Twenty years of research on college students: Lessons for future research

Based on a comprehensive review of the last twenty years of research on the influences of college on students, this article discusses conceptual and methodological recommendations for enhancing future assessment and college impact studies. The recommendations deal with isolating net college effects, studying the timing of change, estimating college effect sizes, examining indirect and conditional effects, and the potential benefits of qualitative approaches. Areas for future inquiry are also identified.Presented at the Annual Forum of the Association for Institutional Research, Louisville, KY, May 13–16, 1990.     

Aversively motivated changes in meal patterns of rats in a closed economy: The effects of shock density

Rats lived continuously in an operant chamber in which they were able to press a bar to obtain food on a chained FR50:CRF schedule that allowed them control of both the size and frequency of individual meals. Independent groups of animals were scheduled to receive 12, 24, 48, or 96 electric shocks per day, which were given randomly in time and independent of the subjects’ behavior. Rats could avoid shock by remaining in a safe area of the chamber, but they were always at risk while barpressing. The introduction of shock resulted in a number of changes in feeding patterns. In rats exposed to a possible 12 shocks/day, meal size increased whereas meal frequency changed very little. At 24 shocks/day, meal frequency decreased whereas meal size increased such that net intake remained stable relative to a preshock baseline period. As shock density was increased to 48 or 96 shocks/day, total intake was suppressed. At 96 shocks/day, both meal frequency and meal size decreased dramatically. Shock-related changes were also observed in rates of operant responding and in the amount of time the animals engaged in feeding-related behavior. All of the animals were able to achieve a greater than 50% reduction in the total number of shocks received relative to equivalent random samples of their position in the apparatus taken during baseline. These results support the position that the nature of defensive changes in feeding behavior that are seen when an aversive stimulus is introduced: into a simulated foraging situation varies as a function of risk.     

Three-Dimensional Display Technologies for Anatomical Education: A Literature Review

Anatomy is a foundational component of biological sciences and medical education and is important for a variety of clinical tasks. To augment current curriculum and improve students’ spatial knowledge of anatomy, many educators, anatomists, and researchers use three-dimensional (3D) visualization technologies. This article reviews 3D display technologies and their associated assessments for anatomical education. In the first segment, the review covers the general function of displays employing 3D techniques. The second segment of the review highlights the use and assessment of 3D technology in anatomical education, focusing on factors such as knowledge gains, student perceptions, and cognitive load. The review found 32 articles on the use of 3D displays in anatomical education and another 38 articles on the assessment of 3D displays. The review shows that the majority (74 %) of studies indicate that the use of 3D is beneficial for many tasks in anatomical education, and that student perceptions are positive toward the technology.     

Monitoring and Reviewing Early Behavioural Intervention in Autism (Lovaas)

This article reviews relevant literature and methodological issues concerning home-based intensive behavioural programmes (Lovaas). It describes, via an examination of case work, the dilemmas presented when a local education authority is asked to fund programmes. Suggestions for review procedures are offered.     

More on the quality of educational research: A response to Pressley and Harris

Pressley and Harris (1994) have raised questions about the quality of research in educational intervention studies. It is suggested that Pressley and Harris have defined the problem in an overly narrow manner. Data are presented to suggest that, in part, graduate training is one cause of the problem. Other causes include a lack of theory-based work in the area and ineffective publication standards and procedures. Remedies are suggested involving the preparation of graduate students, revisions in the research process, changes in the peer review process, and stronger standards for publication.     

U.S. and Israeli young women’s future perceptions

The current study investigated the content of future perceptions among 47 U.S. women and 48 Israeli women. Thematic analysis was used to explore participants’ qualitative responses. Women’s responses covered a wide range of topics, and were categorized into ten key themes: (a) work, (b) family/relationships, (c) property, (d) residence, (e) education, (f) general quality of life, (g) leisure, (h) pro-social activities, (i) multiple role management, and (j) religion. Results demonstrated the role of nationality in the process of exploration and future perceptions. Implications for research and practice are discussed.     

An evaluation of the Social Emotional Health Survey—Secondary for use with students with learning disabilities

Students with learning disabilities (LD) represent a vulnerable population and are at higher risk for social and emotional challenges compared to their peers without LD. A strengths‐based orientation is recommended to encourage building resilience factors to counteract the negative effects of LD over the lifespan. To identify areas of strength and areas for growth, measurement tools that are appropriate for the population of students with LD are needed. This study examined the psychometric properties of the Social Emotional Health Survey—Secondary for use with students with LD. Data from students in three secondary schools (n = 2,847) were used to confirm the factor structure, establish measurement invariance, and compare the social–emotional profiles of students with and without LD. The LD group was found to report lower overall social–emotional strengths than those of their non‐LD peers. Implications for practitioners and researchers are discussed.     

An exploration of teacher's use of iPads for students with learning support needs

This project explored how iPads were being used in a range of K‐12 schools to support the learning of students with a range of learning support needs. Groups of teachers (and other professionals) from the USA, Canada, Australia and the UK were invited to complete an online survey focused on the use of iPads in their classrooms, perspectives of their skill level, and how their school and school districts support the use of iPads. The survey focused on iPad use in classrooms (curriculum and skills); teachers’ skill levels; whether iPads are addressed in the Individualised Education Program (IEP); the systemic support for the iPads; and the perceived benefits and barriers. The results reveal that respondents are using iPads across many areas of the curriculum, which affirms the research in the emerging literature base. However, there are teacher reported differences in the manner and scope of iPad use in the classrooms and also the integration of the iPad in the IEP. The research also highlights variability in reported skill level for the iPad and an increased need for enhanced systemic support, such as training, funding, technical support and administrative support for the use of the iPad as a pedagogical tool.