Disseminating the Positively Aging® Teaching Materials: Results of a Controlled Trial

ABSTRACT

This study tested the effectiveness of 2 dissemination methods for the Positively Aging® teaching materials. In San Antonio, Texas, 4 middle schools participated in a 3-year controlled trial of dissemination via distance electronic support alone (control) compared to distance electronic support plus in-school support from study staff (intervention). Web site and classroom utilization of lessons were tracked. The results demonstrated that in-school staff support was necessary to disseminate these materials. Potential dissemination barriers included competition for instructional time with other curricula, teacher variability in teacher computer use, teacher and student turnover, and the effects of mandatory testing on the educational process.     

Classroom communication satisfaction,teacher uncertainty and course certainty over time 1

Classroom communication satisfaction (CCS), teacher uncertainty and course certainty were examined over time. Results indicated a decrease in teacher uncertainty while CCS and course certainty did not significantly change over time. Discussion focused on an interpretation of the results.     

SENIOR STUDENTS: HIGHER EDUCATION AFTER AGE 62

This paper reports on a survey of 424 persons aged 62 and over, who were interviewed in an area probability sample of Wichita, Kansas. Research on educational needs and interests was part of a multi‐disciplinary study of health care, transportation, nutrition, household help, and life satisfaction of aged people in a midwestern city. Findings about general interest in higher education, interest in specific courses, and stated reasons for present or anticipated nonparticipation are reviewed. A minority of interviewees expressed interest in pursuing higher education, particularly in a broad range of liberal arts courses. Those interested in higher education are contrasted with those who were not with respect to perceptions of (1) dollar costs, (2) availability of information, (3) feeling out of place in the classroom, and (4) time costs.     

School quality signals and attendance in rural Guatemala

This study analyzes school dropout in rural Guatemala using event history data and unusually detailed data on schools and teachers. Significant results for language of instruction, teacher education and fighting between students demonstrate the importance of accounting for school context influences on an outcome that has, historically, been analyzed mainly as a function of family background. Less support is found for the contention that dropout is lower in schools that are better at maximizing student achievement. Finally, using interaction analysis some of the school effects vary significantly by student gender and ethnicity. The various linkages between school features and dropout highlight the complicated reality of identifying the kinds of features of schools that are valued by poor families.