Assessing the psychometric properties of Kember and Leung’s Reflection Questionnaire

Reflective thinking is often stated as a learning outcome of baccalaureate nursing education, and as a characteristic of a competent professional; however, no consistent method exists to assess the extent to which students engage in reflective thinking. To address this need, Kember and Leung developed and tested a self-report questionnaire based on Mezirow’s conceptualisation of levels of reflective thinking. The purpose of this study was to test the psychometric properties of the Reflection Questionnaire, developed by Kember and Leung. A convenience sample (n?=?538) of third-year baccalaureate nursing students from four collaborative nursing programmes in Ontario was used. Ethical approval was secured from 10 sites. Second-order confirmatory factor analyses (CFA) were used to test the factor structure of the Reflection Questionnaire. This research was part of a larger study on reflective thinking and is a first step in validating a four-level measure of reflective thinking, in educational environments, with baccalaureate nursing students. The results of the second-order CFA provide support for the construct validity of reflective thinking. Results of this study contribute to the evidence supporting the reliability and validity of the questionnaire. Nurse educators can use this information when implementing the questionnaire, and learning the extent to which students are engaging in the reflective thinking process.     

A novel three-dimensional tool for teaching human neuroanatomy

Three‐dimensional (3D) visualization of neuroanatomy can be challenging for medical students. This knowledge is essential in order for students to correlate cross‐sectional neuroanatomy and whole brain specimens within neuroscience curricula and to interpret clinical and radiological information as clinicians or researchers. This study implemented and evaluated a new tool for teaching 3D neuroanatomy to first‐year medical students at Boston University School of Medicine. Students were randomized into experimental and control classrooms. All students were taught neuroanatomy according to traditional 2D methods. Then, during laboratory review, the experimental group constructed 3D color‐coded physical models of the periventricular structures, while the control group re‐examined 2D brain cross‐sections. At the end of the course, 2D and 3D spatial relationships of the brain and preferred learning styles were assessed in both groups. The overall quiz scores for the experimental group were significantly higher than the control group (t(85) = 2.02, P < 0.05). However, when the questions were divided into those requiring either 2D or 3D visualization, only the scores for the 3D questions were significantly higher in the experimental group (F_1,85= 5.48, P = 0.02). When surveyed, 84% of students recommended repeating the 3D activity for future laboratories, and this preference was equally distributed across preferred learning styles (χ² = 0.14, n.s.). Our results suggest that our 3D physical modeling activity is an effective method for teaching spatial relationships of brain anatomy and will better prepare students for visualization of 3D neuroanatomy, a skill essential for higher education in neuroscience, neurology, and neurosurgery. Anat Sci Educ. © 2010 American Association of Anatomists.     

A Breakthrough for Josh: How Use of an iPad Facilitated Reading Improvement

As part of a diagnosis and tutoring project in an elementary education reading course, a pre-service teacher was encouraged to use an iPad as the vehicle for intervention strategies with a fifth grade struggling reader with Attention Deficit Hyperactivity Disorder. The device not only helped the student focus attention, it facilitated his becoming much more metacognitive in his reading. Comparisons of pre- and post-assessments showed that the student had gained one year’s growth in reading within a sixweeks time period. The student also gained in confidence and sense of being in control of his learning. While generalizations to other struggling readers with Attention Deficit Hyperactivity Disorder cannot be made, the success this student experienced suggests that the use of this device is worth serious consideration and research in similar contexts.     

Cognitive and motivational profile shape predicts mathematical skills over and above profile level

The interpretation of subtest profiles from intelligence testing remains popular among many practitioners who use subtest performance to draw diagnostic conclusions, in spite of criticism by some researchers, who point to the low reliability and predictive validity of subtest scores in predicting achievement outcomes. Prior research outlines two approaches to the study of subtest variation: the examination of interindividual variation in specific cognitive domains or subtests as compared to a standard sample, and the examination of intraindividual strengths and weaknesses, regardless of overall level. The present study seeks to add to knowledge in this field with data from 567 children ages 5 to 10 years who exhibit meaningful subtest variation on a new test of intellectual abilities. Results from the present sample point to statistically significant utility, with small to medium effects, of intraindividual cognitive and motivational profile shape over and above profile level in predicting mathematical skills. We discuss implications for school psychological and educational assessment research.     

The Likelihood of Use of Social Power Strategies by School Psychologists When Consulting With Teachers

The Interpersonal Power Inventory (IPI) has been applied previously to investigate school psychologists engaged in problem-solving consultation with teachers concerning students having various learning and adjustment problems. Relevant prior findings include (a) consultants and teachers both perceive soft power strategies as more effective than harsh power strategies when consultants are attempting to influence teachers who are described as initially reluctant to comply with requests, and (b) compared with male consultants, female consultants view soft power strategies as more effective. Moving away from judgments of perceived effectiveness, this study investigated the likelihood of use of specific power strategies by school psychologists when consulting with teachers. It was hypothesized that (a) psychologists overall would report a greater likelihood of using soft versus harsh power strategies, (b) female psychologists would report a greater likelihood of using soft power strategies than male psychologists, and (c) psychologists overall would report a greater likelihood of using direct informational, positive expert, and positive referent power versus the remaining eight power strategies measured by the IPI. A U.S. sample of 352 school psychologists (71% female) completed a version of the IPI modified to examine likelihood of use. The first hypothesis received strong support; the second, no support; and the third, moderate support.     

An Organizational Consultation Framework for School-Based Prevention of Commercial Sexual Exploitation of Children

ABSTRACT

The commercial sexual exploitation of children (CSEC) is a form of childhood sexual abuse involving the sexual exploitation of youth for economic gain. School-based CSEC prevention efforts have increased in recent years. While these efforts represent important progress in school-based efforts to prevent CSEC, the literature indicates that they need to be strengthened. This article presents a school-based organizational consultation framework that may help schools and support personnel to enhance existing school-based CSEC prevention efforts.     

Using Action Research to Innov8: Facilitating Culture Shifts in the Scholarship of Teaching and Learning

ABSTRACT

The mission of a community college is distinct from a research one university, where empirical research is valued over investigation of discipline-based teaching and learning. The open-access, affordable, workforce, and transfer emphasis that serves many non-traditional community college students is a rich, meaningful environment for fostering the scholarship of teaching and learning, yet despite an emphasis on best practices and student success outcomes, teaching, and learning in this environment is an underappreciated element of the faculty role. This study explores the use of action research to facilitate engagement in the scholarship of teaching and instructional innovation. The mixed-method action research design incorporated quantitative and qualitative analysis from a wide variety of data sources and triangulated findings through a variation of techniques, including ongoing researcher dialogue and ratings. Action research serves as both the method for this study and the mechanism for faculty research on classroom innovations. This was substantiated as a catalyst for cultivating ongoing inquiry and professional growth. The Innov8 program and integration of action research appears to have a long-term, substantive impact on faculty perspectives, specifically influencing faculty culture, continued educational investigation, and ultimately student learning outcomes.     

Teacher's roles in supporting inclusion and peer competence: Frameworks for decision‐making

Abstract

Social development is an important developmental domain for children ages birth through age 8. Increasingly, children with disabilities are included in general education classrooms. Preservice teachers need to develop the knowledge base and decision‐making skills regarding teacher roles and strategies related to peer social competence and inclusion. This paper focuses on how the faculty in the preservice Unified Early Childhood Education PROTEACH program at the University of Florida uses frameworks, including a hierarchy and continuum of interventions for promoting peer social competence, and frameworks for reflective teaching and collaborative teaming.