Does the presentation style of questions inserted into text influence understanding and retention of science concepts?

The purpose of this research was to determine the relative effects of the presentation style of questions inserted into text materials for students in university introductory biology. The sample was randomly assigned to seven treatment groups of approximately equal size and read a 2,354-word passage on bacterial adaptations taken from a popular university general biology textbook. Experimental treatment groups read the same passage with (1) questions placed at the beginning of selected paragraphs and with the questions presented with (2) underlining, (3) in uppercase, (4) set above the paragraph, (5) underlined and set above, and (6) set above in uppercase respectively. The criterion variable was a 20-item multiple-choice exam with five possible answers per question given once to all students immediately after they read the passage and again exactly four weeks later. Presentation strategy groups were contrasted against the reading without questions groups. Four of the six groups reading with questions at the beginning of the paragraph scored significantly higher on the test given immediately after the reading than the group reading without questions. There were no significant differences between any of the group scores for the test given four weeks after reading. Other differences in results between these strategies and implications for text writers are discussed.     

Parental coping with children's negative emotions: relations with children's emotional and social responding

This study examined the relation between parents' reactions to children's negative emotions and social competence. Additionally, the role of parental emotional distress in children's emotional socialization was examined. The emotional reactions of 57 preschoolers (33 girls, 24 boys; M age = 59.2 months) were observed during their free-play interactions. Parents (mostly mothers) completed questionnaires about their reactions to children's negative emotions. An index of children's social competence was obtained from teachers. Results indicated that the relation between harsh parental coping strategies and children's emotional responding was moderated by parental distress. In addition, the relation of the interaction of parental coping and distress to children's social competence was mediated by children's level of emotional intensity. It was concluded that distressed parents who use harsh coping strategies in response to children's negative emotions have children who express emotion in relatively intense ways. In turn, these children find it relatively difficult to behave in a socially competent manner.     

Why Diversity Matters in Rural America: Women Faculty of Color Challenging Whiteness

Using critical race theory as an analytical framework to examine White privilege and institutional racism, two teacher educators, in a rural predominantly White university tell counterstories about teaching for social justice in literacy and mathematics education courses. In sharing our counterstories in this paper, we, women faculty of color, challenge Whiteness and institutional racism with the hopes of: (1) promoting social justice teaching in order to globally prepare (pre-and-in-service) teachers and educational leaders to motivate and empower ALL students to learn; (2) dismantling racism to promote better wellbeing for women faculty of color; and (3) moving educational communities at large closer toward equitable education, which is a fundamental civil right. After analyzing the counterstories, we suggest that university leaders establish policies and practices to support (recruit, retain, and promote) faculty/leaders of color, not just mainstream academics. Working toward equity and justice, we strive to form alliances between Whites and Others.