒物的SEM-EDX研究

本文对秦始皇兵马俑博物馆室内采集的长短期降尘、大气悬浮颗粒物和彩绘漆层进行了SEM-EDX研究，在大气悬浮颗粒、短期和长期降尘中，含硫颗粒的粒径分别为0.9～22.8μm、1.0～29.0μm和1.2～37.7μm，多为石膏与粘土或石英以内部混合的状态存在。降尘中的附着型絮状硫酸钙多于大气悬浮颗粒物中，显示降尘和大气中的二氧化硫发生了累进的化学反应。彩绘漆层表面的坑和裂隙附近观察到原位生长的硫酸钙晶体，显示漆层材料或降尘颗粒物与大气二氧化硫之间的酸化学反应，可能是彩绘漆层表面受侵蚀形成微小坑和裂隙的原因之一。     

Closing the Feedback Loop: Ensuring Effective Action from Student Feedback

Feedback from students can informimprovement in higher education institutionsand be part of the students' role in universitymanagement. To be effective it is important to`close the loop': from student views, throughidentifying issues and delegatingresponsibility for action, to informingstudents of the action resulting from theirexpressed views. The focus of this paper is theStudent Satisfaction Approach, aninstitution-wide survey used internationally.The paper explores the different waysuniversities feed back information to studentsfollowing institution-wide surveys, includingthe different presentation styles and the typesof issues that are presented to students,drawing on international examples.     

General population norms about child abuse and neglect and associations with childhood experiences

BACKGROUND: A variety of definitions of child abuse and neglect exist. However, little is known about norms in the general population as to what constitutes child abuse and neglect or how perceived norms may be related to personal experiences. METHODS: We conducted a random-digit-dialed telephone survey of 504 Washington State adults. Respondents were asked whether they believed each of 34 behaviors, identified in focus groups as possibly physically, sexually or emotionally abusive or neglectful, constituted abuse or neglect. Then, they were asked whether they had experienced 33 of the behaviors. RESULTS: Five of the six behaviors with the highest levels of consensus were for sexual abuse, whereas only one emotionally abusive behavior had a high level of consensus (95% agreement). Consensus that spanking constituted abuse increased with severity. Those respondents who reported experiencing a particular behavior were significantly less likely to believe the behavior abusive for 11 of the 33 behaviors and more likely to believe the behavior abusive for two of the behaviors. Where comparisons were possible, there was a high level of consensus that behaviors identified as abusive in Child Protective Service operational definitions constituted abuse. CONCLUSIONS: Self-reported childhood experiences were associated with perceived norms about child abuse. A better understanding of community norms about child abuse and neglect may be helpful in communicating with the public or allow for better targeting of educational messages through the media, parenting education classes, and so forth.