Teaching Instructional Design: An Apprenticeship Model

Several cognitive psychologists have written about the importance of placing instruction within “authentic” contexts that mirror real-life situations. They argue that knowledge learned in academic settings does not necessarily transfer to non-academic settings. Whether preparing performance technologists or instructional designers, educators must strive to create meaningful problem-solving contexts that enable students to define, and subsequently solve, real-world problems. In an attempt to address this issue we have modified the way we teach instructional design. This paper discusses a cognitive apprenticeship approach to teaching design, which incorporates elements of modeling, coaching, reflection, articulation, and exploration. We describe how these features are embedded within three phases (orientation, situated training/learning, and exploration) of an introductory instructional design course designed to move our novice designers along a continuum of expertise as they develop and refine their own professional design skills. Although the apprenticeship model described here specifically addresses concerns within the context of preparing instructional designers, we believe that this model can be adapted to address similar issues in the education of performance technologists.     

Classroom management: Approaches of regular education teachers and learning disability resource teachers

The approaches to classroom management of classroom teachers and learning disability resource teachers were examined. Significant differences in overall approach to classroom management were indicated, with classroom teachers displaying a more sensitizing (punitive) approach to classroom management. Classroom teachers pursuing graduate training in learning disabilities, as compared to elementary education or reading, displayed a significantly less sensitizing approach to classroom management.     

Race differences on the developmental test of Visual Motor Integration,the Slosson Intelligence Test,and the ABC Inventory

Preschoolers' scores on the Developmental Test of Visual Motor Integration (VMI), the Slosson Intelligence Test (SIT), and the ABC Inventory (ABCI) were analyzed for race and sex differences. Separate ANOVAs revealed no race effect on the VMI, whereas race differences favoring whites were found for the SIT and ABCI. There were no effects for sex on any measure, nor were there any interactions. Results are discussed in terms of the inconsistent findings for race effects in the perceptual-motor literature.     

Economics of cultural tourism: issues and perspectives

The special issue aims at exploring, with an economic perspective, the interconnections between cultural participation, in all its expressions, and tourism organization and patterns with the purpose of understanding economic effects, emerging trends and policy implications. The expanding notion of the cultural consumption of tourists makes the definition of cultural tourism increasingly elusive. Empirical investigations of the relationships between cultural participation and cultural heritage and tourism offer interesting hints in many directions. This introduction briefly overviews the premise of this special issue, the literature and the several perspectives taken by the included articles. Aside from their cultural topics—general, intangible or temporary—these essays all tackle some important economic dimensions of tourism. We encourage cultural economists to invest more in these fascinating areas as more than just intellectual tourists.     

Predicting reading achievement for Kindergarten boys and girls

This study assessed the validity of the Kindergarten Teacher Rating Scale (KTRS) in predicting reading achievement for male and female students. The KTRS was a significant predictor of reading achievement for both boys and girls; differential predictive validity for boys and girls was not found. The KTRS explained about 30% of the variance in reading achievement both at the end of the 1st grade and the beginning of 2nd grade. The proportion of variance in reading achievement explained by variance in KTRS scores was significantly greater than the proportion of variance in reading achievement explained by variance in reading readiness scores. There were no significant differences in the mean KTRS scores for male and female students.     

Prediction of academic achievement with the McCarthy screening test and metropolitan readiness test

There is a need for accurate, efficient assessment of children's readiness, to provide information concerning strengths and weaknesses of children and to identify those children who may be at risk for school failure. This necessitates determining the relative usefulness of instruments in predicting later school achievement. This study examined the efficacy of the McCarthy Screening Test (MST) and Metropolitan Readiness Test (MRT) to predict academic readiness at the end of kindergarten and achievement at the end of first grade. Eighty-eight children were screened upon entering kindergarten, using the MST. As a measurement of academic readiness, the MRT was administered at the end of kindergarten, and the Scott and Foresman Achievement Test (SFAT) was administered at the end of first grade as a measure of achievement. Regression analyses indicated that the MST significantly predicted children's scores on the MRT and SFAT. Additionally, the MRT was a significant predictor of the SFAT.     

Reliability and validity of speech rating scales: Some error effects

Validity and reliability are important criteria in speech rating scale development and use. This investigation explores the effects of certain rater errors, compares a newly devloped scale to a widely used instrument, and suggests the existence of specific factors as crucial elements in evaluation.     

Creating,implementing and integrating a first‐year statistics requirement

We present the process our institution used to create a statistics requirement for almost all incoming first‐year students. From conception and planning, to hiring and acceptance by the university community, we offer lessons learned should you consider making such a shift in your own curriculum.     

A NEW LOOK AT PRESERVICE TEACHERS' CONCEPTIONS OF CLASSROOM MANAGEMENT AND ORGANIZATION: UNCOVERING COMPLEXITY AND DISSONANCE

This article examines preservice teachers' conceptions of classroom management and organization in light of their training and beliefs about good teaching. Students in their final year of a 5-year program discussed their definitions and conceptions of classroom management, organization, and rule systems through an open-ended questionnaire. Researchers analyzed responses using a grounded approach. Findings revealed a portrait of student perceptions more complex than those in previous studies, with conceptions often changing according to the nature of the question asked. Respondents exhibited a preoccupation with behavior management previously recognized in other studies; however, findings also revealed underlying conflicts between respondents' theoretical orientations and conceptions of management, a lack of attention to developing student independence, and a conceptual schism between organization and management. Findings suggest a need for teacher educators to clarify the role of management, clarify relationships between organization and management, and help students to bridge specific theory–practice gaps.