INSTITUTIONAL STRUCTURES AND STUDENT ENGAGEMENT

A common finding in the literature is that institutional structures have little to no impact on student engagement and development. I argue that theory suggests peer ability (as measured by selectivity), institutional density, the differentiation of the curriculum, and the research orientation of the institution should all affect student engagement. Using the nationally representative Beginning Post-secondary Student survey, a non-linear selection on observables correction for selection bias, and a multilevel modeling approach, I find that institutional structures do affect student engagement in predictable and substantively significant ways.     

攀枝花市出生缺陷的现况调查

目的：掌握攀枝花市出生缺陷发生率,了解出生缺陷分布特征、影响因素、发生原因等,制定预防出生缺陷实施方案,提高出生人口素质。方法：按照“攀枝花市出生缺陷监测方案”的要求,在攀枝花市所有出生缺陷监测单位对2008年10月1日至2011年9月30日出生的围产儿进行监测。结果：共监测30111例围产儿,胎龄28周以上出生缺陷381例,出生缺陷发生率为126．5／万;男性出生缺陷发生率高于女性,差异具有统计学意义（x2=11．49,P〈0．01）;出生缺陷儿母亲各年龄组间差异无统计学意义。攀枝花市出生缺陷主要为总唇裂、多指（趾）、外耳畸形等。结论：攀枝花市三年来出生缺陷发生率呈下降趋势;全面实施出生缺陷干预措施,认真落实“三级预防”措施、强化孕期保健是减少出生缺陷发生的关键。     

Quantitative and qualitative changes in teaching histology by means of virtual microscopy in an introductory course in human anatomy

This study compares overall laboratory averages and individual test scores along with a student survey to determine the effects of using virtual microscopy in place of optical microscopes in a large undergraduate human anatomy course. T‐tests revealed that the first two laboratory examinations (of four) and the overall laboratory averages were significantly increased compared with the previous year. We hypothesize that this is due to students' ability to use and understand the technology quickly as opposed to learning how to maneuver an optical microscope. Students also responded positively in a survey about the virtual microscope, indicating that increased accessibility, ease of use, and the ability to understand the material were important components of the virtual microscope. In addition, an increase in student collaboration was noted because multiple students were able to view the image at a time. This level of acceptance of virtual microscopy has been reported in previous studies, though this level of increased examination scores is rare. We attribute this to differences between the medical students, with whom this technology has been researched in the past, and undergraduate introductory students. Anat Sci Educ 2:218–226, 2009. © 2009 American Association of Anatomists.     

Anatomical Sciences Education vol.2, issue 5, 2009 cover image

A near‐peer (NP) teacher discussing structures of the head and neck region with first‐ and second‐year students in the anatomy laboratory at Brighton and Sussex Medical School. NP teachers are fourth‐year medical students who elect to teach in gross anatomy practical classes delivered to first‐ and second‐year medical students. Evans and Cuffe discuss design, implementation and outcomes of the NP teaching program in the current issue of ASE.     

Concepts of scale held by students with visual impairment

This study investigated students' with visual impairment concepts about linear size and scale. Specifically the study examined the accuracy of students' concepts over many orders of magnitude as well as experiences students have had in and out‐of‐school learning about size and scale. The results of assessments of 17 students with visual impairment were compared to those of students with normal sight. The study showed that students with visual impairment were most accurate for measurements in the human scale and were least accurate with very large and very small scales that cannot be directly experienced. However, when compared to students with normal sight, students with visual impairment were more accurate at large and small scales than their normally sighted peers. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 506–519, 2009     

Hierarchical Models of Social Competence in Preschool Children: A Multisite,Multinational Study

The generality of a multilevel factorial model of social competence (SC) for preschool children was tested in a 5‐group, multinational sample (N = 1,540) using confirmatory factor analysis. The model fits the observed data well, and tests constraining paths for measured variables to their respective first‐order factors across samples also fit well. Equivalence of measurement models was found at sample and sex within‐sample levels but not for age within sample. In 2 groups, teachers’ ratings were examined as correlates of SC indicators. Composites of SC indicators were significantly associated with both positive and negative child attributes from the teachers’ ratings. The findings contribute to understanding of both methodological and substantive issues concerning SC in young children.     

Student evaluation of audience response technology in large lecture classes

In the past few years, audience response technology (ART) has been widely adopted on college campuses, and is especially popular among instructors of large lecture classes. Claims regarding ART’s benefits to students have received only limited empirical evaluation, and prior studies exhibit methodological limitations. The current study provides a multi-dimensional evaluation, utilizing a newly-developed measure, the Audience Response Technology Questionnaire (ART-Q). Data were provided at three points during a semester by undergraduate students (n = 854) who used ART in three large lecture university courses. Results indicate moderately positive evaluations of ART on some dimensions (e.g., ease of use, impact on attendance), with less positive evaluations on others (e.g., influence on preparation for class). These evaluations showed some variability across time of semester and course, but were not substantially affected by gender, ethnicity, or year in school. Findings are discussed with respect to the need for future research on instructors’ techniques for using ART and their influence on student perceptions and outcomes.

Response-cost punishment with pigeons: Further evidence of response suppression via token loss

Four pigeons responded on a two-component multiple token-reinforcement schedule, in which tokens were produced according to a random-interval 30-sec schedule and exchanged according to a variable-ratio 4 schedule in both components. To assess the effects of contingent token loss, tokens were removed after every second response (i.e., fixed-ratio 2 loss) in one of the components. Response rates were selectively lower in the loss components relative to baseline (no-loss) conditions, as well as to the within-condition no-loss components. Response rates were decreased to a greater degree in the presence of tokens than in their absence. To control for the effects of changes in the density of token and food reinforcement, two parts consisted of additional conditions where food density and token loss were yoked to those in a previous loss condition. In the yoked-food condition, tokens were produced as usual in both components, but the overall density of food reinforcement in one of the components was yoked to that obtained during a previous token-loss condition. In the yoked token-loss condition, tokens were removed during one component of the multiple schedule at a rate that approximately matched the obtained rate of loss from a previous token-loss condition. Response rates in these yoked components were less affected than those in comparable loss components, despite similar densities of token, exchange, and food reinforcement. On the whole, the results support the conclusion that contingent token loss serves as an effective punisher with pigeons.     

Preference for rewards that follow greater effort and greater delay

Humans prefer (conditioned) rewards that follow greater effort (Aronson & Mills, 1959). This phenomenon can be interpreted as evidence for cognitive dissonance (or as justification of effort) but may also result from (1) the contrast between the relatively greater effort and the signal for reinforcement or (2) the delay reduction signaled by the conditioned reinforcer. In the present study, we examined the effect of prior force and prior time to produce stimuli associated with equal reinforcement. As expected, pressing with greater force or for a longer time was less preferred than pressing with less force or for a shorter time. However, participants preferred the conditioned reinforcer that followed greater force and more time. Furthermore, participants preferred a long duration with no force requirement over a shorter duration with a high force requirement and, consistent with the contrast account but not with the delay reduction account, they preferred the conditioned stimulus that followed the less preferred, shorter duration, high-force event. Within-trial contrast provides a more parsimonious account than justification of effort, and a more complete account than delay reduction.     

澳门蝗虫调查

本文报道澳门蝗虫24种,对其分布和区系作了简要分析。