Discovering patterns of achievement in Hong Kong students: An application of the Rasch measurement model

Researchers have warned of the need to identify accurately students who are underachieving in Hong Kong, particularly among the gifted group. When comparing the relative effectiveness of three methods for estimating the proportion of underachievement, the absolute split method, using an arbitrary upper and lower limits for estimates of both performance and ability, is more useful for identifying gifted underachievers than the simple difference method (where standardized performance scores are subtracted from standardized ability scores) or the regression method. In contrast, the latter two methods are more useful for identifying underachievers at all levels of ability. All three methods, however, depend on measurements that are invariant, unidimensional and additive. With the advent of modern measurement theory using Rasch measurement models, it is now possible to satisfy these requirements. In this study, a sample of Primary 5 students in Hong Kong (n = 957) were asked to complete a test of mathematical achievement and the Ravens Progressive Matrices test in order to estimate the proportion of students who are underachieving at all levels of ability. Measurement scales were created using Rasch models for partial credit and dichotomous responses for each variable, respectively, and students placed on each scale according to their responses. Because the results are based on measurement scales that are invariant between persons, the identification of underachievement in these students across all levels of ability can be regarded as objective rather than sample dependent.     

Sorting out successful failures: Exploratory analyses of factors associated with academic and behavioral outcomes of retained students

This prospective longitudinal study followed a sample of 106 kindergarten students through 11th grade examining the effects of family characteristics, school readiness, socialization, and student demographics on academic achievement and behavioral adjustment outcomes. These educational outcomes were contrasted among four groups consisting of: 1) early grade retainees; 2) transitionally placed retained students; 3) students recommended for transitional placement, but promoted; and 4) regularly promoted students. While previous studies examining the efficacy of early grade retention focus exclusively on between‐group comparisons, this study examines the family and individual characteristics of successful and unsuccessful retained students by including both between‐group and within‐group effects on academic and behavioral outcomes. The results of this study demonstrate that retained students' initial school readiness, socioeconomic status, mother's level of education, parental value of education, kindergarten personal‐social functioning, and chronological age are distinctly associated with subsequent academic or behavioral outcomes. Variables associated with relative educational success following early failure are delineated and research implications are discussed. © 2001 John Wiley & Sons, Inc.     

Googling in anatomy education: Can google trends inform educators of national online search patterns of anatomical syllabi?

The role of e‐learning platforms in anatomy education continues to expand as self‐directed learning is promoted in higher education. Although a wide range of e‐learning resources are available, determining student use of non‐academic internet resources requires novel approaches. One such approach that may be useful is the Google Trends^© web application. To determine the feasibility of Google Trends to gain insights into anatomy‐related online searches, Google Trends data from the United States from January 2010 to December 2015 were analyzed. Data collected were based on the recurrence of keywords related to head and neck anatomy generated from the American Association of Clinical Anatomists and the Anatomical Society suggested anatomy syllabi. Relative search volume (RSV) data were analyzed for seasonal periodicity and their overall temporal trends. Following exclusions due to insufficient search volume data, 29 out of 36 search terms were analyzed. Significant seasonal patterns occurred in 23 search terms. Thirty‐nine seasonal peaks were identified, mainly in October and April, coinciding with teaching periods in anatomy curricula. A positive correlation of RSV with time over the 6‐year study period occurred in 25 out of 29 search terms. These data demonstrate how Google Trends may offer insights into the nature and timing of online search patterns of anatomical syllabi and may potentially inform the development and timing of targeted online supports to ensure that students of anatomy have the opportunity to engage with online content that is both accurate and fit for purpose. Anat Sci Educ 10: 152–159. © 2016 American Association of Anatomists.     

Getting involved in international development activities: UK initiatives and hidden benefits

Jackie Cheeseborough and Shane Godbolt describe the role that UK health information professionals have in global health and in supporting colleagues from developing countries to continue to develop as a provision. They give an overview of a range of organisations working to improve access to health information in developing countries and in particular Sub‐Saharan Africa including Book Aid International, HIFA, INASP, ITOCA, Phi, TALC, THET and Research4Life. Even in a recession, many UK health librarians are choosing to get involved in international development activities in low‐resource countries by volunteering, and discovering hidden benefits for their own organisations, and their own continuing professional development.     

Mapping the classroom emotional environment

Harvey and Evans (2003) have proposed that teachers’ emotional skills, as required in the classroom, can be organized into a five-dimensional model. Further research is necessary to validate this model and evaluate the importance of each dimension of teacher emotion competence for educational practice. Using a statistical method for mapping psychological constructs, teachers’ emotional practices were transformed into a ‘map’ with three spatial dimensions, which was supported by comparative validity checks. The nature of emotional practice was further investigated by administering a Q-Sort of emotional practice items to 100 teachers. Ten highly applicable clusters of emotional behavior across six profile patterns with teachers were identified. Authors’ model and the applicability of emotions were generally supported.     

Procrastination and Motivation of Undergraduates with Learning Disabilities: A Mixed‐Methods Inquiry

The purpose of this mixed‐methods article was to report two studies exploring the relationships between academic procrastination and motivation in 208 undergraduates with (n= 101) and without (n= 107) learning disabilities (LD). In Study 1, the results from self‐report surveys found that individuals with LD reported significantly higher levels of procrastination, coupled with lower levels of metacognitive self‐regulation and self‐efficacy for self‐regulation than those without LD. Procrastination was most strongly (inversely) related to self‐efficacy for self‐regulation for both groups, and the set of motivation variables reliably predicted group membership with regard to LD status. In Study 2, individual interviews with 12 students with LD resulted in five themes: LD‐related problems, self‐beliefs and procrastination, outcomes of procrastination, antecedents of procrastination, and support systems. The article concludes with an integration of quantitative and qualitative results, with attention paid to implications for service providers working with undergraduates with LD.     

Investigation of toppling ball flight in American football with a mechanical field-goal kicker

A mechanical field-goal kicking machine was used to investigate toppling ball flight in American football place-kicking, eliminating a number of uncontrollable impact variables present with a human kicker. Ball flight trajectories were recorded using a triangulation-based projectile tracking system to account for the football’s 3-dimensional position during flight as well as initial launch conditions. The football flights were described using kinematic equations relating to projectile motion including stagnant air drag and were compared to measured trajectories as well as projectile motion equations that exclude stagnant air drag. Measured football flight range deviations from the non-drag equations of projectile motion corresponded to deficits between 9 and 31%, which is described by a football toppling compound drag coefficient of 0.007 ± 0.003 kg/m. Independent variables including impact location and impact angle orientation resulted in 15 impact conditions. We found that an impact location of 5.5 cm from the bottom of the ball maximized trajectory height and distance. At the 5.5-cm impact location, alterations in impact angle produced minimal change in football trajectory, including launch angle (range = 1.96 deg), launch speed (range = 1.06 m/s), and range (range = 0.94 m).     

A Study on teachers’ knowledge about multimedia and copyright: The problem and some possible answers

The results of this study indicated that the knowledge level of K-12 teachers is very low relating to multimedia copyright issues. In fairness, this lack of knowledge cannot be blamed entirely on the classroom teachers. The participants in this study clearly indicated that school administrations and school districts themselves are not providing a source for classroom teachers to get this information.