Motivation to read in grades K – 2: a cross-cultural perspective

ABSTRACT

We examined early elementary children’s reading motivation in four different countries. Results revealed that reading motivation is a stable construct in countries like Chile, Finland, Greece, and the United States. Motivation to read followed similar patterns across the countries, with increased scores at the end of the school year. This trend differs from what has been reported in the literature for older students. Significant gender differences were observed mainly for Finnish and Greek students. Understanding early reading motivation from a cross-cultural perspective can help identify commonalities in the initial development of reading motivation, and deepen our understanding about how it may differ in different cultural contexts.     

QuickSmart: a basic academic skills intervention for middle school students with learning difficulties

QuickSmart is a basic academic skills intervention designed for persistently low-achieving students in the middle years of schooling that aims to improve the automaticity of basic skills to improve higher-order processes, such as problem solving and comprehension, as measured on standardized tests. The QuickSmart instructional program consists of three structured, teacher- or teacher aide-directed, 30-minute, small-group lessons each week for approximately 26 weeks. In this study, 42 middle school students experiencing learning difficulties (LD) completed the QuickSmart reading program, and a further 42 students with LD took part in the QuickSmart mathematics program. To investigate the effects of the intervention, comparisons were made between the reading and mathematics progress of the intervention group and a group of 10 high-achieving and 10 average-achieving peers. The results indicated that although the standardized reading comprehension and mathematics scores of QuickSmart students remained below those of comparison students, they improved significantly from pretest to posttest. In contrast, the standardized scores of comparison students were not significantly different from pretest to posttest. On measures of response speed and accuracy gathered using the Cognitive Aptitude Assessment System (CAAS), QuickSmart students were able to narrow the gap between their performance and that of their high- and average-achieving peers. Implications are drawn regarding the importance of interventions that emphasize the automaticity of basic academic skills for students with learning difficulties.     

Deletion as second death: the moral status of digital remains

There has been increasing attention in sociology and internet studies to the topic of ‘digital remains’: the artefacts users of social network services (SNS) and other online services leave behind when they die. But these artefacts also pose philosophical questions regarding what impact, if any, these artefacts have on the ontological and ethical status of the dead. One increasingly pertinent question concerns whether these artefacts should be preserved, and whether deletion counts as a harm to the deceased user and therefore provides pro tanto reasons against deletion. In this paper, I build on previous work invoking a distinction between persons and selves to argue that SNS offer a particularly significant material instantiation of persons. The experiential transparency of the SNS medium allows for genuine co-presence of SNS users, and also assists in allowing persons (but not selves) to persist as ethical patients in our lifeworld after biological death. Using Blustein’s “rescue from insignificance” argument for duties of remembrance, I argue that this persistence function supplies a nontrivial (if defeasible) obligation not to delete these artefacts. Drawing on Luciano Floridi’s account of “constitutive” information, I further argue that the “digital remains” metaphor is surprisingly apt: these artefacts in fact enjoy a claim to moral regard akin to that of corpses.     

Dissection versus Prosection: A Comparative Assessment of the Course Experiences,Approaches to Learning,and Academic Performance of Non-medical Undergraduate Students in Human Anatomy

Many institutions rely upon prosection-based laboratories as more resource-efficient and time-effective alternatives to traditional cadaver dissection for human anatomy education. To facilitate growing enrollment numbers despite resource limitations, the University of Guelph (a non-medical institution) introduced a modified “stepwise” prosection-based laboratory cohort to supplement a dissection-based course. In this design, all students attended the same lectures, but those in the dissection-based cohort learned by performing regional dissections and students in the prosection-based cohort studied from those dissections. Prosection students thereby witnessed a “slow reveal” of structures throughout the course. This study compared the perceived course experiences, student approaches to learning, and academic performance between the two groups. Multiple linear regression analyses were used to isolate the effect of the laboratory environment on student approaches to learning and academic performance from demographic and situational covariates. Both groups reported positive course experience ratings and high average final grades that were not statistically dissimilar (P > 0.05), increased reliance on deep approaches to learning (P = 0.002), and decreased reliance on surface approaches to learning (P = 0.023). When controlling for covariates, participation in dissection had small but statistically significant positive associations with deep approaches to learning (P = 0.043), performance on laboratory oral assessments (P < 0.001), and average final grades (P = 0.039). Ultimately, both designs promoted meaningful learning and desirable performance outcomes, indicating that both dissection and stepwise prosection have the potential to facilitate high quality human anatomy instruction.     

Influence of strategic direction for NHS Scotland knowledge services on indexing policy for the NHS Scotland e-library

OBJECTIVES: Indexing policy for the NHS Scotland e-Library needs to maximize future inter-operability with other significant health- and social-care-related resources. The strategic drive towards integration and partnership working means that the indexing system has to be widely acceptable to the full range of disciplines within the integrated health-care family. METHODS: Indexes identified by various means and then shortlisted using predefined criteria. RESULTS: Three subject indexes have been chosen--Medical Subject Headings (MeSH), CareData and the Government Category List (GCL), plus mapping between natural language and MeSH terms. This decision was a reasonable compromise between the strategy-driven aim of seamless access for all 'partners in care', and practical constraints of time/manpower. Other authority files (e.g. geographical area, language) are also standards based, and customised to reflect the information needs of an increasingly integrated health-care system. CONCLUSIONS: No single index could provide the scope required to meet the widening range of NHS information need. The influence of high-level strategic aims and objectives have extended their reach to influence indexing policy for the e-Library. Our indexing policy will continue to evolve and contribute to a knowledge management infrastructure capable of supporting current and future NHS Scotland information needs and strategy. Layperson terminology was identified as a gap; additional measures to address this gap are highlighted.     

Development and validation of a brief screening version of the Childhood Trauma Questionnaire

OBJECTIVE: The goal of this study was to develop and validate a short form of the Childhood Trauma Questionnaire (the CTQ-SF) as a screening measure for maltreatment histories in both clinical and nonreferred groups. METHOD: Exploratory and confirmatory factor analyses of the 70 original CTQ items were used to create a 28-item version of the scale (25 clinical items and three validity items) and test the measurement invariance of the 25 clinical items across four samples: 378 adult substance abusing patients from New York City, 396 adolescent psychiatric inpatients, 625 substance abusing individuals from southwest Texas, and 579 individuals from a normative community sample (combined N=1978). RESULTS: Results showed that the CTQ-SF's items held essentially the same meaning across all four samples (i.e., measurement invariance). Moreover, the scale demonstrated good criterion-related validity in a subsample of adolescents on whom corroborative data were available. CONCLUSIONS: These findings support the viability of the CTQ-SF across diverse clinical and nonreferred populations.     

INTRODUCTION: ISSUES AND CHALLENGES AFFECTING PRE- AND POSTRETIREMENT AMONG COLLEGE AND UNIVERSITY FACULTY

ABSTRACT

The aging of college and university faculties mirrors general demographic trends in the United States (Administration on Aging, 2003 Administration on Aging . ( 2003 ). A profile of older Americans . Retrieved August 25, 2004 from www.aoa.gov/prof/statistics/profile/2003/2003profile  [Google Scholar]). It also presents unique issues and challenges that reflect the work and retirement patterns of professors and the nature of academe itself (TIAA-CREF Institute, 2004 TIAA-CREF Institute . ( 2004 , Spring ). Recruitment, retention, and retirement: Institute's conference focuses on higher education's three Rs . Quarterly , 4 – 7 . [Google Scholar]). There have been major economic and policy changes of the past decade, including the uncapping or elimination of the mandatory retirement age for professors, the erosion of financial support for many public institutions of higher education, the use of more part-time and contract faculty, and the soaring costs of health care. These have all impacted college and university faculty and the institutions that they serve. This theme issue addresses the impact of some of those trends, and offers possible solutions to the complex issues that they raise.     

The Audit

The value of the audit process to libraries is examined and questioned. Although generally accepted accounting principles (GAAP) are followed by accountants in all fields, these policies and procedures are not always relevant for serials, particularly electronic journals. Adhering to these best practices does little to achieve professed goals and desired outcomes.     

The physical demands of elite English rugby union

The aim of this study was to assess the physical demands of elite English rugby union match-play. Player movements were captured by five distributed video cameras and then reconstructed on a two-dimensional plane representing the pitch. Movements based on speeds were categorized as standing, walking, jogging, and medium-intensity running (low-intensity activity), and high-intensity running, sprinting, and static exertion (scrummaging, rucking, mauling, and tackling) (high-intensity activity). Position groups were defined as forwards (tight and loose) and backs (inside and outside). Backs travelled more total distance than forwards (6127 m, s=724 vs. 5581 m, s=692; P<0.05) and greater distances in walking (2351 m, s=287 vs. 1928 m, s=2342; P<0.001) and high-intensity running (448 m, s=149 vs. 298 m, s=107; P<0.05). Forwards performed more high-intensity activity than backs (9:09 min:s, s=1:39 vs. 3:04 min:s, s=1:01; P<0.001), which was attributable to more time spent in static exertion (7:56 min:s, s=1:56 vs. 1:18 min:s, s=0:30; P<0.001), although backs spent more time in high-intensity running (0:52 min:s, s=0:19 vs. 1:19 min:s, s=0:26; P=0.004). Players travelled a greater distance in the first 10 min compared with 50-60 and 70-80 min, but there was no difference in the amount of high-intensity activity performed during consecutive 10-min periods during match-play. These results show the differing physical demands between forwards and backs with no evident deterioration in high-intensity activity performed during match-play.