Schedule-induced behavior in rats: Pellets versus powder

Food-deprived rats develop polydipsia on an intermittent schedule (fixed time 60 sec) of food pellet delivery, but not on an identical schedule of food powder delivery. This result was demonstrated with separate groups receiving each type of food and was replicated using rats as their own controls. Powdered food not only prevented the development of polydipsia, but it abruptly terminated ongoing polydipsia in rats that were switched from the scheduled delivery of pellets to powder. Ethological analysis of the behavior showed that the rats receiving powder were not engaging excessively in some behavior other than drinking. After discounting several factors, we concluded that the amount of oral activity associated with feeding, which occurred immediately after food delivery, was reciprocally related to the level of drinking.     

The transfer of reflective engagement from social work education into the workplace: a study of the value of scaffolded reflection

The focal concern of this article is the investigation of the transfer and sustainability of the reflective process into the work environment. Specifically, the identification of the variables which support or challenge practitioners to continue the ongoing process of reflection in practice contexts is addressed. The article describes a study carried out over a seven-year period with students/graduates from a master's in social work (MSW) professional qualification programme in Ireland. The research involved gathering data on participants’ experiences of reflective teaching and learning while on the course and in the initial years of their work as practitioners. In the early phases of the data collection, participants referred to developing epistemological awareness through the reflective process while on the course. This was in the context of a scaffold for reflection through journal writing and mentored portfolio inquiry. The outcomes of the study offer considerable insight into the challenges and value of developing a reflective teaching and learning environment in professional education. In particular, the work highlights how it impacts positively on professional practice.     

The Language Factor in Elementary Mathematics Assessments: Computational Skills and Applied Problem Solving in a Multidimensional IRT Framework

The results of an exploratory study into measurement of elementary mathematics ability are presented. The focus is on the abilities involved in solving standard computation problems on the one hand and problems presented in a realistic context on the other. The objectives were to assess to what extent these abilities are shared or distinct, and the extent to which students' language level plays a differential role in these abilities. Data from a sample of over 2,000 students from first, second, and third grade in the Netherlands were analyzed in a multidimensional item response theory (IRT) framework. The latent correlation between the two ability dimensions (computational skills and applied mathematics problem solving) ranged from .81 in grade 1 to .87 in grade 3, indicating that the ability dimensions are highly correlated but still distinct. Moreover, students' language level had differential effects on the two mathematical abilities: Effects were larger on applied problem solving than on computational skills. The implications of these findings for measurement practices in the field of elementary mathematics are discussed.     

“Oh,S**t! Did i just swear in class?”: Using emotional response theory to understand the role of instructor swearing in the college classroom

The current study examines students’ emotional responses to instructor swearing and extends previous research to validate functions and targets of instructor swearing. A measure was created to assess college students’ perceptions of instructor swearing. A principle components analysis yielded a seven-factor structure that supports past functions and targets of classroom swearing: at self/job tools; at students/assignments; to elaborate course concepts; part of the instructor’s disposition; to gain attention; accidental swearing; and, to converge/be humorous. Framed by emotional response theory (ERT), instructor swearing behaviors significantly predicted students’ pleasure and dominance emotions. Additionally, students’ emotional responses in the classroom explained significantly more unique variation in students’ cognitive and affective learning, and motivation, compared to instructor swearing. Implications for instructional practice and instructional communication theory are addressed.     

Caring Behavior in Children of Clinically Depressed and Well Mothers

Young children's sensitivity and responsiveness to mothers' needs were investigated under conditions of high and low parenting risk (depressed and nondepressed mothers, SADS-L). Child characteristics of gender, affect, and impulse control problems and the mother-child attachment relationship were examined as they related to children's caring actions. Children's caring behavior was observed in an experimental situation in which their mothers simulated sadness and in a naturalistic setting. Attachment alone and child's problems alone were not predictors, and maternal diagnosis alone was not a strong predictor. Girls were significantly more caring than boys. Severe maternal depression was necessary to bring out high levels of responding in boys. Highest frequencies of caring were from children with severely depressed mothers, problems of affect regulation, and secure attachment. The importance of recognizing interacting influences and diverse underlying processes in the development of children's caring behavior is discussed.     

Using Robotics to Motivate ‘Back Door’ Learning

This paper suggests that robotics can provide a vehicle for guiding primary and secondary school children toward an effective understanding of programming and engineering principles. It observes that children find robotics stimulating and motivating, and that their interest in, and focus on, making the robot do what I want leads them via the back door to learn about programming and engineering in a way that is both well-grounded and generaliseable.These observations arise from empirical studies of children participating in robotics competitions: we conducted observations and interviews with all the participating teams at two robotics events (one regional, one international), and we followed one young robotics team in a case study. The children had almost all built their robots using LEGO MindStorms for specific competitions, with soccer, rescue and dance events. The children typically worked in teams, building robots as an extra-curricular activity supported by a teacher/mentor. The children came from a variety of educational and social backgrounds.The paper considers what makes robotics motivating to children, including children who are not considered technically oriented. It describes learning that has emerged from children's experiences in building and programming robots. It describes examples of children learning subjects that they previously considered difficult and inaccessible, in order to solve problems in robotics. It describes examples of children identifying and understanding principles, concepts, and elements of practice that are fundamental to programming and engineering. It describes further how secondary school students working in teams learned that this programming and engineering knowledge has a social context.     

Factors in Decisions of Underrepresented Minorities to Forego Science and Engineering Doctoral Study: A Pilot Study

The research described here comprised a pilot study that attempted to identify the factors in decisions of highly capable students from underrepresented minority groups to forego study for science or engineering doctorates. Underrepresented students are defined as Blacks, Hispanics, and Indians. While these groups will soon comprise 30% or more of the population, they receive only 5% of the S & E (Science and Engineering) doctorates. The research was completed under NSF (National Science Foundation) grant no. REC 9908861. The research built on a previous NSF study (RED-9355867) that identified the most effective colleges and universities in the country in the preparation of Black, Hispanic, and Indian science and engineering students for study toward the PhD degree. One of the major concerns raised during the site visits to the top 10 institutions serving these groups was the loss of capable students to other careers. The study obtained information from minority graduates about factors impacting persistence to graduate studies in science and engineering and solicited suggestions for attracting more people like themselves to S & E doctoral study. Twelve underrepresented minority S & E graduates who decided to forego doctoral study in favor of other pursuits. Themes emerging from these conversations regarding reluctance to pursue advanced study included the following: concern for ability to finance such study; weaknesses in advisement practices and systems; lack of full knowledge, early on, about the rewards of doctoral employment; and concern about opportunities for employment after graduation. Suggestions proffered for attracting more underrepresented minorities to S & E doctoral study included the following: early socialization of youngsters into the world of science and its practice; expanded funding for scholarships and fellowships; expanded outreach by colleges and universities; expanded efforts by churches and community groups and deeper commitments by colleges and universities.