Chameleon effects in homework research: The homework–achievement association depends on the measures used and the level of analysis chosen

Using a data set specifically tailored to homework research, with a sample of 1275 students from 70 classes in Switzerland, the association between homework and achievement in French as a second language was tested at three levels (class level, between-student level, and within-student level). The strength and direction of the homework–achievement association depended on the homework indicator chosen and differed to some degree across analytical levels. At the class level, achievement was higher in classes set frequent homework assignments and in classes where students reported low overall levels of negative emotions when doing homework. At the between-student level, high individual homework effort and low levels of negative homework emotions predicted favorable developments in French achievement, whereas high homework time predicted lower achievement. At the intraindividual level, high homework effort, high homework time, and low levels of negative homework emotions were statistically significantly associated with positive student evaluations of the learning gains from the specific assignment.     

POLITICAL KNOWLEDGE, ATTRIBUTION, AND INFERRED INTEREST IN POLITICS: THE OPERATION OF BUFFER ITEMS

Bishop (1987) observed that being unable to answer a politicalknowledge question decreased self-reported interest in publicaffairs. This effect was unaffected by the introduction of upto 101 unrelated buffer items. In contrast, a single bufferitem that provided respondents with an external explanationfor their lack of knowledge greatly reduced the context effectin the present study. Implications for the operation of bufferitems are discussed.     

CONFIDENTIALITY ASSURANCES IN SURVEYS: REASSURANCE OR THREAT?

Over the last three decades, the public's willingness to takepart in surveys has gradually declined, and the decline hasbeen attributed in part to increasing concern about the confidentialityof the data requested. This paper reviews the early literaturebearing on confidentiality assurances and willingness to respond,and then reports on three experiments designed to investigatethe effects of confidentiality on the expectations of respondentsand on their willingness to take part in a survey. The resultsof all three experiments confirm our expectation that confidentialityassurances are not always perceived as reassuring, and do notnecessarily increase the public's willingness to respond.     

Perceptions of the teaching-research nexus: a framework for analysis

This paper reports on the perceptions that senior academic administrators hold on the relationship between the research and teaching components of academic work. Semi-structured, in-depth interviews were conducted with senior academic administrators from the humanities, sciences, social sciences and professional areas. The findings indicate a strong belief in a symbiotic nexus between teaching and research. Indeed, the data reveal many important, but often subtle, interconnections between these two components of academic work. A three-level nexus between teaching and research is suggested: the tangible nexus, the intangible nexus and, the global nexus. These findings form part of a wider investigation into the nature of academic work in Australian universities and are proposed as a suitable framework for further research.     

COGNITIVE CONGRUENCE BETWEEN TEACHERS’ QUESTIONS AND STUDENTS’ ANSWERS

The purpose of the present study was to assess the impact of a teacher‐training workshop in a medical school upon the cognitive congruence between teachers’ questions and students’ answers. The major findings of this study were: (a) The average number of student‐teacher verbal interactions significantly exceeded the number of separate statements by teacher and students, (b) After the workshop, the number of interactions increased, especially in medium‐ and large‐size classes, (c) The extent of cognitive correspondence was greater at basic cognitive levels (knowledge, comprehension, application) than at high cognitive levels (analysis, synthesis, evaluation). This result was observed both before and after the workshop, as well as in all three class sizes, (d) Following the workshop, the cognitive congruence increased, especially in large classes and within the basic levels.