Below-average, average, and above-average readers engage different and similar brain regions while reading

Event-related potentials (ERPs) were recorded from 27 children (14 girls, 13 boys) who varied in their reading skill levels. Both behavior performance measures recorded during the ERP word classification task and the ERP responses themselves discriminated between children with above-average, average, and below-average reading skills. ERP amplitudes and peak latencies decreased as reading skills increased. Furthermore, hemisphere differences increased with higher reading skill levels. Sex differences were also related to ERP amplitude variations across the scalp. However, ERPs recorded from boys and girls did not differ as a function of differences in the children's reading levels.     

Self-Regulation and School Readiness

RESEARCH FINDINGS: In this article, we review research on the relations of self-regulation and its dispositional substrate, effortful control, to variables involved in school success. First, we present a conceptual model in which the relation between self-regulation/effortful control and academic performance is mediated by low maladjustment and high-quality relationships with peers and teachers, as well as school engagement. Then we review research indicating that effortful control and related skills are indeed related to maladjustment, social skills, relationships with teachers and peers, school engagement, as well as academic performance. PRACTICE OR POLICY: Initial findings are consistent with the view that self-regulatory capacities involved in effortful control are associated with the aforementioned variables; only limited evidence of mediated relations is currently available.     

Wrist-based cut-points for moderate- and vigorous-intensity physical activity for the Actical accelerometer in adults

Wrist-based accelerometers are increasingly used to assess physical activity (PA) in population-based studies; however, cut-points to translate wrist-based accelerometer counts into PA intensity categories are still needed. The purpose of this study was to determine wrist-based cut-points for moderate- and vigorous-intensity ambulatory PA in adults for the Actical accelerometer. Healthy adults (n = 24) completed a four-phase treadmill exercise protocol (1.9, 3.0, 4.0 and 5.2 mph) while wearing an Actical accelerometer on their wrist. Metabolic equivalent of task (MET) levels were assessed by indirect calorimetry. Receiver operating characteristics (ROC) curves were generated to determine accelerometer counts that maximised sensitivity and specificity for classification of moderate (≥3 METs) and vigorous (>6 METs) ambulatory activity. The area under the ROC curves to discriminate moderate- and vigorous-intensity ambulatory activity were 0.93 (95% confidence interval [CI]: 0.90–0.97; P < 0.001) and 0.96 (95% CI: 0.94–0.99; P < 0.001), respectively. The identified cut-point for moderate-intensity ambulatory activity was 1031 counts per minute, which had a corresponding sensitivity and specificity of 85.6% and 87.5%, respectively. The identified cut-point for vigorous intensity ambulatory activity was 3589 counts per minute, which had a corresponding sensitivity and specificity of 88.0% and 98.7%, respectively. This study established intensity-specific cut-points for wrist-based wear of the Actical accelerometer which are recommended for quantification of moderate- and vigorous-intensity ambulatory activity.     

Understanding the complexity of electronic government: Implications from the digital divide literature

Theoretically and practically E-Government and the digital divide are intertwined social phenomena. Using sophisticated information technologies (IT) in government has little social value if citizens are not able to use services or interact in political processes in meaningful ways. Similarly, understanding the development and use of IT in government without incorporating a demand perspective would potentially lead to partial explanations of a complex social reality. This article argues that studies about E-Government and the digital divide, which have been relatively disconnected research areas, have important parallels and potential intersections. These parallels may be useful in understanding E-Government projects and policies in a more comprehensive way and, consequently, for developing effective digital strategies. The paper reviews trajectories in E-Government and digital divide research and suggests potential implications drawn from the digital divide literature for E-Government research and practice, including model and theory development, understanding users, and some determinants of demand.     

Probation Simulation: A High-Impact Practice

High-impact practices (HIPs) implemented in criminal justice have traditionally been designed as stand-alone courses. However, HIPs can also be integrated into existing criminal justice courses to deepen student empathetic understanding of key roles and concepts. As such, the purpose of the present study is threefold. First, we provide a discussion of a HIP probation simulation project created as a key part of an undergraduate community corrections elective course utilizing the D.E.A.L. Model for Critical Reflection for all assessments. Second, we examine student experiences at the conclusion of the HIP by performing a content analysis of the summary experience papers for themes related to their overall experience, and individual empathetic experiences as a probationer and probation officer. Third, we discuss suggested modifications for future iterations of this and similar HIPs implemented within existing criminal justice courses.     

Spelling correction in the PubMed search engine

It is known that users of internet search engines often enter queries with misspellings in one or more search terms. Several web search engines make suggestions for correcting misspelled words, but the methods used are proprietary and unpublished to our knowledge. Here we describe the methodology we have developed to perform spelling correction for the PubMed search engine. Our approach is based on the noisy channel model for spelling correction and makes use of statistics harvested from user logs to estimate the probabilities of different types of edits that lead to misspellings. The unique problems encountered in correcting search engine queries are discussed and our solutions are outlined.     

Exploring shifts in the characteristics of US government-funded science curriculum materials and their (unintended) consequences

Grant-funded curriculum development efforts can substantially impact practice and research in science education. Therefore, understanding the sometimes-unintended consequences of changes in grant priorities is crucial. Using the case of two large funding agencies in the United States, the current portfolio review provides insight into these consequences by examining shifts in the characteristics of K-12 science curriculum materials funded during two time periods with differing funding priorities. Findings revealed a move away from comprehensive curricula, increased reliance on technology-based materials, a growing trend towards open access, but also a decrease in teacher supports. While these shifts may enhance teachers’ flexibility to shape curriculum, they also increase the challenge of ensuring curricular coherence. Recommendations are outlined for policymakers, science education researchers, and curriculum developers.     

Assessment thresholds for academic staff: constructive alignment and differentiation of standards

Abstract

This qualitative study utilized episodic narrative interviews to investigate assessment thresholds involved in the development of assessment literacy. The goal of the study was to inform efforts toward quality improvements in higher education. Thirty-five academic staff from universities in Australia, Canada and Sweden shared stories of significant changes they made to their assessment practice. Thematic analysis found troublesome aspects to include instructor expectations, lack of consistency, differentiation of performance, student expectations, time constraints/workload, logistical/technological constraints and assessment policy. A belief in meaningful learning, embracing constraints and the desire to meet the needs of students, added to other enablers for assessment change, such as resources, support and strategic use of technology. Findings suggested assessment thresholds of constructive alignment and differentiation of standards. Reflection, collaboration and professional development were found to support the integration of assessment knowledge and build conceptual understanding of assessment thresholds. Authors recommend that higher education institutions provide academic staff with a foundation of conceptual understanding of these key areas to promote moves toward quality assessment practices.