A review of the research on student evaluation and a report on the effect of different sets of instructions on student course and instructor evaluation

An extensive review of the research concerning the effect of different variables on student ratings is presented. A study is then reported comparing the effects of different sets of instructions on student evaluations of the course and instructor. The results indicated that the students who were informed that the results of their ratings would be used for administrative decisions rated the course and instructor more favorably on all aspects than students who were informed that the results of their ratings would only be used by the instructor.The authors are indebted to Professor Robert A. Waller for cooperating in obtaining the data on his two history courses.     

Conceptual Physical Education: A Secondary Innovation

ABSTRACT

Over the last 40 years, the Conceptual Physical Education (CPE) movement has played an important role in the evolution of secondary school physical education (PE). In this article, we trace the history of CPE as well as fitness education (FE) programs that share common objectives with CPE. CPE at the college/university level is almost universal and has been shown to be a longstanding innovation. The information provided here suggests that CPE/FE programs at the secondary level are also an innovation, rather than a passing fad. Among the topics explored include factors precipitating the innovation, the stages of implementation, the current status of the innovation, factors leading to success, barriers to be overcome in program implementation, and suggestions for the future. Finally, evidence is provided to show that CPE, when conducted with fidelity, can be effective in promoting the overarching objective of quality PE programs—promoting lifelong physical activity.     

Can signing improve the quality of autistic speech?

During a six‐month program, the effect of signing on speech articulation in an autistic boy was investigated using a three stage probe technique. A list of target words, vocalized with and without accompanying signs, was tape recorded at three points: 1) prior to learning signs 2) following the acquisition of signs alone and 3) following the acquisition of simultaneous signing and sounding. Intelligibility of articulation was subsequently rated blind by a speech pathologist. Articulation improved clinically and statistically both across probes and within probes, where better articulation occurred when sounds were accompanied by signs.     

Investigating educational change: The Aga Khan University Institute for educational development teacher education for school improvement model

This article continues the analyses of the impact of an innovative teacher education programme aimed at school improvement in a developing country context (A. Khamis, P. Sammons, 2004. The development of a cadre of teacher educators: some lessons from Pakistan. International Journal of Educational Development, 24(3), 255–268). Building on recent publications that have analysed outcomes of the teacher education programme and how the cadre of teacher educators has worked to initiate improvement in schools in Pakistan. The article considers the ‘teacher education for school improvement model’ based on findings from the case studies of nine co-operating school. Lessons are presented to further inform the development of teacher education programmes and the measurement of effectiveness of such programmes in developing country contexts. The article further considers relevant international research on educational change and reform to draw further lessons. These lessons include the need to pay greater attention to the cultural contexts and milieu in Pakistan, and the need to create models of school improvement and teacher education that originate within developing country contexts rather than the adaptation of European/North American models that are based on sources of data in those contexts. The article concludes by arguing for the need to develop better theoretical understandings from the current innovations underway and placing the onus on intervening agencies to better inform educational change strategies promoted in developing country contexts.     

A Mindfulness Experiential Small Group to Help Students Tolerate Ambiguity

This study explored the lived experiences of 20 counselors‐in‐training (CITs) in a mindfulness experiential small group. Using grounded theory, the authors described a 5‐dimensional model for navigating ambiguity. Findings suggest mindfulness training provides CITs self‐reflection skills and a greater ability to manage cognitive complexity.     

Reciprocal Influences among Adrenocortical Activation, Psychosocial Processes, and the Behavioral Adjustment of Clinic-Referred Children

The reciprocal effects among cognitive-behavioral, environmental, and biological influences on clinic-referred children's ( N = 64; 34 boys; M age 12.71 years) short-term psychological and psychiatric adjustment were studied. At clinic intake and 6 months later, standardized measures of adjustment and control-related beliefs were assessed. Before and after conflict-oriented parent-child interaction tasks the children's saliva was sampled. Adrenocortical responses (i.e., increases in salivary cortisol) to the social conflict task predicted children's internalizing problem behaviors and anxiety disorders at follow-up. Consistently high adrenocortical reactivity at intake and follow-up was associated with deflated social competence over the 6-month period. Also, specific patterns of discontinuity in children's internalizing behavior problems predicted individual differences in their subsequent adrenocortical responsiveness. Specifically, rising behavior problem levels across time predicted higher and declining behavior problem levels predicted lower adrenocortical reactivity at follow-up. Findings are among the first to suggest links among internalizing behavior problems, adrenocortical responsiveness to social challenge, and clinic-referred children's short-term cognitive-behavioral and emotional adjustment.     

Unpacking the Treatment Contrast in the Head Start Impact Study: To What Extent Does Assignment to Treatment Affect Quality of Care?

Attending high-quality early childhood care and education (ECCE) is associated with higher cognitive and social-emotional skills, especially for children growing up in poverty, but access to high-quality ECCE is limited. This study capitalizes on the random assignment design of the Head Start Impact Study to better understand whether the randomized offer to attend Head Start, a free comprehensive child development program for low-income and at-risk children, raises the quality of ECCE in which children enroll. Multinomial logistic regression was used to isolate the intent-to-treat impacts of random assignment to Head Start on ECCE quality from impacts on enrollment in formal ECCE. Results indicate that children randomly assigned to receive Head Start (treatment), compared to children in the control group, were more likely to enroll in high-quality and, to a lesser extent, low-quality ECCE. Treatment impacts were largest at the high end of the quality distribution, were driven by increased enrollment in Head Start, and differed for 3- and 4-year-olds. These results highlight the important role of Head Start in providing high-quality ECCE for low-income children.     

Culture and Class Influences on Anglo and Puerto Rican Mothers' Beliefs Regarding Long-Term Socialization Goals and Child Behavior

These 2 studies examine culture and socioeconomic status as simultaneous possible sources for group differences in mothers' beliefs regarding desirable and undesirable long-term socialization goals and child behavior. In Study 1, 100 mothers of young toddlers aged 12–24 months from 5 sociocultural groups participated: middle- and lower-class Anglo, middle- and lower-class island Puerto Rican, and lower-class migrant Puerto Rican. Results indicate that culture and socioeconomic status contribute independently to group differences, but that cultural effects appear to be stronger. Study 2 examined cultural differences in perceptions of behaviors using middle-class Anglo and Puerto Rican mothers only. The findings support those of Study 1, suggesting that Anglo and Puerto Rican mothers place differential value on the constructs of Self-Maximization and Proper Demeanor, even when socioeconomic status is controlled for. The findings of these studies have important implications for the culturally sensitive study of the relation between parental beliefs and behaviors.