Structuration theory,habitus and complexity theory: elective affinities or old wine in new bottles?

This paper examines similarities and differences between structuration theory, habitus and complexity theory, as theories of social change. The paper suggests that structuration theory and habitus can theorize change, but that complexity theory offers a more complete theory of change because it focuses on social production rather than reproduction. Although there are elective affinities between structuration theory, habitus and complexity theory, nevertheless there are important differences between them. Complexity theory, being at heart a theory of change and development, differentiation and open systems, is more than merely a reformulation of structuration theory and habitus, and offers a more complete theory of social change than these two. Implications and agendas are drawn for the sociology of education from a complexity perspective.     

Communicability of the emotional connotation of type

The communicabllity of the emotional connotation of type was investigated in this study. Typographers, student instructional technologists, and naive readers rated 30 typefaces using a semantic differential scale. The results indicated that different typefaces arouse similar results in different subject groups, and that different subject groups agree on the emotional connotations of typefaces. The agreement of these results with previous studies suggests the use of typeface connotation as a variable in typeface selection.     

The effects of different feedback strategies using computer-administered multiple-choice questions as instruction

This study investigated the effects of using different forms of computer-based feedback on high school students' learning of science material. The basic design consisted of two conditions of instructional support (text and questions vs. questions only), two testings (immediate vs. retention), five levels of similarity between lesson and posttest questions, and five feedback conditions: knowledge of correct response (KCR), delayed KCR, answer until correct (AUC), questions only (no feedback), and no questions. Results showed significant benefits for feedback over no feedback, with AUC becoming more advantageous and delayed feedback less so as lesson-posttest question similarity decreased. Also, with decreased question similarity and the availability of supporting text, overall feedback effects tended to decrease. The results are discussed in terms of the information processing effects of the different feedback forms, a factor that CBI designers often fail to exploit in planning feedback conditions.This article is based on a doctoral dissertation submitted to the faculty of Memphis State University by the first author. Reprint requests should be addressed to Steven M. Ross, Department of Foundations of Education, Memphis State University, Memphis, TN 38152.     

Excellence and education

Demands for excellence have achieved national prominence. Educators need to include the state, civism, and equity within the framework of defining excellence. Rightist and leftist philosophic/social views differ in approach and solution. Norms, quality, and selectivity are slogans of the Right. Equality, justice, and inclusion are the watchwords of the Left. With a traditional view of society currently ascendant, liberals must meet the challenge. For the sake of equity all must be educated in core subjects, using varied approaches, for a productive, competent citizenry. For those who can produce at a higher level in the arts, humanities, or science, teachers, resources, and standards must nurture, guide, and challenge. Excellence, as a standard open to continual revision and assessment, thus emerges as a goal for all.     

Ecological Study of Graduation Rates and GPA in a Library Credit Course

The purpose of this ecological study was to examine the impact of a library credit course on graduation rates and GPA using pre-existing records. Over 20?years of aggregate institutional data were analyzed to evaluate the course's impact on first-time-full-time, white, and black students. Results were mixed: students who took the course were less likely to graduate than their peers who did not take the course but enjoyed slightly higher GPAs at graduation. It was discovered that students taking the course are not representative of the overall student body and struggle academically. Implications for revisions to the library credit course are discussed.     

Individual Differences in Fifth Graders’ Literacy and Academic Language Predict Comprehension Monitoring Development: An Eye-Movement Study

In this study, we investigated fifth graders’ (n = 52) fall literacy, academic language, and motivation and how these skills predicted fall and spring comprehension monitoring on an eye movement task. Comprehension monitoring was defined as the identification and repair of misunderstandings when reading text. In the eye movement task, children read two sentences; the second included either a plausible or implausible word in the context of the first sentence. Stronger readers had shorter reading times overall suggesting faster processing of text. Generally fifth graders reacted to the implausible word (i.e., longer gaze duration on the implausible vs. the plausible word, which reflects lexical access). Students with stronger academic language, compared to those with weaker academic language, generally spent more time rereading the implausible target compared to the plausible target. This difference increased from fall to spring. Results support the centrality of academic language for meaning integration, setting standards of coherence, and utilizing comprehension repair strategies.     

Engineering an Associate Degree-Level STEM Workforce Education Curriculum

Community and technical colleges serve a vital function in STEM education by training workers for medium- and high-skilled technical careers and providing employers the labor necessary to operate and maintain thriving business ventures. A curriculum developed with the elements of a systems-based approach results in a program more relevant to the needs of the institution, its students, and industry partners—and avoids the pitfalls of programs designed without a plan or process in place. To achieve validity and reliability, curriculum assessment tools should be conduits to collect critical feedback from students, graduates, and the industries and academic partners served. Research was undertaken to design and evaluate an associate degree-level STEM workforce education program at the nexus of bioenergy/bioproducts, electrical systems and maintenance, and wastewater treatment plant operations. Component to the research, a program’s graduates were interviewed and professionals representing a spectrum of manufacturing/processing-type industries were surveyed. A curriculum development and assessment model emerged to help community and technical college faculty and administrators develop, evaluate, and revise associate degree-level STEM workforce education programs.