The outcomes of three models of counselling and consulting

This empirical investigation evaluated the outcomes of three models of counselling with students in the elementary school who were identified as having Learning and behavioral problems. It was hypothesized that model one, counselling with parents, teachers and students was the most effective: model two, counselling with teachers and parents was the next most effective and model three, coun selling with students only was the least effective. It was discovered after 5 months of counselling, that although the student reading scores of the combined counselling groups improved significantly in comparison to the control group, no statistically significant change occurred between the counselling models either on student reading or classroom behavior. Model one counselling, however, produced cooperative relationships between teachers, parents and students.The University of British Columbia     

In-Course Instructor-Guided Service Learning in a Community College General Psychology Class

Institutional and student level data from the Florida Community Colleges were examined to explore the Retention Index of the Community College Survey of Student Engagement (CCSSE). A simple correlation and regression analysis was conducted to determine if the CCSSE Retention Index could be used to predict the institutional retention rate calculated for the state accountability measure. Student level data were used with a nested ANOVA to examine if there were mean differences in the CCSSE Retention Index scores of males and females of different racial groups when accounting for the potential influence of the institution attended. Mean differences were examined since differences in retention rates of these groups have been documented.     

Designing and Validating Assessments of Complex Thinking in Science

Typical assessment systems often measure isolated ideas rather than the coherent understanding valued in current science classrooms. Such assessments may motivate students to memorize, rather than to use new ideas to solve complex problems. To meet the requirements of the Next Generation Science Standards, instruction needs to emphasize sustained investigations, and assessments need to create a detailed picture of students’ conceptual understanding and reasoning processes.

This article describes the design process and potential for automated scoring of 2 forms of inquiry assessment: Energy Stories and MySystem. To design these assessments, we formed a partnership of teachers, discipline experts, researchers, technologists, and psychometricians to align curriculum, assessments, and rubrics. We illustrate how these items document middle school students’ reasoning about energy flow in life science. We used evidence from review by science teachers and experts in the discipline; classroom experiments; and psychometric analysis to validate the assessments, rubrics, and automated scoring.     

网络环境下的知识组织系统网络环境下的知识组织系统——编者的话

知识组织系统(Knowledge Organization Systems/Services,简称KOS),是对各种对人类知识结构进行表达和有组织的阐述的语义工具(Semantic tools)的统称,包括分类法、叙词表、语义网络,以及更泛指的情报检索语言、标引语言。过去几十年中,许多编制这些工具的方法应运而生,对知识组织系统类型和功能的探索也发展到一定阶段,特别是在联机时代,用于标引和检索的知识组织系统的发     

Succeeding in the city: Challenges and best practices on urban commuter campuses

Students who make the daily commute to urban campuses face academic and nonacademic issues not typically experienced by their suburban or rural counterparts. A veteran of multiple types of campus environments offers insight into the lives of these students and suggests strategies for helping college urbanites thrive.     

Group time treasures: Implications for learning

Meaningful group times have been a hallmark of quality early childhood programs for many years. Stimulating group experiences present a wealth of opportunities for everyone involved. Adults are better able to monitor children's skills and enjoy their ongoing growth. Group activities also may set the stage for an abundance of adventures as young children grow and learn in all areas of their development (Bredekamp, 1986).Pauline Davey Zeece and Marcia Corr are at the Department of Human Development and the Family, University of Nebraska-Lincoln in Lincoln, Nebraska.