Justification beliefs and multiple-documents comprehension

Building on the multidimensional framework of epistemic cognition proposed by Greene et al. (Educational Psychologist 43:142–160, 2008), this study examined beliefs about justification of knowledge claims in science among 65 Norwegian 10th graders. The first research question asked whether beliefs in personal justification, justification by authority, and justification by multiple sources differed in strength among the participants. It was found that the students most strongly believed in justification by authority, followed by justification by multiple sources and personal justification. The second research question asked whether the three types of justification beliefs differentially and uniquely predicted the comprehension of multiple conflicting documents on a science issue. In a multiple regression analysis with multiple-documents comprehension indicated by essay performance as the dependent variable, both personal justification and justification by multiple sources emerged as unique predictors when topic knowledge was controlled for. Specifically, beliefs in personal opinion as a means of justifying knowledge claims in science was negatively related to multiple-documents comprehension, whereas beliefs in justification through corroboration across multiple sources of information were positively related to multiple-documents comprehension. This study provides new evidence about relationships between epistemic beliefs and new literacy competencies needed in an information society, such as integrating across multiple conflicting sources of information; relationships that may also have practical implications.     

Visions for literacy: parents’ aspirations for reading in children with Down syndrome

Although children with Down syndrome (DS) can learn to read, few studies have explored parental perspectives on the reading development of this group of children. This article, written by Leila Ricci and Anna Osipova, from California State University, explores visions and expectations regarding reading held by parents of children with Down syndrome in the US. Parents of 50 children with DS (aged three to 13 years) completed a survey about their children's interest in reading and responded to open‐ended questions inquiring about their views on their children's reading development. A majority of parents in this study described their children's positive attitude toward reading, stated their reading‐related goals for their children, defined their children's relative strengths in reading, and shared strategies used in the home to promote literacy in this population. Parents pay close attention to and have high expectations for their children's reading achievement, and thereby would benefit from partnerships with informed educators willing and capable of teaching reading to children with DS.     

Undercounting File Downloads from Institutional Repositories

ABSTRACT

A primary impact metric for institutional repositories (IR) is the number of file downloads, which are commonly measured through third-party Web analytics software. Google Analytics, a free service used by most academic libraries, relies on HTML page tagging to log visitor activity on Google's servers. However, Web aggregators such as Google Scholar link directly to high value content (usually PDF files), bypassing the HTML page and failing to register these direct access events. This article presents evidence of a study of four institutions demonstrating that the majority of IR activity is not counted by page tagging Web analytics software, and proposes a practical solution for significantly improving the reporting relevancy and accuracy of IR performance metrics using Google Analytics.     

What static and dynamic properties should slalom skis possess? Judgements by advanced and expert skiers

Flexural and torsional rigidity are important properties of skis. However, the flexural and torsional rigidity that lead to optimal performance remain to be established. In the present study, four pairs of slalom skis that differed in flexural and torsional rigidity were tested by advanced and expert skiers. Using a 10-item questionnaire, different aspects of the skis' performance were rated on a 9-point scale. For each pair of skis, physical measurements were compared with the ratings of the two groups of skiers. Correlations (Spearman) were then determined between (i) different mechanical properties of the skis (static and dynamic), (ii) subjective assessments of the participants, and (iii) properties of the skis and the participants' assessments. The latter showed that expert skiers rate the aspects of the skis more accurately than advanced skiers. Most importantly, expert skiers are particularly sensitive to torsion of the skis. These results suggest that such highly rated elements should be addressed in future ski designs.     

Preterm Children at Early Adolescence and Continuity and Discontinuity in Maternal Responsiveness from Infancy

Patterns in mother-child interaction from infancy to age 12 were investigated in a prospective, longitudinal study of 44 English-speaking mothers and their preterm children. Maternal responsiveness was assessed by home observations during infancy and the Family Interaction Q-Sort at age 12, derived from 2 structured laboratory situations requiring cooperation of mother and child. A cluster of maternal behaviors of critical control toward the toddler was assessed at age 2 years. Children of mothers who were consistently more responsive during both infancy and early adolescence, as well as children whose mothers became more responsive by age 12, achieved higher IQ and arithmetic scores, had more positive self-esteem, and their teachers reported fewer behavioral and emotional problems than children of mothers who were consistently less responsive both during infancy and at age 12. Continuity in parenting behaviors was related to control and criticism beginning in the toddler period and not to degree of responsiveness to the infant.     

Different effects of L-arginine on morphine tolerance in sham and ovariectomized female mice

Objective  

The roles of gonadal hormones and nitric oxide (NO) on the analgesic effects of morphine, tolerance to morphine, and their interactions have been widely investigated. In the present study, the effect of l-arginine (an NO precursor) on morphine tolerance in sham and ovariectomized (OVX) female mice was investigated.     

Vocational teachers' gendered reflections on education,teaching and care

In this article, we discuss teachers' reflections on the relation between teaching and care in the two most gender-segregated sectors of vocational upper secondary education in Finland, namely Health and Social services and Transport and Technology. We first discuss the concepts around education, teaching, taking care for and caring about students, using theoretisations of care and feminist pedagogies. Using teacher interviews and field notes, we then analyse teachers' ambivalence about care work in the context of teaching, placing special emphasis on care as a gendered task, and then discuss the ‘moral panic’ or ‘worry speech’ about young people in vocational education from the perspective of caring about. The findings are reflected through earlier studies in lower secondary schools. We argue that even if teachers in vocational education, especially male teachers, tend to feel awkward about caring work, they cannot avoid it, and they do care about their students and regard care as a general responsibility.     

Seating order as a symbolic arrangement

The study set out to explore the bases on which the school assesses pupils’ educability and which show up as pupil categorizations manifested in seating order. The research was carried out with ethnographic methods and focused on the classroom situations of one first-grade class during one autumn term. The points of interest were those changes and episodes in which the seating order organized the action. Four stages was the spontaneous order created by the pupils themselves on their first day of school; the seating order of the other three stages was set up by the teacher on the basis of mixing boys and girls, of reading skills, of settledness, of capability for pair-work, and of “interpersonal chemistry”. It was found that the teacher made an active use of seating order as a pedagogical instrument. The pupils seemed to adopt the classification criteria and used them in their talk, but the application of these criteria, especially gender and interpersonal relations, was a constant source of dispute between the pupils and the teacher. It was concluded that seating order manifests, implements, and conveys to the pupils important symbolic elements of the representation of educability endorsed by the school.     

The Nature of and Factors Related to Reading Difficulties Among Adolescents in a Transparent Orthography

We examined the nature of and factors related to adolescents’ reading difficulties in a highly transparent orthography. We compared word, pseudoword, and text reading speed and accuracy, rapid naming (RAN) and phonological processing between poor readers (n?=?80) and normally developing readers (n?=?189). Reading problems were manifested in reading speed and in timed pseudoword reading accuracy. RAN predicted speed, and phonological processing predicted accuracy of reading in both groups. Among poor readers, RAN also explained reading accuracy. For the normally developing sample, phonological processing also predicted reading speed.