Predicting adolescent truancy: The importance of distinguishing between different aspects of instructional quality

Little is known about the association of classroom characteristics with adolescent truancy. A critical question is whether high achievement standards, high workload, and fast pace protect against or increase adolescent truancy. In this study, self-reports from 3491 Swiss grade 7, grade 8 and grade 9 students in 202 classes were used to predict truancy. Multilevel modeling was used to differentiate between the student and the class levels. High achievement standards were associated with a lower truancy rate at both the student and the class level, whereas fast instructional pace was associated with more truancy at both levels. A perception of the workload as being too low was an additional predictor of high truancy at both the student and the class level.     

After-school tutoring in the context of no Child Left Behind: Effectiveness of two programs in the Pittsburgh Public Schools

The No Child Left Behind (NCLB) legislation has created pressure for districts to improve their students’ proficiency levels on state tests. Districts that fail to meet their academic targets for 3 years must use their Title I funds to pay for supplemental education services (SES) that provide tutoring or other academic instruction. Many districts, including the Pittsburgh Public Schools (PPS), have also adopted additional tutoring programs designed to help students reach proficiency goals. This paper examines student participation and achievement in two PPS tutoring programs—the NCLB-mandated SES program and a state-developed tutoring program. We examine the characteristics of students participating in each program, the effects of participation on student achievement, and the program features that are associated with improved achievement.     

Report on the CSEET '99 Workshop: “Establishing a Distance Education Program”

The objectives of the workshop were to examine five particular aspects relevant to software engineering distance education: how to turn existing courses into distance mode, the implications of cultural issues in establishing the program and in the delivery of material, how to ensure the quality of courses, how to ensure comparability of experience for students, and the range of delivery mechanisms which have been tried and assessed. The two-staged operation and results of the workshop are reported. Initial position statements are detailed and the analysis from five separate subgroups that addressed a case study as stage one of the process is presented. The second stage, of different subgroups addressing the four operational scenarios, is described and the feedback obtained from these groups is then presented. Finally a summary of the major work-shop findings is given, along with some overall conclusions.     

Conversation as a key to the understanding of human nature∗

Using the transactionist perspective in our communication with others involves constructing those others with whom we communicate. An exercise called “Reflections” focuses on the inferences, assumptions, and guesses we make as we select from the cues others give off — cues necessary for the process of determining our definition of them. Useful in secondary, community college and college classrooms, “Reflections” can serve as a valuable, interesting, and unique classroom experience. This essay discusses the implementation and the outcome of the exercise as well as some of the reactions students have to it.     

The influence of serial feeding of drinks at different temperatures on thermoregulatory responses during cycling

In this study, we examined thermoregulatory responses to ingestion of separate aliquots of drinks at different temperatures during low-intensity exercise in conditions of moderate heat stress. Eight men cycled at 50% (s = 3) of their peak oxygen uptake (VO2peak) for 90 min (dry bulb temperature: 25.3 degrees C, s = 0.5; relative humidity: 60%, s = 5). Four 400-ml aliquots of flavoured water at 10 degrees C (cold), 37 degrees C (warm) or 50 degrees C (hot) were ingested after 30, 45, 60, and 75 min of exercise. Immediately after the 90 min of exercise, participants cycled at 95% VO2peak to exhaustion to assess exercise capacity. There were no differences between trials in rectal temperature at the end of the 90 min of exercise (cold: 38.11 degrees C, s = 0.30; warm: 38.10 degrees C, s = 0.33; hot: 38.21 degrees C, s = 0.30; P = 0.765). Mean skin temperature between 30 and 90 min tended to be influenced by drink temperature (cold: 34.49 degrees C, s = 0.64; warm: 34.53 degrees C, s = 0.69; hot: 34.71 degrees C, s = 0.48; P = 0.091). Mean heart rate from 30 to 90 min was higher in the hot trial (129 beats . min(-1), s = 7; P < 0.05) than on the cold (124 beats . min(-1), s = 9) and warm trials (126 beats . min(-1), s = 8). Ratings of thermal sensation were higher on the hot trial than on the cold trial at 35 and 50 min (P < 0.05). Exercise capacity was similar between trials (P = 0.963). The heat load and debt induced by periodic drinking resulted in similar body temperatures during low-intensity exercise in conditions of moderate heat stress due to appropriate thermoregulatory reflexes.