Understanding Heterogeneity in the Impact of Public Preschool Programs

We examine the North Carolina Pre-K (NC Pre-K) program to test the hypothesis that observed variation in effects resulting from exposure to the program can be attributed to interactions with other environmental factors that occur before, during, or after the pre-k year. We examine student outcomes in 5th grade and test interaction effects between NC's level of investment in public pre-k and moderating factors. Our main sample includes the population of children born in North Carolina between 1987 and 2005 who later attended a public school in that state, had valid achievement data in 5th grade, and could be matched by administrative record review (n = 1,207,576; 58% White non-Hispanic, 29% Black non-Hispanic, 7% Hispanic, 6% multiracial and Other race/ethnicity). Analyses were based on a natural experiment leveraging variation in county-level funding for NC Pre-K across NC counties during each of the years the state scaled up the program. Exposure to NC Pre-K funding was defined as the per-4-year-old-child state allocation of funds to a county in a year. Regression models included child-level and county-level covariates and county and year fixed effects. Estimates indicate that a child's exposure to higher NC Pre-K funding was positively associated with that child's academic achievement 6 years later. We found no effect on special education placement or grade retention. NC Pre-K funding effects on achievement were positive for all subgroups tested, and statistically significant for most. However, they were larger for children exposed to more disadvantaged environments either before or after the pre-k experience, consistent with a compensatory model where pre-k provides a buffer against the adverse effects of prior negative environmental experiences and protection against the effects of future adverse experiences. In addition, the effect of NC Pre-K funding on achievement remained positive across most environments, supporting an additive effects model. In contrast, few findings supported a dynamic complementarity model. Instrumental variables analyses incorporating a child's NC Pre-K enrollment status indicate that program attendance increased average 5th grade achievement by approximately 20% of a standard deviation, and impacts were largest for children who were Hispanic or whose mothers had less than a high school education. Implications for the future of pre-k scale-up and developmental theory are discussed.     

Promoting a culture of scholarship among educational developers: exploring institutional opportunities

Educational developers tend to be located in centres and units of teaching and learning outside the academic mainstream. They have little opportunity to engage in scholarship. Through an overview of the literature on educational development and educational professional roles and responsibilities, the author suggests that promoting a culture of scholarship among educational developers will contribute significantly towards their pedagogical professional development. It will enhance the quality of professional consultation between educational developers and academic staff in the faculties. The discussion concludes with suggestions for implementing innovative strategies to promote a culture of scholarship within the higher education academic mainstream.     

Cognitive Skills Acquisition and Computer Based Intelligent Tutoring Tools

Cognitive skills are concerned with analysis, interpretation and decision making required for performing procedural tasks. Since much of this process runs inside a human mind, the development of cognitive skill may largely rely on self-explanation as a mechanism for forming better procedures by clustering elementary operations and pushing them to the subconscious level. The paper describes possible categorisation of learning resources to match the different phases of skill acquisition. It discusses an implementation of a cognitive apprenticeship-based learning environment ‘Byzantium’ and an independent feedback on its use in real classroom. Its generic design philosophy is described, together with a commentary that places Byzantium in the tradition of Gordon Pask's adaptive teaching machines and conversational tutorial systems.     

Food Insecurity Among Community College Students: Prevalence and Association With Grade Point Average

This study investigated the prevalence of food insecurity among community college students (N = 301) and the relationship between food insecurity and student grade point average (GPA). It employed a cross-sectional intercept survey, utilizing the U.S. Department of Agriculture’s Household Food Security Survey Module, student self-reported GPA, and demographic variables. The research setting was two community colleges in Maryland—one located in a low income urban area and one located in an affluent suburban area. Results demonstrate that 56% of the students in the overall sample were classified as food insecure. Students at higher risk of food insecurity included those who reported living alone and those who reported being single parents. Students identifying themselves as African American or as multiracial were also at increased risk for food insecurity. Food insecure students were more likely than food secure students to report a lower GPA (2.0–2.49) versus a higher GPA (3.5–4.0). Data suggest that food insecurity is an issue for a large percentage of the community college student sample. Food insecurity may have adverse effects on student academic performance and is a factor to be considered by college administrators, faculty, and students.     

Evaluation and analysis of term scoring methods for term extraction

We evaluate five term scoring methods for automatic term extraction on four different types of text collections: personal document collections, news articles, scientific articles and medical discharge summaries. Each collection has its own use case: author profiling, boolean query term suggestion, personalized query suggestion and patient query expansion. The methods for term scoring that have been proposed in the literature were designed with a specific goal in mind. However, it is as yet unclear how these methods perform on collections with characteristics different than what they were designed for, and which method is the most suitable for a given (new) collection. In a series of experiments, we evaluate, compare and analyse the output of six term scoring methods for the collections at hand. We found that the most important factors in the success of a term scoring method are the size of the collection and the importance of multi-word terms in the domain. Larger collections lead to better terms; all methods are hindered by small collection sizes (below 1000 words). The most flexible method for the extraction of single-word and multi-word terms is pointwise Kullback–Leibler divergence for informativeness and phraseness. Overall, we have shown that extracting relevant terms using unsupervised term scoring methods is possible in diverse use cases, and that the methods are applicable in more contexts than their original design purpose.     

DIMENSIONS OF SATISFACTION WITH COLLEGIATE EDUCATION

A sample of 2072 respondents In 176 courses from four different departments In a community college completed a questionnaire concerning their attitudes towards various aspects of their studies. Results showed that the factor structure of the responses from the different departments was almost Identical, In spite of differences In students' demographic background and the purpose of studies. A regression analysis on the general satisfaction with courses revealed the teacher as the major contributor and the Interpersonal relations between students as an additional factor. When the willingness to continue studying in the same college was analysed, the Interpersonal relations between students were the major factor when the analysis was based on individual scores, but not when it was based on class‐averages. In both cases the difficulty of the course and the general evaluation of its quality were significant additional contributors. It was concluded that in order to evaluate higher education courses accurately, a generally applicable tool can be devised, but that this tool should cover social aspects of the study‐situation not yet Included in currently used evaluation questionnaires.     

The Impact of a Course on Nature of Science Pedagogical Views and Rationales

This study explored changes in preservice teachers’ (PSTs) nature of science pedagogical (NOSP) views and nature of science (NOS) rationales using pre- and post-course written responses as well as interview data. Through systematic analysis, themes were generated and compared to the NOS literature. Comparisons between pre- and post-course data demonstrate improved and deepened NOS views, NOSP views that are more aligned with NOS literature, and a greater number of rationales for including NOS. All participants were enrolled in the “Inquiry and Natures of Science, Technology, and Engineering” (INSTE) course. However, six participants were enrolled in INSTE as their first course in which NOS and NOSP were addressed. The other six participants were enrolled in INSTE as their second course in which NOS and NOSP were addressed, with science methods as their first course in which NOS and NOSP were addressed. By comparing participants enrolled in INSTE as their first course to those enrolled in INSTE as their second course, we observed that NOS understanding seemed to develop in a first experience alongside some NOS rationales, but NOSP views lagged for participants in INSTE as their first course. Participants enrolled in INSTE as their second course developed more robust and literature-aligned NOSP views and more multifaceted NOS rationales. Therefore, this study bolsters arguments that teachers need to receive extended NOS and NOSP instruction.     

Ultrasound imaging in medical student education: Impact on learning anatomy and physical diagnosis

Ultrasound use has expanded dramatically among the medical specialties for diagnostic and interventional purposes, due to its affordability, portability, and practicality. This imaging modality, which permits real‐time visualization of anatomic structures and relationships in vivo, holds potential for pre‐clinical instruction of students in anatomy and physical diagnosis, as well as providing a bridge to the eventual use of bedside ultrasound by clinicians to assess patients and guide invasive procedures. In many studies, but not all, improved understanding of anatomy has been demonstrated, and in others, improved accuracy in selected aspects of physical diagnosis is evident. Most students have expressed a highly favorable impression of this technology for anatomy education when surveyed. Logistic issues or obstacles to the integration of ultrasound imaging into anatomy teaching appear to be readily overcome. The enthusiasm of students and anatomists for teaching with ultrasound has led to widespread implementation of ultrasound‐based teaching initiatives in medical schools the world over, including some with integration throughout the entire curriculum; a trend that likely will continue to grow. Anat Sci Educ 10: 176–189. © 2016 American Association of Anatomists.