Observing collaborative problem‐solving processes and outcomes

This study examined the problem of assessing group process in a collaborative problem‐solving situation. Students in seven collaborative groups worked on a two‐part math and logic problem—first individually, then in groups, and finally, individually again. Groups engaging in behaviors that facilitated collaboration obtained higher group and individual accuracy scores on a challenging problem set. High‐achieving students were influential in group problem‐solving outcomes. Group scores did not reflect the individual achievement of low‐achieving students. Examining collaborative group process and outcomes offers a new direction in functional and contextualized assessment for school psychologists. © 2001 John Wiley & Sons, Inc.     

Investigation of abnormal left temporal functioning in dyslexia through rCBF,auditory evoked potentials,and positron emisson tomography

The proposed left hemisphere dysfunction in dyslexia was investigated in a review of four studies using regional cerebral blood flow (rCBF; N=152) and combined auditory evoked responses (AERs) with positron emission tomography (PET) (N=20). In contrast to the positive relation that was found between temporal rCBF and orthographic task accuracy, an inverse correlation was found phonemic in normals between task accuracy and left temporal rCBF activation, near Heschl's gyrus. Dyslexics, by contrast, showed a positive correlation between Heschl's gyrus activation (by PET and rCBF) and phonemic processing accuracy. The AER's at C3 for an early positive component (P1) showed that these relationships were true both on hit trials and correct rejection trials, indicating that the perceptual rather than motoric or selective attention aspects of the task were being measured. Methodological issues were emphasized, including the difficulty of interpreting mean differences in brain activity at a given site without considering the separate multivariate structures that might exist in the two populations.     

Presenting Workshops on Supervision: A Didactic‐Experiential Format

Given the growing emphasis on supervision in the counseling field, mental health professionals need updated training on the varied and complex issues in supervision and introduction to emerging theoretical models. The authors present a didactic‐theoretical‐experiential model of supervision training to be used in a workshop format. Curriculum information is included, along with ideas for exercises and class discussion. The authors discuss common themes and potential challenges that have emerged from their experiences as well as from feedback from evaluations. Readers are provided with information to help develop and enrich their training skills in supervision.     

Using a Multilevel Assessment Scheme in Reforming Science Methods Courses

The development of new courses is strengthened by assessment and a response to the assessment. Two new science methods courses for elementary and secondary preservice teachers were developed, fostered by the Great Salt Lake Project. The preservice teachers designed and performed research projects that they then converted into inquiry-based teaching units. The professors applied a 3-layer assessment scheme to evaluate the courses and the preservice teachers based on changes in student attitudes, student-generated curricula, and internal course evaluations. Each type of assessment effectively informed the reform process, and strengths and weaknesses of the courses were revealed. Strengths of the courses included students learning to see science as a process and comprehending inquiry as a pedagogical approach. Weaknesses observed included a lack of understanding in three areas: the role of assessment, the need to address cultural issues, and the significance of scientific literacy.     

Does public support make a difference,and for whom?

The paper discusses the impact of gender on the income level and public support of artists in Finland. The empirical data is based on a research project carried out in the Arts Council of Finland. The data discussed in this paper indicated that the average income level of women artists is lower than their male colleagues. There was, however, no significant evidence of a gender bias in the distribution of public support for artists. The variation in the economic situation of artists seems to be notably stronger according to art form than according to gender.Based on a paper presented at the 9th international conference of the Association for Cultural Economics, held in Boston, May 8–11, 1996.     

Repositioning the position papers

Linking theory and practice in graduate school is easier said than done. We trace the history of an Ed.D. program which featured a culminating project, the Executive Position Papers, designed to yoke theory and practice. That marriage proved elusive as treaties tilted the balance to practice and downplayed theory. We sketch the recent efforts to right the balance, and reflect on what this case study suggests about reform in general.Trained as an historian (Ph.D., Cornell), Robert L. Hampel now coordinates the Ed.D. in educational leadership at the University of Delaware, where he is an Associate Professor in the College of Education. His research examines how schools serious about reform sustain momentum after five years. Sister Paula-Kleine-Kracht holds a doctorate in educational administration from the University of Chicago. Currently, she works for Ursuline Campus Schools as principal of Sacred Heart Academy in Louisville, Kentucky. Her research interests include the secondary principalship and organizational change.     

Maternal Language and Child Vocabulary Mediate Relations Between Socioeconomic Status and Executive Function During Early Childhood

This article examined longitudinal relations among socioeconomic risk, maternal language input, child vocabulary, and child executive function (EF) in a large sample (N = 1,009) recruited for a prospective longitudinal study. Two measures of maternal language input derived from a parent–child picture book task, vocabulary diversity (VOCD), and language complexity, showed variation by socioeconomic risk at child ages 15, 24, and 36 months. Maternal VOCD at child age 24 months and maternal language complexity at child age 36 months mediated the relation between socioeconomic risk and 48-month child EF, independent of parenting sensitivity. Moreover, 36-month child vocabulary mediated the relation between maternal language input and child EF. These findings provide novel evidence about mechanisms linking socioeconomic risk and child executive function.     

Associations between peer victimization and school climate: The impact of form and the moderating role of gender

The purpose of the present study is to examine whether physical and relational victimization negatively impacts indicators of school climate–students’ perceptions of school safety, their attachment to school, and their help‐seeking behavior–and whether gender moderates these associations. Using a sample of 361 third through fifth‐grade students recruited from six public elementary schools, results reveal that relational and physical victimization were both uniquely associated with lower levels of school safety and school attachment, with stronger associations between school attachment and relational victimization. However, only physical victimization was negatively associated with help‐seeking, suggesting that physical victimization is more influential on help seeking as compared with relational victimization. Gender moderated the relationships between victimization and school attachment and help‐seeking with differences by form noted. No gender differences were evident in associations between the forms of peer victimization and school safety. Implications for prevention and intervention in schools are discussed.     

Measuring the economic benefits from R&D: improvements in the MMI model of the United Kingdom National Measurement System

The benefits and priorities of public funding of R&D programmes are the subject of considerable research and debate and a number of methodologies have been suggested which might allow us to arbitrate on the issues involved. This paper looks at one method that is actually used in practice to evaluate and rank publicly funded R&D programmes in the UK. We describe the improvements that have been made to the mapping measurement impact (MMI) model, which is used by the UK Department of Trade and Industry to assess the economic benefit to industry of different research projects funded as part of the United Kingdom National Measurement System. The model has been in use for more than 5 years as a means to compare publicly funded R&D programmes. It allows evaluation of their benefit and prioritisation of future funding schemes and has potential for wider application in other areas of public R&D investment both inside and outside the UK.     

Analyzing false memories in children with associative lists specific for their age

Two experiments attempted to resolve previous contradictory findings concerning developmental trends in false memories within the Deese-Roediger-McDermott (DRM) paradigm by using an improved methodology--constructing age-appropriate associative lists. The research also extended the DRM paradigm to preschoolers. Experiment 1 (N=320) included children in three age groups (preschoolers of 3-4 years, second-graders of 7-8 years, and preadolescents of 11-12 years) and adults, and Experiment 2 (N=64) examined preschoolers and preadolescents. Age-appropriate lists increased false recall. Although preschoolers had fewer false memories than the other age groups, they showed considerable levels of false recall when tested with age-appropriate materials. Results were discussed in terms of fuzzy-trace, source-monitoring, and activation frameworks.