Use of a Manual to Train Supervisors

A manual was created to teach supervisors to practice a variety of supervision strategies. Counselors supervised by manual-trained supervisors reported satisfaction with their training.     

Learning from Ruins: A Visitor Study at Uxmal

Few evaluations have been conducted at archeological parks. This study was undertaken to (1) test knowledge gain in visitors, (2) test epistemic curiosity arousal in visitors, (3) record general visitor information, and (4) assess visitor satisfaction. Comparisons between males, females, Spanish speakers, and English speakers were made. Results showed a significant increase in visitor knowledge (p<.05) and a significant difference between epistemic curiosity arousal in Spanish- and English-speaking visitors (p<.05). Latin-American Spanish speakers evidenced the greatest interest in learning more about the subject. This project also demonstrated the feasibility of conducting evaluations at archeological sites.     

Prescription for learning? Meeting the development needs of the pharmacy profession

This article explores the use of open learning to meet pharmacists' continuing development needs in the UK—a topic that the researchers first explored in 1996. First, it sets those needs in the context of the changing role of the pharmacist within the health care team. Second, the authors report the findings from a one-year study conducted in 1999–2000 by the Scottish Council for Research in Education of continuing professional development (CPD) provided by the Centre for Pharmacy Postgraduate Education at the University of Manchester. Data were collected from a 10% sample of registered pharmacists, telephone interviews with some employers and focus group meetings with a sample of pharmacists and tutors. Changes in pharmacists' attitudes to, and uptake of, CPD over the period are highlighted, the most significant of which is the growth in informal learning, an approach that now requires to be incorporated into an integrated model of CPD.     

Contributions of Concept-Oriented Reading Instruction to Knowledge About Interventions for Motivations in Reading

We present a theoretical and empirical explication of the intervention of Concept-Oriented Reading Instruction (CORI) that is designed to increase students' reading comprehension and motivation for reading. The framework specifies a set of five motivational constructs that represent goals for the instructional intervention. Necessary cognitive goals in reading are also presented. For this intervention, the five instructional practices of relevance, choice, success, collaboration, and thematic unit that are prominent in CORI are portrayed as components that are aligned with motivational constructs. The impact of CORI on some of the motivational processes, cognitive competencies, and reading comprehension are presented in the form of a meta-analysis of 11 CORI studies with 75 effect sizes on 20 outcome variables. The CORI motivational intervention is compared to laboratory treatments and other field studies.