Electronic in-class course evaluations and future directions

This study sought to determine whether an evaluator conducting electronic course evaluations in person in a classroom increased response rates. At a large public university in the United States, course evaluations were being conducted electronically, attaining a response rate of <50% over several semesters. At the end of the Spring 2015 at this university, an evaluator entered several classrooms having a total enrollment of 273 students and guided students through the process of completing course evaluations using their mobile devices. A response rate of 78.4% was achieved. The process described in this study provides evidence that response rates can be increased in similar circumstances. In addition, several ways the technology described could be used in the future for course evaluation are discussed.     

Emotionally Charged: Exploring the Role of Emotion in Online News Information Seeking and Processing

This study examines how news stories framed in terms of discrete emotions (anger, fear, hope) influence online news message processing and information seeking. Results revealed that participants who read the approach emotion stories (anger and especially hope) spent more time on the story page than those who read the avoidant emotion (fear) story. These two emotional frames also differentially affected the information that people selected post-exposure in emotion-consistent ways. Overall, the findings deepen our understanding of the role that the emotional framing of news stories plays in determining how consumers respond to and selectively engage with online news content.     

Quality job indicators for individuals with learning disabilities

This study identifies the quality job indicators and employer training required to provide appropriate support for students with learning disabilities (LD) to obtain and maintain employment. A consortium of collaborators was established from a university and state workforce commission grant project, a school district and 55 employers. Employers were trained to implement the quality indicators identified in literature found to support students with LD in paid employment while attending high school. The methodology consisted of gathering qualitative data from employer surveys and interviews reporting experiences and examining data results. Participants included 56 students with LD placed with 55 employers who had been trained in implementing the identified quality job indicators. Fourteen of the 21 quality job indicators were reported to be implemented by at least 90% of the employers. The quality indicators implemented are related to time expectations, on-the-job training, retraining, problem solving, supervision, verbal and written communication, flexible scheduling, breaks and positive reinforcement. The employers reported training in the use of the quality job indicators was effective in providing individuals with LD positive support in the workplace.     

能量平衡研究的10大问题

摘要：肥胖是较长时间段内热量摄入和消耗失衡导致的结果。两者关系可以用能量平衡方程描述,能量储存的速率等于能量摄入减去消耗的速率。尽管这种基于简单数学运算的关系可能容易理解,但在现实中,各种已知和未知的系统影响能量平衡的各个组成部分（能量储存,能量摄入,能量消耗）。显然,如果对于能量平衡有完整的理解,有效的预防和治疗策略就不会让肥胖在世界范围内大规模流行。目的是针对能量平衡的组成部分进行简要的概述,确定10个关键主题以及悬而未决的问题,如果这些问题得以解决,可以推动整个研究领域。这些主题涉及多个方面,从一般（方法学问题）到特定领域。这个列表并不是详尽无遗,但却为能量平衡领域的科学家制定了研究议程,为公共卫生专家制定肥胖干预的措施提供了建议。     

The Power of Positive Action: Exploring the Role of Participatory Behaviors Through the Lens of the Tripartite Model of Media Enjoyment

Offering an initial test of Nabi and Krcmar's tripartite model of media enjoyment, this study examines how affective, cognitive, and especially behavioral responses to a participatory reality TV program predict program enjoyment, viewing intention, and future program viewing. Responses to Fox's American Idol series suggest that affective, cognitive, and behavioral responses to the program are interrelated. Of particular interest, behavioral engagement (specifically positive or supportive actions) during the viewing experience enhances intention for subsequent program viewing. Viewing intention was also strongly predictive of future viewing behaviors. Implications for the tripartite model and considerations of affect, cognition, and behavior in examining audience gratifications beyond entertainment are addressed.     

Quandaries in the economics of dual technologies and spillovers from military to civilian research and development

In this paper we argue that the ‘standard’ view of the relationship between military and civilian technology is too simple and cannot account for the variety of historical experiences. In order to understand this relationship, attention must be paid to two things: that technologies have a lifecycle, in different parts of which different types of learning are important; and that the relationship between military and civilian sectors will change depending on the nature of the technology involved, in particular whether it is a process or a product technology. In addition, the standard view does not pay heed to the fact that there are specific organizational requirements to realize any potential cross-benefits. We describe a framework with which to analyse the various features of the relationship taking into account these considerations.     

Orthographic processing efficiency in developmental dyslexia: an investigation of age and treatment factors at the sublexical level

Reading fluency beyond decoding is a limitation to many children with developmental reading disorders. In the interest of remediating dysfluency, contributing factors need to be explored and understood in a developmental framework. The focus of this study is orthographic processing in developmental dyslexia, and how it may contribute to reading fluency. We investigated orthographic processing speed and accuracy by children identified with dyslexia that were enrolled in an intensive, fluency-based intervention using a timed visual search task as a tool to measure orthographic recognition. Results indicate both age and treatment effects, and delineate a link between rapid letter naming and efficient orthographic recognition. Orthographic efficiency was related to reading speed for passages, but not spelling performance. The role of orthographic learning in reading fluency and remediation is discussed.     

Development and validation of the groupwork skills questionnaire (GSQ) for higher education

The aim of the present study was to develop and provide psychometric evidence in support of the groupwork skills questionnaire (GSQ) for measuring task and interpersonal groupwork skills. A 46-item version of the GSQ was initially completed by 672 university students. The number of items was reduced to 15 following exploratory factor analyses, and a two-factor model consisting of task and interpersonal groupwork skills was revealed. Confirmatory factor analyses with model re-specification on new data (n = 275 students) established that the best fitting model consisted of 10 items and the same two factors (task and interpersonal). Concurrent validity of the GSQ was then determined with 145 participants by demonstrating significant relationships (p < 0.05) with attitudes towards groupwork and groupwork self-efficacy. Test–retest reliability was examined over a one-week interval. Overall, the GSQ demonstrates good validity and reliability, and has potential for both research and pedagogical application.     

Meeting in the circle: examining identity,attitudes, and pedagogy in the context of an early childhood teacher education program in the United States

As a team of teacher educators at a university in the United States, we engage in participatory action research to reflect on how reflective tools which we design engage teacher candidates (TCs) in their reflecting on teaching. In this paper, we describe how we invite TCs to write in-class reflections, respond to self-assessment probes, and practice problem-solving processes. We critically analyze our approaches and identify further intentional approaches to promote university students’ understandings of (1) links between the self and working with children and families and (2) connections between attitudes and pedagogy towards social justice and inclusion. We conclude that we must continue to explore how the teaching practices we use affect students’ understandings of social justice in education. Doing so demands our focus on examining attitudes through self-reflection among and between faculty and university students so that identity, relationships, attitudes, inclusion, and social justice are prioritized as pillars of curriculum in early childhood education at all levels of schooling.