Intelligence,Creative Thinking,and Sociometric Choice Among Fifth-Grade Children

In a sample of 970 female and 968 male freshmen taken over a 5-year period at the College of Wooster it was found that the Math and Verbal Scholastic Aptitude Tests (SAT) were more highly correlated with freshman grade point average (GPA) than were any of the eighteen scales of the California Psychological Inventory (CPI). Stepwise regression led the author to suggest a series of five variables for each sex which might be used to predict academic achievement using the SAT and the CPI. For women, a multiple R of .52 was reached using Math, Verbal, Socialization, Achievement via Conformity, and Flexibility. For men, Math, Verbal, Socialization, Flexibility, and Femininity provided a multiple R of . 57.     

Adapting the Scoring Matrix: A case study of adapting disciplinary tools for learning centred evaluation

The scoring matrix, a method used to facilitate community participation in collaboratively planning and monitoring development projects in natural resource management, was adapted to promote collaboration and reflection in a course in participatory resource management. The scoring matrix is described and its strengths and weaknesses in relation to key objectives are analysed. The matrix represents an innovative approach to evaluation that may be useful in a variety of fields. The authors argue, too, that the case is an example of how discipline (and profession-) specific tools can be adapted in an educational setting to serve the dual purposes of promoting experiential learning of particular key skills, and of monitoring and evaluating student learning. They suggest that academics in other fields may wish to consider participatory tools like the scoring matrix or adapt the tools of their own disciplines as ways of collaboratively evaluating teaching in their own disciplines/professions.     

The interaction of student and program variables for the purpose of developing a model for predicting graduation from graduate programs over a 10-year period

The purpose of this study was to investigate whether there is some factor or set of factors which will predict the probability of graduation from doctoral programs. This study concentrated on two areas: (a) the factors available to the selection committee when the students apply for admission into graduate programs, and (b) those factors emerging after admission, resulting from the students' meeting program-imposed requirements for graduation. Data were collected from the file of each student admitted to the doctoral program in Educational Administration. The results of the study indicated that program variables are more important than admission variables in predicting graduation. and the technique of Path Analysis is highly recommended to study the problem of student progression through graduate departments.     

Required Collaborative Work in Online Courses: A Predictive Modeling Approach

This article describes a predictive model that assesses whether a student will have greater perceived learning in group assignments or in individual work. The model produces correct classifications 87.5% of the time. The research is notable in that it is the first in the education literature to adopt a predictive modeling methodology using data collected via a designed experiment. All subjects experienced both a collaborative and an individual assignment, thus mitigating uncontrolled external factors in the measurement of differences in perceived learning. The exploratory nature of the work prompted the use of Partial Least Squares Regression for estimation. The work serves as an illustration of how predictive modeling might enlighten those in educational and academic settings.     

The social–emotional development of dual language learners: Looking back at existing research and moving forward with purpose

This review describes the state of existing knowledge with regard to dual language learners’ (DLLs) social–emotional development birth to age 5. The review focuses on several widely recognized dimensions of children's social–emotional development: self-regulation, social competence, social cognition, and problem behaviors. We begin by presenting a theoretical perspective that frames our understanding of the interplay between relational and contextual factors that contribute to the social–emotional well-being of DLLs. A targeted search of the literature identified 14 peer-reviewed studies published from 2000 to 2011 that examined social–emotional outcomes for young DLLs in family, school, and peer contexts. Results suggest that DLLs have at least equal (if not better) social–emotional outcomes compared to native English speakers. There is also some evidence that the use of the home language in early childhood classrooms can be a positive, moderating factor for DLLs’ social–emotional development. Contextual and individual characteristics are highly correlated with DLL status, making it difficult to develop clear conclusions about the unique influence of DLL status on social–emotional outcomes. We conclude by identifying avenues for future inquiry.     

A Developmental Perspective on Peer Rejection: Mechanisms of Stability and Change

This study examines factors associated with the relative stability of peer rejection among elementary school-aged children. Forty-four initially rejected children (some of whom improved their social status while others remained rejected over a 2-year period) were recruited from a larger sociometric sample. Prospective analyses were conducted to determine whether peer nominated aggression and children's perceptions of their own status in fourth grade were predictive of status improvement by the end of fifth grade. In addition to prospective analyses, initially rejected children and their mothers were invited to participate in a retrospective interview about their social experiences over the past 2 school years. Results of prospective and retrospective analyses suggested that perceived social status, participation in extracurricular activities, locus of control, and parental monitoring were all positively related to status improvement among initially rejected children. Surprisingly, aggressive behavior also was positively related to status improvement among initially rejected boys.     

A management program for elective mutism

Behavior modification procedures are described for establishing compliant behavior in elective mutes. The results are discussed for three children to whom the procedure was applied. The length of the training period was two weeks for the first child, twelve days for the second, and six weeks for the third. Two of the three subjects generalized responsive and spontaneous language from the experimental to everyday settings.     

A Technical/Strategic Paradigm for Online Executive Education

This article discusses the development and delivery of online courses for the executive education audience. The goal is to introduce a new framework, the technical/strategic paradigm, that will help educators to identify the pedagogical needs of disparate executive groups and adjust their online course development plans accordingly. We describe how four key elements of online courses (course structure, content‐based learning materials, assignments, and learning assessment) should be fashioned in a way that honors the technical or strategic focus of the learning environment. How the technical/strategic paradigm molds well with many different types of executive educational audiences and settings is illustrated. Course developers seeking advice on how to put these ideas into practice will find lists of resources and implementable recommendations. Ultimately, we argue that some of the pitfalls that faculty experience when transitioning from a traditional business school environment to an online executive education environment can be attributed to a misunderstanding of the degree to which students expect technical versus strategic content.     

Getting emotional: a critical evaluation of recent trends in the development of school leaders

Emotion is a growing focus for contemporary thinking about leadership in public policy and corporate arenas. In British education systems, three imperatives are evident: the idea that transformation is essential; leadership succession in crisis; and, more recently, that leaders must be able to run organisations that address the emotional well-being of staff and students. Viewed as a key outcome of schooling, its importance is mirrored in school leadership, especially professional development. This article considers whether this represents a step-change in leadership development praxis or is, instead, an invasive form of emotional engineering redolent of long-established orthodoxies of control and domination. If so, it is argued, leadership development as the advocacy of emotional acumen presents moral technology as a new form for intervening in leaders' emotional selves, thereby distracting them from addressing fundamental aspects of education for which they are primarily responsible.