Some problems in interpreting criterion-referenced test results in a program evaluation

The purpose of this paper is to delineate several problems which arise when criterion-referenced test results are used to evaluate the effects of a specific educational treatment. Specifically, the paper deals with: (1) alternative methods of aggregating individual student and group data on objectives, (2) the sensitivity of the instrument to program outcomes, and (3) the comparisons of criterion-referenced test data and standardized (norm-referenced) achievement test data.     

Meeting basic needs: Health and safety practices in feeding and diapering infants

Summary Diapering and feeding are two vitally important routines in meeting basic needs of infants. Such routine times provide opportunities for enhancing infants' development through interaction with others. Feeding and diapering times are ideal for one-to-one interaction with infants. Caregivers are encouraged to speak directly with children, asking questions and responding to infant vocalizations with verbal and nonverbal (e.g., smile, head nod) communications. Adults can also label infant body parts as well as the items used in the process of feeding and diapering. Singing simple songs and reciting rhymes can also be incorporated into routine times. Early childhood professionals educating and caring for infants are encouraged to review the procedures used in diapering and feeding. Assessing whether procedures assure safe and healthy conditions for infants is an important component of quality care.     

The Effects of Systemic Family Violence on Children's Mental Health

This study examines the link between different forms of family aggression and children's symptoms of psychopathology. The goal of the study was to understand what forms children's problems might take in violent homes and whether close ties within the family (to the mother or a sibling) buffered children. Interviews with 365 mothers and 1 of their children between the ages of 6 and 12 about abuse in the home, support and closeness within the nuclear family, and mother's and children's mental health formed the basis of this study. Families were recruited from battered women's shelters and the community. We found that different forms of abuse in the home were highly interrelated and that children of battered women were at risk for child abuse. Domestic violence predicted children's general psychopathology, but we uncovered little evidence for the presence of specific sorts of disorders as a result of family dysfunction. Although mothers experiencing conjugal violence were more likely to have mental health problems, their mental health did not mediate the children's response to family conflict. Finally, there was less sibling and parental warmth in families marked by aggression, although when it was present, family social support failed to buffer children. Although the general pattern of results was consistent across respondents (mother and child), there was low agreement on symptoms of child psychopathology.     

Internet Survey of Nutrition Claim Knowledge

ABSTRACT: Consumer interest in healthy foods has spurred approval of several health claims for foods and dietary supplements. Although undergraduate and graduate food science curricula address food laws and regulations, nutrition claims may not be fully addressed. We posted a survey on the Internet for 2 mo for food industry professionals and others interested in taking the survey to assess their understanding of laws and regulations pertaining to nutrition labeling for foods and dietary supplements. The purpose of this survey was to measure knowledge in this area so that our university and others could reevaluate their curricula to provide student and lifelong learners with appropriate information about this important topic. Respondents were asked to indicate whether displayed claims were health claims, structure-function claims, or not approved for use on food labels. Respondents ( N = 136) indicated that they gained information about nutrition claims from many sources. Although respondents correctly identified approved health claims and claims that are not approved for foods, some confusion about nutrition claims may exist because not all respondents correctly identified claims in the appropriate category. Issues in educating food scientists include keeping food labeling information current and defining complex topics such as structure-function claims. The findings of this pilot study have been used to incorporate lectures about health claims in courses in addition to the food law class at the Univ. of Maine.     

Promoting Prosocial Behaviours Among Preschool Children With and Without Disabilities

A multiple probe across subjects design was used to evaluate the effectiveness of an intervention program on promoting prosocial behaviours among preschool children with and without disabilities. The intervention was carried out with three integrated groups of children, each comprised of one child with a disability and two peers without disabilities, created from three mainstreamed preschool classrooms. The intervention was successful in promoting increases in positive social interactions among the children with disabilities and their peers without disabilities. For two of the three groups the children with disabilities engaged in an equal or greater percentage of positive social initiations than their peers without disabilities. Increases in positive social responses to positive social initiations were similar for children with and without disabilities. Intervention phase behavioural changes generalised to both immediate group conditions, but did not generalise to deferred classroom conditions. Variability of response to intervention across groups highlights the need to develop and implement interventions on an individualised basis. The results indicate that further research is needed regarding the promotion of deferred generalisation effects as well as understanding the effects that trainer presence may have on the generalisation of the targeted social behaviours. There is also a need for the investigation of the potential for gender‐related effects including differential activity levels, ability for sustained attention, and group composition.     

Focussing the Teacher's Gaze: Primary teachers reconstructing assessment in self managing schools

As a result of the changes to school administration and curriculum in New Zealand over the last ten years, primary teachers have had to make significant changes to their assessment practices. This paper briefly reviews literature relating to the competing discourses of assessment that underpin teachers' practices and describes how the changes to New Zealand education have provoked a reconsideration of the balance between formative and summative assessment. It then reports findings from a qualitative investigation into how some primary teachers have attempted to accommodate these competing discourses and the effects these have had on their teaching practice. These results are discussed in light of the research literature and suggestions for changing national and school policies and practices to prioritise assessment for better learning over accountability conclude the paper. This revised version was published online in July 2006 with corrections to the Cover Date.     

The Relational Power of Education: The Immeasurability of Knowledge, Value, and Meaning

Recognizing the challenge of adequate evaluation in higher education, this essay introduces some of the critical, alternative-seeking conversation about educational measurement. The thesis is that knowledge, value, and meaning emerge in the relational dynamics of education, thus requiring complex approaches to evaluation, utilizing relational criteria. The method of the essay is to analyse two educational case studies – a travel seminar and a classroom course – in dialogue with educational literature and a process-relational philosophy of education. Building from this analysis, the essay concludes with proposals for relational criteria of evaluation: relations with self, community and culture, difference, earth, and social structures.     

Beyond Part C: Reducing Middle School Special Education for Early Intervention Children with Developmental Delays

This study examined the rates of special education placement during middle school grades (sixth through eighth) among children who participated in the Linda Ray Intervention Program (LRIP) center-based and home-based learning modalities. The study sample included 113 children in Miami Dade County Public Schools who had gestational cocaine exposure and received early intervention services due to developmental delays. This study found that children who participated in the center-based (25 hours per week) learning modality had a significantly lower rate of special education placement (14%) than the students in the home-based (three hours per week) learning modality (30%) in middle school. Also, results indicated that children who were socioeconomically disadvantaged (free/reduced lunch) and in the home-based learning modality were three to four times more likely to be in special education. This study provides evidence for the long-term impact of the LRIP center-based modality on special education outcomes.     

Exploring the Factors of Professional Readiness in Athletic Training

ABSTRACT

The objective of this study was to explore the factors of professional readiness in the healthcare field of athletic training. We used a qualitative research design based in grounded theory. Participants included newly certified athletic trainers and athletic training supervisors from collegiate, secondary school, and emerging work settings. After completing the demographic questionnaire, 14 newly certified athletic trainers and 9 supervisors were selected to complete one-on-one interviews using GoToMeeting audiovisual web conferencing software. Data was analyzed using a constant comparative analysis as well as open and axial coding. We established trustworthiness using bracketing interviews, reflexivity, triangulation, member checks, and peer reviews. Analysis revealed four overarching themes including organization and administration, interpersonal relations, athletic training attributes, and confidence. Readiness for autonomous practice is multifaceted and exceeds clinical skills. Athletic trainers must possess certain personality characteristics and confidence, as well as interpersonal, organizational, and clinical skills that can be incorporated into daily practice.