Beliefs and practices of itinerant teachers of deaf and hard of hearing children concerning literacy development

A qualitative case study examined beliefs and practices of itinerant teachers of deaf and hard of hearing students concerning literacy development, the match between these teachers' beliefs and practices, and the impact of itinerant settings. Five itinerant teachers and 15 students participated. Hearing losses were mild to profound. The research addressed 5 areas: sociocultural aspects of literacy development; effects of hearing loss on literacy development; beliefs about teaching and literacy development; practices used to develop literacy; the impact of itinerant settings on literacy development of deaf and hard of hearing learners. Five themes emerged from the data: Itinerant teachers used a variety of practices to develop literacy; itinerant teachers played a supporting role in developing literacy; most of the teachers' beliefs about literacy development were matched in their practices; the itinerant teachers were lifelong learners; the impact of itinerant settings on literacy development took many forms.     

Experiential Learning in Social Science Theory: An investigation of the relationship between student enjoyment and learning

This paper provides an analysis of student experiences of an approach to teaching theory that integrates the teaching of theory and data analysis. The argument that supports this approach is that theory is most effectively taught by using empirical data in order to generate and test propositions and hypotheses, thereby emphasising the dialectic relationship between theory and data through experiential learning. Bachelor of Commerce students in two second-year substantive organisational theory subjects were introduced to this method of learning at a large, multi-campus Australian university. In this paper, we present a model that posits a relationship between students' perceptions of their learning, the enjoyment of the experience and expected future outcomes. The results of our evaluation reveal that a majority of students: ’ enjoyed this way of learning; ’ believed that the exercise assisted their learning of substantive theory, computing applications and the nature of survey data; and ’ felt that what they have learned could be applied elsewhere. We argue that this approach presents the potential to improve the way theory is taught by integrating theory, theory testing and theory development; moving away from teaching theory and analysis in discrete subjects; and, introducing iterative experiences in substantive subjects.     

Less than expected variance in studies of serial position effects is not a sufficient reason for caution

A number of reports of serial position effects have been criticized for displaying less than the variance that would be expected on the basis of the binomial theorem. The statistical evidence cited in support of this claim is reviewed and found to be far from conclusive. At least three problems with this statistical evidence are noted. First, typical patterns of variance in studies of serial position effects, which had not previously been established, are at odds with those predicted by the binomial theorem. Second, according to statistical theory, the variance observed in any particular study should not necessarily equal the variance predicted by the binomial theorem, and may do so only under a very limited number of conditions. Third, the assumptions underlying the binomial model have been violated in applications to data from experiments on serial position effects, causing severe and systematic error in the estimation of expected variance. Given that the burden of proof falls on those claiming that evidence from some experiments on nonhuman serial position performance is flawed, the doubts raised over their supporting evidence indicate that it would be prudent to suspend judgments regarding such claims pending further empirical data.     

Accuracy in identifying students’ miscues during oral reading: a taxonomy of scorers’ mismarkings

Reading and Writing - Informal reading inventories (IRI) and curriculum-based measures of reading (CBM-R) have continued importance in instructional planning, but raters have exhibited difficulty...     

Procedure for preventing response strain on random interval schedules with a linear feedback loop

An experiment examined the impact of a procedure designed to prevent response or extinction strain occurring on random interval schedules with a linear feedback loop (i.e., an RI+ schedule). Rats lever-pressed for food reinforcement on either a RI+ or a random interval (RI) schedule that was matched to the RI+ schedule in terms of reinforcement rate. Two groups of rats responded on an RI+ and two on an RI schedule matched for rate of reinforcement. One group on each schedule also received response-independent food if there had been no response for 60 s, and response-independent food continued to be delivered on an RT-60 schedule until a response was made. Rats on the RI and RI+ obtained similar rates of reinforcement and had similar reinforced inter-response times to one another. On the schedules without response-independent food, rats had similar rates of response to one another. However, while the delivery of response-independent food reduced rates of response on an RI schedule, they enhanced response rates on an RI+ schedule. These results suggest that rats can display sensitivity to the molar aspects of the free-operant contingency, when procedures are implemented to reduce the impact of factors such as extinction-strain.     

Psychological issues in relocation: Response to change

Conclusion Although nearly all individuals will find relocation at least minimally stressful and will experience some stress related symptoms such as emotional reactivity, irritability, and exhaustion, those who find ways to establish security and meaning in their new situation within a reasonable time (2 to 6 months) will suffer less turmoil. The coping strategies that individuals employ will vary; people are generally fairly creative problem solvers. When the stress of a relocation continues beyond a reasonable time individuals experiencing excessive psychological discomfort should seek professional help. Help can best be provided by assisting the individual to overcome the obstacles which are a part of the naturally occurring process of adjusting to a new situation. Framing the experience as a normal reaction to a traumatic or crisis event can help individuals find ways to maintain both a sense of security and meaning, and to regain a sense of perspective.Marcia Hausman is a Counseling Psychologist who received a Ph.D. from Southern Illinois University in 1983. She has been on the staff of the Counseling Center for Human Development at the University of South Florida since 1984. She has moved 12 times, reluctantly.James Reed is a Counseling Psychologist with a Ph.D. from The University of Tennessee, Knoxville. Born in West Africa, he has moved 16 times since then.     

The mentor role in individualized education at Empire State College

This paper discusses the role of mentors in individualized learning at Empire State College, New York State. The discussion implicitly questions roles and procedures in distance education.

This individualized learning programme is defined and illustrated. The components of the role of mentor are likewise defined and illustrated. Then the implications of being a mentor working with individual students are spelt out as they illuminate the relationships of mentors in academia.

The conclusion is offered that the mentor's commitment to his/her students is an exhibition of his/her fundamental commitment to a philosophical stance in education which surmounts primary loyalty to one's academic faculty.

The final whimsical question is whether or not individualized learning and distance education are compatible or conflicting.