Explaining the modality effect in multimedia learning: Is it due to a lack of temporal contiguity with written text and pictures?

The study examined whether the modality effect is caused by either high visuo-spatial load or a lack of temporal contiguity when processing written text and pictures. Students (N = 147) viewed pictures on the development of tornados, which were accompanied by either spoken or written explanations presented simultaneously with, before, or after the pictures. For verbal recall no modality effect was observed, whereas for transfer the influence of modality varied as a function of phonological working memory capacity. For pictorial recall the results showed a modality effect that was limited to simultaneous presentation, apparently in line with the temporal contiguity explanation. However, spoken simultaneous presentations were not superior to spoken sequential presentations, which contradicts the temporal contiguity explanation for the modality effect. Rather, it seems as if learners with simultaneous presentation of written text and picture concentrated more on the text and ignored the pictures, resulting in worse pictorial recall.     

Outcomes for Women and Infants Following Assisted Conception: Implications for Perinatal Education,Care, and Support

Assisted conception is becoming an increasingly more common treatment option for women and couples who experience fertility problems. Links have been made in the literature between assisted conception and a greater incidence of pregnancy or birth complications, low birth weight or premature babies, and babies with congenital abnormalities. In addition, evidence suggests that the experience of assisted conception may influence the development of early mothering relationships and impact parenting adjustment. Although this commentary article does not strategically review all available literature, it provides an overview of the health issues that women and families undergoing assisted conception have experienced or may experience. Through raising awareness and promoting discussion of these issues, practitioners will be better equipped to provide informed education and support.     

How social relationships influence academic health in the ‘enterprise university’: an insight into productivity of knowledge workers

The comparatively poor mental health status of academics at Australian universities compared with the general Australian workforce poses a public health challenge. Productivity of knowledge workers is a key issue for the new economy. Using the case of one university, I interviewed employees stratified by level of employment and showed that their mental health is adversely affected by social relationships that result from historically‐based bargains. These rely on divergent and sometimes adversarial value systems of employers and employees and a preference for particular institutional policies and practices based on contemporary cultural trends of individualism and economic rationalism that affect social support and social networks in a detrimental way. To redress this burden of mental illness, it is imperative that employer‐employee discourse is changed to incorporate the social reality of the work context. This study offers insights into productivity of knowledge workers generally in service industries of education, information and communication.     

Organizing, Teaching, and Assessing for Student Success in Introductory College Physics

As part of a doctoral dissertation, Ben （2010） completed a study that extends to 462 pages. After a careful examination of this study and others that are in print, there seems to be a direct relationship between the decline in physics enrollment at the postsecondary level and the increase in the number of studies that have been carried out to determine why have we been off the mark in identifying the real problems that are contributing to the declining enrollment and the decreased student success in physics courses？ One problem is introductory physics books are generally written using a deductive approach, and because the teachers follow the organization of these books, they teach in a deductive, boring, and confusing way, and then, blame the students for being unprepared when they do not succeed. This approach distances the teachers--and physics--from the experience, knowledge, and initial interest of many beginning students. Another problem has been the absence of any alternative curriculum to the deductive one. In this paper, we describe a fully-developed alternative curriculum, really a detailed course design for Introductory College Physics I and II, each with its own text presented in the format of a three-ring binder, one for students and one for teachers which closely parallel one another. The course content is constructed to be both teacher and student friendly, so that a teacher can teach physics in an inductive, exciting, and clear manner. In addition, we describe and provide examples of the pedagogical and classroom management techniques that have proven extremely successful.     

Math Fluency: Accuracy Versus Speed in Preoperational and Concrete Operational First and Second Grade Children

Cognitive abilities as well as math fluency play an important role in mathematical skills. Understanding the relationship between cognitive abilities and mathematical skills is imperative to teaching effective arithmetic skills. The present study aimed to investigate the relationship between cognitive ability and math fluency with 38 first and second grade elementary aged children. Results demonstrate that preoperational children lacked the speed of concrete operational children but achieved comparable levels of accuracy when completing arithmetic problems.     

Classroom Learning Environment, Brain Research and The No Child Left Behind Initiative: 6?years Later

Six years have gone by since the passing of No Child Left Behind (2002) and due to the ‘high-stake’ riders attached to this legislation, educators at all levels have found themselves in a state of both emotional and cognitive dissonance. Recent research in the field of neuroscience combined with principles gained from constructivism support the importance of developing and implementing both a child-centered curriculum and a positive learning environment that is appropriate for young children. This paper addresses some of the difficulties that arise from the No Child Left Behind act and teaching from a constructivist model. Additionally, positive suggestions are provided for the early childhood educator in order to support current teaching philosophies despite the pressures of high-stakes testing.     

Managerialism and equalities: tensions within widening access policy and practice for disabled students in UK universities

This paper draws on a four-year longitudinal ESRC funded project examining learning experiences of disabled students in higher education in four universities. The focus here is on institutional responses to the demands of audit culture and legislation in relation to making reasonable adjustments for students with impairments. The data comes from institutional documents and face-to-face interviews with key informants within the institutions. The findings indicate that quality assurance regimes and legislation have had some positive effect on improving access for disabled students; however, local factors and type of institution also have a major impact on the way that national policies are expressed in particular contexts.     

Teacher and school characteristics and their influence on curriculum implementation

Reform‐based curriculum materials have been suggested as a mechanism to make inquiry‐based instruction more prevalent in secondary science classrooms, specifically when accompanied by comprehensive professional development (Loucks‐Horsley, Hewson, Love, & Stiles, 1998 ; Powell & Anderson, 2002 ). This research examines the implementation of a reform‐based high school chemistry curriculum in a large, urban school district. We explicitly consider the role of the teachers' knowledge and beliefs in their implementation of the reform‐based chemistry curriculum, as well as school level factors. Qualitative and quantitative data were collected in the form of beliefs interviews and classroom observations from 27 high school chemistry teachers. Analysis of the data revealed that implementation of the curriculum was strongly influenced by the teachers' beliefs about teaching and learning, and the presence of a supportive network at their school sites. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 883–907, 2007     

The health and wellbeing of international students at an Australian university

A representative sample of undergraduate and postgraduate international students at a large Australian university (n=979, 64% females) completed a mail-back survey of their health and wellbeing. Most students evaluated their current and previous physical and mental health positively. Health-related risk practices such as unprotected sexual activity, drug use, smoking and gambling, were reported by few students. There was little change in health or risk behaviours since coming to Australia and few changes that were health compromising. Few demographic or situational variables, including age and gender, had a significant impact on students' wellbeing. This study has revealed that few international students find the experience of studying in an overseas country detrimental to their wellbeing. Nevertheless, for those students who encounter difficulties or are at increased risk of health-compromising outcomes, we must ensure better delivery of health promotion education, and access to, and use of, available counselling and health services.