Relationship among laboratory instruction,attitude toward science,and achievement in science knowledge

This study investigated the use of a hands-on laboratory program as a means of improving student attitude toward science and increasing student achievement levels in science knowledge. Using a posttest-only control group design, curriculum referenced objective examinations were used to measure student achievement in science knowledge, and a posttest Q-sort survey was used to measure student attitude toward science. A one-way analysis of variance compared the groups' differences in achievement and attitude toward science. Analysis of covariance was used to determine the effect of the laboratory treatment on the dependent achievement variable with attitude toward science as the covariable. The findings showed that students who had regular laboratory instruction (a) scored significantly higher (p < .01) on the objective examination of achievement in science knowledge than those who had no laboratory experiences; (b) exhibited a moderate, positive correlation (r = .406) between their attitude toward science and their achievement; and (c) scored significantly higher (p < .01) on achievement in science knowledge after these scores were adjusted on the attitude toward science covariable. There were no significant differences in achievement or attitude toward science for the limited English proficiency groups. It was concluded that laboratory instruction influenced, in a positive direction, the students' attitude toward science, and influenced their achievement in science knowledge. It was recommended that science instruction include a regular laboratory experience as a demonstrated viable and effective instructional method for science teachers. This model of science instruction has been shown to be effective with students of diverse backgrounds who live within large urban centers. J Res Sci Teach 34: 343–357, 1997.     

Student Success in Developmental Mathematics Courses

Mathematics is a particular stumbling block for community college students in developmental course work. The present study empirically investigated student-level and teacher-level factors that influence the success of community college students enrolled in developmental mathematics courses. Specifically, numerous variables in one statistical model were examined, which included student self-efficacy (SE) beliefs in various aspects of academic engagement, previous course difficulties, full-time teaching status, and class attendance policies. Multiple regression results show that attendance was the largest predictor for higher course grades, followed by repeating a mathematics course and students’ sense of SE. In the hierarchical line modeling (HLM) model, teachers’ full-time status was a significant predictor in the model, but when teaching status was controlled for, the remaining student belief variables in the model were not statistically significant except SE in Cognitive Strategies, Self-Regulated Learning, and Motivational Strategies. The results provide empirical support for increased communication between full- and part-time faculty members, implementation of attendance policies, academic interventions prior to students’ failures, and the need to address students’ sense of SE.     

Using research to promote equity within education systems: Possibilities and barriers

This article provides an evaluative account of its authors’ involvement in three major national improvement initiatives. Set in the context of three of the countries that make up the UK, these developments were focused in particular on the promotion of educational equity. Unusually, the analysis provided compares evidence collected from an insider perspective with data generated through independent evaluations. In so doing, it considers how research and researchers can contribute to system change by using research evidence to influence policy-makers and practitioners at all levels of the system. The article argues that this requires the coming together of different perspectives in a process of social learning and knowledge creation within particular settings. This means that researchers have to overcome a number of barriers related to social, cultural and political factors. They therefore have to develop skills in creating collaborative partnerships that span boundaries between actors who have different types of professional experience. It is argued that researchers also need to mobilise support in dealing with the pressures that this involves. The article concludes with the presentation of a strategic framework that can be used to think about how school systems can be helped to make better use of research knowledge.     

Making Education for All inclusive: where next?

This paper argues that a common sense of purpose around inclusive education, together with a consistent use of language, is essential if Education for All (EFA) strategies are to become more inclusive. This does not require the introduction of new techniques; rather it involves: collaboration within and between schools, closer links between schools and communities, networking across contexts, and the collection and use of contextually relevant evidence. The authors draw on research evidence relating to teaching and learning, school development, leadership and the development of education systems. This research is mostly from economically developed contexts, but it is also drawn from the experience of a UNESCO teacher education project which was conducted in over 80 countries and case study material gathered by the Enabling Education Network (EENET), which supports practitioners in documenting their experience of working towards more inclusive education, primarily in the countries of the South.

Changes in coordination and its variability with an increase in running cadence

Alterations in joint mechanics have been associated with common overuse injuries. An increase in running cadence in healthy runners has been shown to improve several parameters that have been tied to injury, but the reorganisation of motion that produces these changes has not been examined. The purpose of this study was to determine if runners change their segment coordination and coordination variability with an acute increase in cadence. Data were collected as ten uninjured runners ran overground at their preferred cadence as well as a cadence 10% higher than preferred. Segment coordination and coordination variability were calculated for select thigh–shank and shank–foot couples and selected knee mechanics were also calculated. Paired t-tests were used to examine differences between the preferred and increased cadence conditions. With increased cadence, there was a decrease in peak knee flexion and a later occurrence of peak knee flexion and internal rotation and shank internal rotation. Segment coordination was altered with most changes occurring in mid-late stance. Coordination variability decreased with an increase in cadence across all couples and phases of gait. These results suggest examination of coordination and its variability could give insight into the risk of intervention-induced injury.     

Quality assurance and assessment in education in Papua New Guinea

Education in Papua New Guinea (PNG) has experienced major shifts and changes over the last decade or so under the National Education Reform. In that context there is recognition for schools to appreciate their local contexts and conditions regarding assessment. The National Educational Department is also aware of the fact that there is need for some level of control from the national perspective to ensure a level playing field for assessment. Along with school–based assessment and national assessment processes, teacher inspections and appraisal, school and curriculum observations and appraisal are also recognized as elemental in ensuring quality control across the country. This article represents the modes and methods of assessment and quality assurance in PNG within the context of the current policy debates and policy development on education reform.     

The writer and the reader inCarrie's War

Barbara Freedman has for several years been a combination children's librarian/branch library manager. She authors theDraw Me a Story series of draw and tell story collections, as well as articles on children's literature and programming, and conducts workshops on children's programming techniques.