Labelling and self‐esteem: the impact of using specific vs. generic labels

The aim of this study is to investigate the relationship between being labelled either as having dyslexia or as having general special educational needs (SEN) and a child's self‐esteem. Seventy‐five children aged between 8 and 15 years categorised as having dyslexia (N = 26), as having general SEN (N = 26) or as having no learning difficulties (N = 23), completed an age‐appropriate version of the Culture‐Free Self‐Esteem Inventory and a standard test of reading ability. When the self‐esteem scores of the groups were compared (with the discrepancy between reading and chronological age being partialled out), it was found that the self‐esteem scores of those in the ‘general SEN’ group had significantly lower self‐esteem scores than those in both the ‘dyslexia’ group and the ‘control’ group. There was no significant difference between the self‐esteem scores of the ‘dyslexia’ and the ‘control’ group. On the basis of these findings, it is suggested that being labelled as having a general SEN may negatively affect children's self‐esteem because, unlike the label dyslexia, this label offers very little in the way of an explanation for the child's academic difficulties and because targeted interventions are not as available for those with a less specific label.     

Get ‘Em In,Get ‘Em Out: Finding a Road from Turnaway Data to Repurposed Space

Statistical analysis and comparison of library print and online holdings are used to reduce shelf area and inform index back-file purchases. Nikki DeMoville of California Polytechnic State University’s Robert E. Kennedy Library combined Counting Online Usage of Networked Electronic Resources (COUNTER) JR2 Access Denied usage reports, holdings information, and print circulation data to identify journals exhibiting a high desirability for online access and low print circulation. In this presentation, DeMoville shared how further combination of this data with ScienceDirect quote lists for back-file journal packages and Web of Science metrics could be used to support the efficient de-selection of print journals, allowing the library to recover the maximum amount of physical space while also acquiring backfile access to those titles most frequently needed in electronic format. The presentation detailed the workflows and comparative methodology used to reach collection management and development decisions for journal coverage, with an emphasis on before and after metrics.     

The life satisfaction among older East Asian immigrants: sexual attitudes and knowledge

ABSTRACT

Sexuality in later life is an essential factor for quality of life among older adults However, little is known about the sexuality of older adult immigrants from East Asia who have experienced both Western and Eastern cultures. In addition, we have limited information about the mechanism of how sexual attitudes impact life satisfaction through knowledge of sexuality. To address these knowledge gaps, a cross-sectional research design was conducted by collecting data from older East Asian immigrants aged 60 or over in a large city in a Midwestern state. We analyzed 96 responses using exploratory factor analysis and mediation analysis. The results showed that older adult immigrants who had more open sexual attitudes were likely to possess accurate sexual knowledge. Older adult immigrants’ sexual knowledge mediated the relationship between their sexual attitudes and life satisfaction. The findings highlight the importance of lifelong sexual education for older adult immigrants and recommend social workers train in culturally sensitive approaches.     

Transfer of Grapheme Discrimination from Cued to Traditional Orthography

This study was conducted to help settle a major controversy in spelling instruction concerning the phonetic generalization hypothesis. It utilized Solomon’s Four-Group Experimental Design for 2x2x2 factorial analyses-girls versus boys, pretesting versus nonpretesting, and phonetic instruction versus no phonetic treatment. Dependent variables were two spelling test scores of pupils in 106 Grades 2-6 classes: (1) spellings consistent with two phonetic generalizations taught to treatment groups and (2) spellings unrelated to the two phonetic generalizations. In order of most significant effects found, results showed girls superior to boys, pretesting better than nonpretesting, and questionable advantage for phonetic instruction over no phonetic instruction. Test-Study methods appear to be more promising than phonetic approaches. Further research is necessary to ascertain the definite value of Test-Study methods.     

Psychosocial factors influencing competency of children's statements on sexual trauma

Objectives

The objectives of this study are to assess children's competence to state their traumatic experience and to determine psychosocial factors influencing the competency of children's statements, such as emotional factors of children and parents and trauma-related variables, in Korean child sex abuse victims.

Methods

We enrolled 214 children, who visited “Sunflower Children's Center” for sexual abuse. The children were aged 8-13 years. The children's parent were surveyed using questionnaires [Beck Depression Inventory (BDI), State-Trait Anxiety Inventory(STAI)] to obtain demographic information, traumatic event profiles and self-report scale. Children completed psychological measures as follows: Children's Depression Inventory (CDI), Revised Children's Manifest Anxiety Scale (RCMAS), Traumatic Symptom Checklist for Children (TSCC). The modified-Criteria-Based Content Analysis (CBCA) was used to assess children's statements. ANOVA, independent t-test, Pearson correlation were used. All statistics were demonstrated using SPSS 12.0.

Results

Modified-CBCA scores did not differ according to children's level of depression and anxiety. Children with parents who showed supportive reactions, scored significantly higher on the modified-CBCA scores than those with unsupportive parents. Children with severely depressed parents had lower modified-CBCA scores than those with less depressed parents. Modified-CBCA scores were significantly higher in participants who experienced a single traumatic event than those who had multiple events. However, the severity of sexual abuse, relationship with the perpetrator, types of disclosure, and duration of initial disclosure did not show significant differences in capability of statement.

Conclusion

In conclusion, the competence of statements in Korean sexually child sex abuse victims is related to parental emotional states and support rather than children's factors such as psychopathology or age, and appears to be more reliable with a single traumatic experience. Therefore, promoting parental support through psychoeducation is one of the most important things to be done to help children overcome psychologic trauma but also enhance the accuracy of their statement.     

Project‐Based Learning Involving Sensory Panelists Improves Student Learning Outcomes

Project‐based, collaborative learning is an effective teaching method when compared to traditional cognitive learning. The purpose of this study was to assess student learning after the completion of a final meal project that involved a group of sensory panelists. A paper survey was conducted among 73 senior nutrition and dietetics students enrolling in Experimental Food Science, Spring 2013 and 2014. The survey comprised of qualitative and quantitative questions about students’ perceived learning outcomes. The project required students to prepare a 4‐course meal in 90 min, in groups of 4. Eighteen sensory panelists consisting of faculty and graduate students from the Nutrition, Dietetics, and Hospitality Management Department and administrative staff from the college evaluated the foods, asked students several food science‐related questions, and completed a survey about their involvement in the project. Students reported that this project reinforced class material (4.7 ± 0.6), and was enjoyable (4.6 ± 0.6) yet challenging (4.4 ± 0.7); numerous skills were developed, including team‐building (4.7 ± 0.5), food preparation (4.6 ± 0.5), and time management (4.4 ± 0.5). Students perceived that the involvement of sensory panelists was beneficial in terms of providing constructive feedback for improvement and motivating them to prepare high‐quality foods. It also prepared them for serving foods to individuals from different cultural backgrounds. However, some students found the experience stressful. For the sensory panelists, the project helped them to venture out of their areas of expertise. In conclusion, a meal project involving sensory panelists can result in positive learning outcomes.     

Designing and implementing technology collaboration projects: Lessons learned

Conclusion Even though the collaboration between the state university and the government research center ended inconclusively, the authors examined the collaboration with an attempt to provide sound guidance for future collaboration projects. Based upon the findings above, many of the challenges that the technology collaboration faced become clearer. A primary problem was an unclear definition regarding the type of collaboration that was being developed. Goals and project timelines were not agreed upon or clearly communicated between all participants. Many graduate students chose to contribute to the project because it appeared to be an attempt to engage teachers and researchers in working collaboratively to design and develop a usable and engaging product for the classroom. This type of collaboration, however, requires authentic participation by all parties. As the project progressed, many teachers felt that they had increasingly limited input into the design of the multimedia modules. For example, teachers raised many concerns related to interface design and lesson content, but later learned that these items were non-negotiable. Teachers began to feel as though their role was more of an apprentice or an intern learning from rather than with the research center. Lack of clarity regarding roles conspired with a host of issues related to partnership development to obstruct the overall product from being completed. As a result, it is impossible to gauge whether the modules designed via the partnership will have a greater impact on student learning than those created solely by the research center. Furthermore, it is difficult to determine whether participating teacher practices changed. None of them had the opportunity to pilot test the modules within their classrooms and a very small percentage completed all quarters of participation. The greatest challenges of the project related to whether or not the needs of the two institutions involved and of the graduate students were fulfilled. The technology collaboration was an honest attempt to involve teachers in the development of science curriculum and technology on a national scale. There exists great potential in linking the skills of teachers with the resources available through the research center and the authors were personally invested in getting involved in the collaboration. Critical to the success of such collaborations is effectively utilizing the skills of all participants, and essential to the measure of its success is the overall ability of the project to meet stakeholders’ needs.     

Understanding the impact of guiding inquiry: the relationship between directive support,student attributes,and transfer of knowledge,attitudes, and behaviours in inquiry learning

Guiding inquiry learning has been shown to increase knowledge gains. Yet, little is known about the effect of guidance on attitudes and behaviours, its interaction with student attributes, and transfer of impact once guidance is removed. We address these gaps in the context of an interactive Physics simulation on electric circuits (https://phet.colorado.edu/en/simulation/circuit-construction-kit-dc). 49 students in the Non-Directive condition received a set of goals to focus their inquiry, in addition to implicit support built into the simulation. 48 students in the Directive condition received, in addition to these, also detailed directions and prompts. Log-file analysis found that directive support led to more formal testing and less exploration. Clustering identified two groups of learners: one with higher incoming knowledge (Higher Knowledge), the other with higher incoming perceptions of competence and control (Higher PoCC). Working with the simulation improved knowledge and attitudes across cluster groups, so that prior differences all but disappeared. With regard to guidance, adding directive support improved knowledge gains for the Higher Knowledge group, yet suppressed their attitudinal growth. The same support had no effect on knowledge gains for the Higher PoCC group, yet it boosted their attitudinal growth. A transfer activity, where directive support was no longer available, found that impact on attitudes carried forward, yet impacts on behaviours and knowledge were short-lived. Overall, the study highlights the complex interaction between guidance and student attributes. For some, supporting short-term knowledge gains may inadvertenly lead to longer term negative impact on attitudes towards inquiry.