Student Performance in Research Methods Classes: Assessing the Predictive Validity of the DRAMA Scale

A recent study appearing in this journal argued that student anxiety concerning research methods classes in criminology and criminal justice is characterized by three separate but related concepts: Disinterest, Relevance Argumentation, and Math Anxiety (DRAMA). The current study extends the previous work by presenting a modified version of the DRAMA scale and assessing its ability to predict student performance among a sample of students enrolled in an introductory research methods class at a university located in the southeastern United States. In support of the main hypothesis, the composite DRAMA scale was a significant, negative predictor of student grades. Subsequent analysis indicated that the effect of DRAMA was largely the result of the Math Anxiety subscale.     

Predicting Robust Learning With the Visual Form of the Moment-by-Moment Learning Curve

We present a new method for analyzing a student's learning over time for a specific skill: analysis of the graph of the student's moment-by-moment learning over time. Moment-by-moment learning is calculated using a data-mined model that assesses the probability that a student learned a skill or concept at a specific time during learning (Baker, Goldstein, & Heffernan, 2010 Baker, R. S. J. d., Goldstein, A. B. and Heffernan, N. T. 2010. “Detecting the moment of learning”. In Proceedings of the 10th Annual Conference on Intelligent Tutoring Systems 25–34. In V. Aleven, J. Kay, & J. Mostow (Eds.),pp.Heidelberg, Germany: Springer.[Crossref] , [Google Scholar], 2011). Two coders labeled data from students who used an intelligent tutoring system for college genetics. They coded in terms of 7 forms that the moment-by-moment learning curve can take. These labels are correlated to test data on the robustness of students’ learning. We find that different visual forms are correlated with very different learning outcomes. This work suggests that analysis of moment-by-moment learning curves may be able to shed light on the implications of students’ different patterns of learning over time.     

A Framing Primer for Community College Leaders

The purpose of this article is to be a tool for community college leaders, as well as campus members, to positively and effectively utilize framing on their campuses. The fictional case of Maggie Pascal at Midwestern Community College illustrates the process of framing the change of a new partnership with Wind Energy Corporation to internal stakeholders on campus. This case illustrates the importance of understanding context and frames before the action of framing can be activated. A leader can then decide which type of framing to utilize (i.e., step-by-step, vision, or connective) and which language tools will be most effective in framing. The ways a practitioner operationalizes framing is through symbolism, talking, walking, and writing (Eddy, 2010a). This idea of framing is an important skill leaders can proactively develop to support their campuses through change processes to enhance the likelihood for a successful change outcome. Also, this may benefit other campus members who may have the opportunity to frame meaning for others or to be involved in making sense of a leader’s framing.     

Pedagogy in the multimodal classroom: an analysis of the challenges and opportunities for teachers

Contemporary commentary notes that students are frequently ahead of their teachers in their ability to manipulate and be creative with the internet, digital programs, and mobile technology. In this context it is important to ask, ‘What knowledge do teachers need to teach in the contemporary context where texts are elaborately multimodal, constructed not just of print but of image, sound, and movement?’ This paper proposes some signposts to assist teachers with navigating in this environment. Using teachers’ and researchers’ reflections on practices in a diverse range of settings, both primary and secondary, the analysis explicates the challenges that teachers face in this multimodal context and elucidates some ways they can effectively operate within it. In particular, it argues that it is teachers’ expertise as analysts and critics of texts that needs to guide their planning and teaching in this ‘new’ text world.     

Difference score reliabilities within the RIAS-2 and WISC-V

Many prominent intelligence tests (e.g., Wechsler Intelligence Scale for Children, Fifth Edition [WISC-V] and Reynolds Intellectual Abilities Scale, Second Edition [RIAS-2]) offer methods for computing subtest- and composite-level difference scores. This study uses data provided in the technical manual of the WISC-V and RIAS-2 to calculate reliability coefficients for difference scores. Subtest-level difference score reliabilities range from 0.59 to 0.99 for the RIAS-2 and from 0.53 to 0.87 for the WISC-V. Composite-level difference score reliabilities generally range from 0.23 to 0.95 for the RIAS-2 and from 0.36 to 0.87 for the WISC-V. Emphasis is placed on comparisons recommended by test publishers and a discussion of minimum requirements for interpretation of differences scores is provided.     

Neoliberal values & queer/disability in Margarita with a Straw

ABSTRACT

Margarita with a Straw is an Indian movie about a queer/disabled woman exploring her sexuality. The article uses textual analysis with a discursive formation approach to analyze how the protagonist’s queer/disabled identity is constituted vis-à-vis intimate partnerships alongside the promotion of neoliberal values. One relationship with an able-bodied white man takes place within a caregiving dynamic that challenges her independence. The other relationship with a disabled South Asian woman creates an interdependence that bifurcates their identities as disabled-and-queer. The article argues that the promotion of neoliberal values in the context of queer/disability is about independence from dependence on sociopolitical systems.     

Supervisor Cultural Humility Predicts Intentional Nondisclosure by Post-Master's Counselors

The authors examined supervisor cultural humility as a predictor of supervisee intentional nondisclosure. Using multiple regression in a sample of 101 post-master's counselors, the authors found that 20% of supervisees' intentional nondisclosure was explained by their perceptions of their supervisors' level of cultural humility.     

Designing video feedback to support the socioemotional aspects of online learning

The COVID-19 pandemic required instructors to rapidly redesign subject delivery for the online environment. In dealing with this emergency situation, instructors may have focused their energies primarily on transitioning learning and assessment activities to the online context rather than working to support the socioemotional aspects of learning, such as belonging and motivation. As a result, online classes may have lacked social presence, leaving students feeling unvalued and demotivated. Research findings by Borup, West, and Thomas (Educ Technol Res Dev 63(2):161–184, 2015) indicate that instructors may be able to support positive socioemotional outcomes for online students through the provision of video feedback comments. The purpose of this short response is to briefly review the work of Borup et al. (2015) and, in doing so, highlight three key design considerations relating to the creation and provision of video feedback comments in order to bolster socioemotional outcomes for online students. Limitations and implications for future research are also discussed, including cultural and inclusivity issues.

     

Autism Spectrum Disorders: Neurobiology and current assessment practices

This study reviews recent research related to the neurobiology of Autism Spectrum Disorders (ASDs) an provides an empirical analysis of current assessment practices. Data were collected through a survey of 117 school psychologists. The Childhood Autism Rating Scale (CARS), Gilliam Autism Rating Scale (GARS), and Gilliam Asperger's Disorder Scale (GADS) were the most frequently used measures. Among the less popular, but more intensive instruments, the Autism Diagnostic Observation Schedule (ADOS) appears to be gaining popularity within school‐based evaluations. Generally, respondents approached the assessment of ASDs from a traditional psychoeducational perspective and reported the use of a very narrow range of ASD‐specific instruments. Concerns are raised regarding the inconsistent inclusion of developmental questionnaires, parent/guardian interviews, and medical professionals in the ASD evaluation process. Implications for practice and the training of school psychologists are discussed. © 2008 Wiley Periodicals, Inc.