Ethnic similarity and economic status of the potential helper as determinants of helping behavior

A field experiment was conducted in an attempt to study the effects of (a) the ethnic origin of the potential helper, (b) the ethnic origin of the recipient, and (c) the economic status of the potential helper, on the extent to which help would be offered. One hundred and twenty subjects participated in the experiment. The experimenter asked each of the subjects to contribute money for a needy family. The major finding was the significant interaction between the ethnic origin of the potential helper and the ethnic origin of the recipient. The frequency of European contributors was about equal for recipients from the two ethnic groups involved, whereas the frequency of Middle-Eastern contributors was higher when the needy family was of Middle-Eastern ethnic origin than when it was of European ethnic origin.     

A WISC-III short form for learning-disabled students

Data gathered from 664 students referred for special education evaluations were used to create a WISC-R short form. This short form was then used during the 3-year reevaluations of 35 learning-disabled students. Short form deviation quotients were compared to each student's original WISC-R Full Scale IQ. All short form deviation quotients fell within the students' Full Scale IQ range. Thus no student was misclassified by the use of the short form. With the release of the WISC-III, a similar method was used to create a WISC-III short form for use during reevaluations of learning-disabled children. This article discusses the composition of the WISC-III short form and suggests guidelines for its appropriate use.     

A study of the effects of an organization change from streamed to mixed-ability classes upon science classroom instruction

The aim of this study was to quantify possible changes in the classroom learning experiences of high- and low-ability pupils, which might accompany an organizational change from streamed to mixed-ability classes for learning science in secondary schools. Deteriorations in the quality of the classroom interactions of both high- and low-ability pupils were found, these deteriorations being particularly significant for high-ability pupils. It was suggested that these changes in classroom processes might provide the key to understanding the superior academic achievement of pupils in homogenous groups, which has been reported by other research workers. It was concluded that the nine teachers studied did not respond to this organizational change by individualizing classroom activities. Instead, they tended to teach to the middle of the ability range, with both ends of the ability spectrum being adversely affected, in terms of classroom behaviors. For high-ability pupils, the observed learning experiences became more structured and teacher-directed in mixed-ability classes, with decreased opportunities' for these pupils to practice a range of higher-order intellectual skills. For slow-ability pupils, an overall decrease in the frequencies of classroom behaviors was recorded. However, these changes in classroom processes were small compared with those experienced by high-ability pupils.     

The Structure of Scientific Arguments by Secondary Science Teachers: Comparison of experimental and historical science topics

Just as scientific knowledge is constructed using distinct modes of inquiry (e.g. experimental or historical), arguments constructed during science instruction may vary depending on the mode of inquiry underlying the topic. The purpose of this study was to examine whether and how secondary science teachers construct scientific arguments during instruction differently for topics that rely on experimental or historical modes of inquiry. Four experienced high-school science teachers were observed daily during instructional units for both experimental and historical science topics. The main data sources include classroom observations and teacher interviews. The arguments were analyzed using Toulmin's argumentation pattern revealing specific patterns of arguments in teaching topics relying on these 2 modes of scientific inquiry. The teachers presented arguments to their students that were rather simple in structure but relatively authentic to the 2 different modes. The teachers used far more evidence in teaching topics based on historical inquiry than topics based on experimental inquiry. However, the differences were implicit in their teaching. Furthermore, their arguments did not portray the dynamic nature of science. Very few rebuttals or qualifiers were provided as the teachers were presenting their claims as if the data led straightforward to the claim. Implications for classroom practice and research are discussed.     

Problem solving and classical genetics: Successful versus unsuccessful performance

Expert-novice problem-solving research is extended in this study to include classical genetics. Eleven undergraduates (novices) and nine graduate students and instructors (experts) were videotaped as they solved moderately complex genetics problems. Detailed analysis of these “think aloud” protocols resulted in 32 common tendencies that could be used to differentiate between successful and unsuccessful problem solvers. Experts perceive a problem as a task requiring analysis and reasoning and they tend to use a knowledge-development (forward-working) approach. They make frequent checks on the correctness of their work, use accurate and detailed bookkeeping procedures, and have a broader range of heuristics to apply to the problem. It is clear that studying problem solving using the expert/novice design requires that the problems be difficult enough to require more than more recall and yet simple enough to allow novices a chance for solution. Applying elementary probability concepts seemed to be the most difficult aspect of many of the genetics problems, even for the experts.     

Park and Museum Interpretation: Helping Visitors Find Meaning

Interpretation is defined as an activity that “facilitates an intellectual and emotional connection between the interests of the visitor and the meanings of the resource.” The concept of helping visitors connect to meanings is a constant theme in the development of philosophies and practices in interpretation over the last century. Parks and museums have long shared in the effort to put this concept into practice. This article documents this history and the implications for contemporary interpretation.