Using rapid application development to improve the usability of a preservice teacher technology course

The aim of this research was to examine the use of a rapid application development (RAD) approach in improving the usability (effectiveness, efficiency, and appeal) of instructional materials for preservice teachers. The RAD approach used was the analysis, synthesis, evaluation and change (ASEC) model (Reigeluth & Nelson, 1997). After examining existing materials, 11 units of instruction were prototyped, tested, modified, and retested with the requisite changes being implemented over the course of three semesters. Qualitative and quantitative data were collected from 570 students, 7 instructional designers, and 4 lab assistants. Results of the study showed significant increases in usability scores between the second and third semester. Both positive and negative experiences in using a rapid development model are discussed.     

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Riding, Richard & Rayner, Steven (1998) Cognitive styles and learning strategies David Fulton (London) ISBN 1-85346-480-5 213 pp £19
http://www.fultonpublishers.co.uk orders@fultonpublishers.co.uk     

Orientations to research higher degree supervision

This study examines the beliefs of supervisors and PhD candidates about higher degree supervision and three other academic domains: research; teaching; and learning. Interview data from 34 participants were categorised into four distinctive orientations to supervision, each consisting of a network (plexus) of beliefs about the four domains. Although each orientation comprised many beliefs, the orientations clearly differed in terms of two broad distinctions: whether the supervisor should direct and take responsibility for the research (controlling beliefs) or should guide the process (guiding beliefs), and whether the focus of supervision should be more upon the research tasks to be completed (task-focussed beliefs) or upon the development of the candidates (person-focussed beliefs). These distinctions, plus the types of interconnections between the beliefs comprising each orientation, support the conclusion that beliefs about teaching are central to each orientation, even though supervision is intimately concerned with research.     

Maternal intrusiveness, maternal warmth, and mother-toddler relationship outcomes: variations across low-income ethnic and acculturation groups

The present study investigated the extent to which maternal intrusiveness and warmth during play, observed in 579 European American, 412 African American, and 110 more and 131 less acculturated Mexican American low-income families when children were approximately 15 months old, predicted 3 dimensions of the mother-toddler relationship 10 months later. Intrusiveness predicted increases in later child negativity in all 4 groups. Among African Americans only, this association was moderated by maternal warmth. Intrusiveness predicted negative change in child engagement with mothers only in European American families. Finally, near-significant trends suggested that intrusiveness predicted later decreased dyadic mutuality in European American and more acculturated Mexican American families, but not in African American or less acculturated Mexican American families.     

Mental health services in schools: A qualitative analysis of challenges to implementation,operation, and sustainability

Schools are increasingly recognized as a critical venue for the provision of comprehensive behavioral and mental health services for students. Unfortunately, difficulties associated with operating programs in schools often prevent evidence‐based practices from being implemented and sustained as intended. In this study, the experiences of school and community providers who were funded through the Safe Schools/Healthy Students Initiative to implement mental health services in a large, urban school district were investigated using a qualitative focus group methodology. Providers identified the major challenges they encountered with implementing, operating, and sustaining their programs as well as the strategies that they used to overcome those challenges. Strategies to enhance support of school‐based mental health programs are discussed. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 361–372, 2005.     

Look! Here’s a New Idea! Using Information Technology to Facilitate the Use of Expository Text

Talking electronic stories are now an accepted part of many infant children’s early reading experiences and research has suggested that they have benefits in terms of reading development. Linda Pagett here describes the impact on her class of children of the non-fiction equivalent of these talking stories – the simple talking topic ‘books’ produced by Sherston Software. Her favourable report suggests that simple books like these have much more potential than might at first be realised.     

Characteristics and careers of Canadian university presidents

This statistical study of Canadian university presidents was prompted by the discovery that there is no systematic demographic information available on university administrators in Canada. The vitae of 98 current Canadian university presidents and their immediate predecessors were collected and statistics such as age and length of tenure were compared with those of American counterparts. The Canadian university presidents assumed office at about 49 years of age and held office for about eight years. They tend to be born in geographical proximity to the institution they will head and to circle it geographically during their careers. A former association with the University of Toronto, either as a student or teacher, was common. There appears to be a career ladder which includes a decanal and/or vice-presidential position, particularly in central Canada; few presidents move to a second presidency, although several move into what might be termed an academic superstructure. Few Canadian presidents majored in the field of Education as a student or teacher and there is generally poor representation from the Arts as compared to the U.S.; on the other hand, the hard sciences are well represented. The implications of these tendencies are discussed.     

School demographic variables and out‐of‐school suspension rates: A quantitative and qualitative analysis of a large,ethnically diverse school district

This study examined out‐of‐school suspensions (OSS) in a large, ethnically diverse school district using both quantitative and qualitative procedures. Pearson product moment correlations and semi‐partial correlations were used to identify those school‐level variables that showed the strongest relationships to the duplicated OSS rate among elementary schools (n = 97) and secondary schools (n = 45). Additionally, interviews were conducted with administrators and student support personnel from the 24 schools in the district with the highest suspension rates and 24 demographically matched schools with significantly lower suspension rates. The majority of these schools served a high percentage of children from low socioeconomic backgrounds. Although the correlational analyses indicated that student demographic variables (e.g., percentage of White students, percentage of Black students, percentage of students receiving free or reduced price lunch) were strongly related to a school's suspension rate, the school comparisons showed that not all schools serving a high percentage of children placed at risk have high suspension rates. Implications of the findings for school discipline reform are discussed. © 2002 Wiley Periodicals, Inc.     

Managerialism and equalities: tensions within widening access policy and practice for disabled students in UK universities

This paper draws on a four-year longitudinal ESRC funded project examining learning experiences of disabled students in higher education in four universities. The focus here is on institutional responses to the demands of audit culture and legislation in relation to making reasonable adjustments for students with impairments. The data comes from institutional documents and face-to-face interviews with key informants within the institutions. The findings indicate that quality assurance regimes and legislation have had some positive effect on improving access for disabled students; however, local factors and type of institution also have a major impact on the way that national policies are expressed in particular contexts.