Scoring of WISC-R comprehension,similarities, and vocabulary responses by experienced and inexperienced judges

Ten judges scored items from the Comprehension, Similarities, and Vocabulary subtests of the WISC-R. Five were inexperienced undergraduates and five were experienced PhDs. Overall, there were no appreciable differences in the percentages of agreement between the two groups.     

Parent involvement in early intervention: what role does setting play?

This study compared levels of parent involvement in early intervention services for children under three which were delivered in community settings (children’s homes and child care programs) and specialized settings (early intervention centers and provider offices) in the USA. Respondents reported the highest levels of parental involvement in the home. However, level of involvement in the home was not significantly higher than the provider’s office for parent attendance, quality and content of parent-provider communication, and effective instruction; level of provider communication and instruction to parents was not significantly higher in the home than in the early intervention center. Early intervention services in the child care setting were associated with the lowest levels of parent involvement. With the exception of child care, these results suggest that specialized and natural settings are associated with similar levels of parent involvement.     

Understanding classroom feedback practices: A study of New Zealand student experiences,perceptions, and emotional responses

While feedback is a key factor for improving student learning, little is known about how students understand and experience feedback within the classroom. This study analysed 193 New Zealand primary and secondary students’ survey responses alongside drawings of their understandings and experiences of feedback to examine how they experience, understand, and respond to feedback. It found that despite New Zealand’s strong commitment to student-centred Assessment for Learning practices, the majority of students still drew, selected, and endorsed teacher-led feedback practices, with pictures dominated by written comments or grades. However, they generally depicted and described this feedback as positive and constructive, suggesting that negative emotional responses to evaluative comments and grades may be lessened if students perceive such feedback will help them improve.     

Book Reviews

Current legal issues in publishing A. Bruce Strauch (Editor), Hayworth Press Inc. July 1996, 144pp, $29.95 (outside USA/Canada/Mexico $36.00), ISBN: 1-56024-804-1 Publishing and Book Development in Sub-Saharan Africa: an annotated bibliography by Hans M. Zell & Cécile Lomer, London Hans Zell Publishers 1996, 409pp £60, ISBN 1-873836-46-5 The Scholar's Courtesy by Blaise Cronin. London: Taylor Graham, 1995, 124pp, £25 Society of Freelance Editors and Proofreaders, Directory of Members' Services 1997, Published by SFEP, Mermaid House, 1 Mermaid Court, London SE1 1HR, 198pp, £10, including p+p, ISSN 0960-5533     

Secondary teachers’ conceptions of student engagement: Engagement in learning or in schooling?

Teacher actions can influence how students engage at school, making it relevant to understand their conceptions of student engagement and how to facilitate it. Reviews of existing literature suggested that a distinction between engagement in schooling and engagement in learning might help differentiate between social and academic outcomes.Data from a phenomenographic study of 20 Australian teachers were analysed to show how teacher thinking related to this distinction. While some teachers held complex conceptions centred on promoting cognitive engagement and student learning, others aligned with engagement in schooling, focusing on generating participation and emphasising positive student affective experiences.