Unraveling Uses and Effects of an Interactive Health Communication System

By developing a number of measures distinguishing amount, type of content, and when and how that content is used, the current study revealed effective patterns of use that are associated with quality of life benefits during an eHealth intervention. Results generally suggest that the benefits depend on how a patient uses the system, far more than on sheer amount of exposure or even what type of content is chosen. The next generation of eHealth system should focus on providing new and varying content over time, but even more on encouraging intensity of use and long-term commitment to the system.     

Antecedents of children's comprehension of television advertising

This study compared the importance of role taking and logical operations stage in predicting children's understanding of the purpose of television advertising. Role taking was found to be the more critical variable.     

Reciprocal peer tutoring and repeated reading: Increasing practicality using student groups

Previous research has investigated the efficacy of peer‐mediated repeated reading (RR) interventions carried out by student dyads. This research extends the existing research by investigating the impact of RR on oral reading fluency and comprehension when carried out by a teacher in small groups of fourth‐grade students. Outcomes were analyzed using a multiple baseline single case design across groups in addition to supplementary analyses (dual level and trend criteria, percentage of non‐overlapping data, class box plots). Visual analysis of results indicated that RR was effective in improving levels of reading fluency and reading comprehension skills of four targeted students as well as classwide performance in fluency and comprehension. Acceptability ratings showed that the small group format was easy to implement and acceptable to the teacher and students. Despite positive findings, RR may need to be supplemented by other instructional and practice strategies to promote consistent and comprehensive changes beyond fluency. © 2010 Wiley Periodicals, Inc.     

Academic performance,course completion rates,and student perception of the quality and frequency of interaction in a virtual high school

This study examined the relationship between students’ perceptions of teacher–student interaction and academic performance at an asynchronous, self-paced, statewide virtual high school. Academic performance was measured by grade awarded and course completion. There were 2269 students who responded to an 18-item survey designed to measure student perceptions on the quality and frequency of teacher–student interaction. Quality of interaction was subdivided into three constructs representing feedback, procedural, and social interaction. A confirmatory factor analysis helped to establish the fit of the statistical model for teacher–student interaction. Hierarchical logistical regression indicates that an increase in the quality and frequency of interaction resulted in an increased likelihood of course completion but had minimal influence on grade awarded. The estimated effect for quality and frequency composite items on completion was .83 and .56 respectively. Low practical significance of student–teacher interaction on grade awarded may be the result of mastery-based teaching approaches that skew grades for the completers toward the high end.     

Analysis of the supporting websites for the use of instructional games in K-12 settings

This paper identifies resources to be included in a website designed to facilitate the integration of instructional games in K-12 settings. Guidelines and supporting components are based on a survey of K-12 educators who are integrating games, an analysis of existing instructional game websites, and summaries of literature on the use of educational software in K-12 settings and teacher technology training. The results indicate that educators face three main challenges when integrating games, including: (1) curriculum integration, (2) technical and logistical requirements, and (3) teacher training. To overcome these challenges, K-12 educators should be provided with: (1) curriculum resources, (2) game technical information and support, and (3) communication tools. Websites designed to facilitate the use of instructional games should be designed with appropriate structures (ie, grid, web, hierarchy) to optimise organisation and simplicity. In addition, the websites should include teacher training that (1) apply a teacher training model, (2) address National Educational Technology Standards, (3) present contents in small doses, (4) make training and information as accessible as possible, and (5) model and mentor the use of instructional games.     

Effects of Item Wording on Sex Bias

This study examined the effects of gender-related item-wording changes on the performance of male and female examinees. Mathematics word problems and English language items were created in neuter, male, and female versions. Items were administered to randomly equivalent samples of about 300 high school juniors and seniors. Loglinear analysis was used to assess the impact of item gender and its interaction with examinee sex on the difficulty and discrimination of each item in each context. No items were found to have sex bias in either context. Mathematics items did not have different difficulty or discrimination in the three gender versions. Neither mathematics nor English items had different discrimination levels in the three gender-related versions. Some English items, however, were found to have different difficulty levels in the three gender-related versions. These difficulty differences were not systematic." none of the three gender versions appeared consistently more or less difficult than the others.     

Using behaviour contracts to decrease antisocial behaviour in four boys with an autistic spectrum disorder at home and at school

This article describes how a behaviour contract has been implemented to achieve positive and enduring results for four boys with a diagnosis of an autistic spectrum disorder (ASD). Four case studies are described which address reductions in behaviours such as assaultive and destructive behaviour, out‐of‐seat behaviour, inappropriate contact with others and loud vocalisations, while also increasing the following of directions in the classroom and at playtimes. The common thread across all of the case studies is the use of the behaviour contract and the link that is built between home and school. The authors suggest that it is this contingent link that is the basis for the success in each of these studies. Based on their research, they believe that the behaviour contract can be considered an important and useful tool in helping address challenging behaviours in children with an ASD. Emma Hawkins is the Director of Education at The Jigsaw CABAS® School and oversees the implementation of strategies at the school to improve the behaviour of the pupils. Grant Gautreaux, from Nicholls State University in Louisiana, consults at The Jigsaw CABAS® School and is a member of the CABAS® Board. All of the remaining authors work at The Jigsaw CABAS® School and have successfully implemented the behaviour contract in their classrooms.