Leveraging the power of music to improve science education

We assessed the impact of music videos with science-based lyrics on content knowledge and attitudes in a three-part experimental research study of over 1000 participants (mostly K-12 students). In Study A, 13 of 15 music videos were followed by statistically significant improvements on questions about material covered in the videos, while performance on ‘bonus questions’ not covered by the videos did not improve. Video-specific improvement was observed in both basic knowledge and genuine comprehension (levels 1 and 2 of Bloom’s taxonomy, respectively) and after both lyrics-only and visually rich versions of some videos. In Study B, musical versions of additional science videos were not superior to non-musical ones in their immediate impact on content knowledge, though musical versions were significantly more enjoyable. In Study C, a non-musical video on fossils elicited greater immediate test improvement than the musical version (‘Fossil Rock Anthem’); however, viewers of the music video enjoyed a modest advantage on a delayed post-test administered 28 days later. Music video viewers more frequently rated their video as ‘fun’, and seemed more likely to revisit and/or share the video. Our findings contribute to a broader dialogue on promising new pedagogical strategies in science education.     

Impact of a Didactic and Experiential Sales Training Based on Empathy: A Quasi‐Experimental Study

This research examined the impact of a didactic and experiential sales training based on empathy on medical salespeople's self‐reported capacity for empathy. The study used a non‐equivalent, post‐test‐only quasi‐experimental design by comparing the capacity for empathy of an experimental group (n = 66) and a control group (n = 26). A Mann‐Whitney test showed no difference between the two groups. Managerial implications are discussed, as well as suggestions for future research.     

Learning to see the familiar: Technological assemblages in a higher education (non)classroom setting

If an objective of public higher education is to engage with a diversity of communities, then coursework should be less insulated within classrooms. This work describes and analyzes a university course design that supports undergraduate students to experience learning as relational and transformational via Site Visits within various communities. We focus on “technological assemblages” as a way to understand students’ reorientation to the process and purpose of learning (and teaching). We analyze experiences within the course as moments of disorientation, reassembly and stabilization in which students use their mobile devices, bodies and interactions-in-place to understand familiar locations as socially and historically contingent sites of learning (and teaching). We argue that this instructional model does important work of putting students at the nexus of building relationships between the university and other community settings around the city.     

SCHOOL PSYCHOLOGISTS AS MENTAL HEALTH PROVIDERS: THE IMPACT OF STAFFING RATIOS AND MEDICAID ON SERVICE PROVISIONS

As one out of five children in the United States demonstrate some type of mental or behavioral health concern warranting additional intervention, federal policies have emphasized the need for school‐based mental health (SBMH) services and an expansion of Medicaid reimbursement for eligible children and families. Most youth access mental health services at school; therefore, it is important to evaluate how staffing ratios, credentialing, and state Medicaid policies may influence school psychologists’ involvement in the delivery of SBMH services. A survey of 192 school psychologists found that as practitioner to student ratios increased, the availability and provision of SBMH services decreased. As state Medicaid policies have been found to influence the provision of mental health services at school, current study results demonstrate an association between state level Medicaid policies and the number of school psychologists qualified to bill for Medicaid‐reimbursable services. Implications for service delivery and policy development are discussed.     

The development and implementation of the Art of Happiness intervention for community-dwelling older adults

Research has shown that positive psychology interventions can enhance subjective well-being and reduce depression, however, efficacy on older adult populations has not been widely examined. Specifically, subjective well-being, life satisfaction, optimism, and positive emotions have been shown to improve health and longevity. The present study soughts to develop and evaluate an intervention with the goals of enhancing positive mental health among older adults. The Art of Happiness is a theory-based, eight-week intervention that was conducted at three senior centers in the state of Delaware. Each 90-min class examined a different topic including: (1) defining happiness, (2) stress management, (3) reflecting on happiness, (4) compassion and human connection, (5) forgiveness, (6) transforming suffering, (7) mindfulness, and (8) humor. Pre and post questionnaires assessed participant subjective happiness, stress, gratitude, life satisfaction, depression, mindfulness, arousal states, and general demographic and health information. This paper outlines the formative and process evaluation methodology related to the Art of Happiness project.     

Caregiving and 5‐HTTLPR Genotype Predict Adolescent Physiological Stress Reactivity: Confirmatory Tests of Gene × Environment Interactions

A theory‐driven confirmatory approach comparing diathesis–stress and differential susceptibility models of Gene × Environment (G × E) interactions was applied to examine whether 5‐HTTLPR genotype moderated the effect of early maternal caregiving on autonomic nervous system (ANS) stress reactivity in 113 adolescents aged 13–17 years. Findings supported a differential susceptibility, rather than diathesis–stress, framework. Carriers of one or more 5‐HTTLPR short alleles (SS/SL carriers) reporting higher quality caregiving exhibited approach ANS responses to a speech task, whereas those reporting lower quality caregiving exhibited withdrawal ANS responses. Carriers of two 5‐HTTLPR long alleles (LL carriers) were unaffected by caregiving. Findings suggest that 5‐HTTLPR genotype and early caregiving in interaction are associated with ANS stress reactivity in adolescents in a “for better and for worse” fashion, and they demonstrate the promise of confirmatory methods for testing G × E interactions.     

Absolutism and the Universities

This paper considers the range of research methods used by the UK education research community. Using insights from 25 interviews with key stakeholders it describes their views on the current strengths and weaknesses in methods, and of what methodological developments are needed for future improvement in this field. Using survey returns from 521 active researchers, the paper goes on to describe the techniques that are available for use, and those where further ‘training’ or experience is required. Using the 8,691 individual RAE returns to education, the paper then summarises the methods reported to be in actual use. Finally, it uses a brief analysis of journal contents as triangulating evidence.Our informants were generally in agreement that there is currently a widespread weakness in the quality of UK education research. Much of this weakness is attributed by them to a shortage of skills in ‘quantitative’ methods. Our other data sources suggest that the latter is less likely than the informants believe. A clear majority of education researchers report having used some quantitative methods, and the substantial number of publications involving quantitative methods supports this view. It is, perhaps, rather the type and quality of both quantitative and qualitative research along with unreasonable expectations by its users that leads to the poor public image of education research. Improvement is not going to come simply by enlarging the group of people using quantitative methods.     

Cell phones in campus libraries: An analysis of policy responses to an invasive mobile technology

This study examines how libraries within college and university settings in the United States have dealt with the influx of patron mobile telephone use. We contacted 150 colleges and universities throughout the United States and received 87 responses. These institutions were ranked by US News and World Report in their 2006 Edition of “America’s Best Colleges;” we sampled from their list stratified within the following categories: “top public universities;” “best liberal arts colleges;” “fourth tier liberal arts colleges;” “best national universities;” and “fourth tier national universities.” We found that those college and university libraries adopt an array of stances when approaching cell phone use within their library facilities. These approaches include structured guidelines that specifically address cell phone use posted on the library website, signs displayed throughout the library barring cell phone use, and signage that provides patrons with a list of areas in which use is permitted. Interestingly, we found that several libraries lack any kind of mobile phone policy and instead, assume all patrons will behave in a proper way.