Academic health sciences librarians' contributions to institutional animal care and use committees

The study gathered data about librarians'' membership in institutional animal care and use committees (IACUCs) and their professional activities supporting animal researchers. Libraries affiliated with medical schools that were members of the Association of American Medical Colleges were surveyed. A survey was distributed via library directors'' email discussion lists and direct email messages. Sixty surveys were completed: 35 (58%) reported that librarians performed database searches for researchers, and 22 (37%) reported that a librarian currently serves on the IACUC. The survey suggests that academic health sciences librarians provide valuable, yet underutilized, services to support animal research investigators.     

Seeking Help in a Foreign Land: International Students' Use Patterns for a U.S. University Counseling Center

This archival study examined the use of a university counseling center's services by international students during a 5‐year period. Variables analyzed included clients' presenting concerns, students' demographic characteristics, number of counseling sessions attended, and reasons for termination. Implications for counselor training, outreach activities, and counseling services on college campuses are discussed.     

Paul F-Brandwein 2004 Lecture: Regarding the Ecology of Science Education: Connections to Environmental and Distance Education

Paul F-Brandwein was a visionary who looked at education broadly. He left us with an insightful view of the ecology of education in which he identified three ecological systems: school–family–community, postsecondary, and cultural. The first part of this lecture, by Dean B. Bennett, examines Brandwein's ideas related to environmental education and explores the relationship of environmental education with science teaching in the K-12 school–family–community ecosystem. Focusing particularly on the middle-secondary level, evidence suggests that the goals of environmental education, since their emergence in the late 1960s, are today strongly evident in science curricula, instructional resources, educational assessment, and teacher education. But the author points out that more must be done and provides some fundamental suggestions. The second part of the lecture, by Sheila K. Bennett, examines the role of distance education in the teaching of science in the postsecondary ecosystem and addresses its value as a viable tool in promoting scientific literacy. The lecture focuses on a successful statewide, interdisciplinary laboratory science course delivered by interactive television, the Internet, and computer network. Now in its ninth year, the course reflects Brandwein's thinking about effective classroom teaching and is based on national standards for scientific literacy.     

Using technology to break gender barriers: gender differences in teachers’ information and communication technology use in Saudi Arabian classrooms

How does teachers’ gender influence their information and communication technology-based instruction in Saudi Arabian government schools? Using unique data collected in Riyadh, Saudi Arabia, in 2014, the analyses presented here show that male and female teachers in intermediate school classrooms differently use information and communication technology. As one of the only completely gender-separated educational systems in the world, the differing pedagogies, knowledge and skills of teachers by gender in Saudi Arabia reveal the unique approaches that both the Saudi and technology context provide for students’ learning. Female teachers’ use of technology in the classroom is more frequent and of different types than that of males. Implications are discussed for teacher professional development and for understanding the important role of cultural context around gender and information and communications technology in education.     

Comparisons of cutoff and regression-based definitions of reading disabilities

This study addressed the issue of specificity in reading disability by comparing two approaches to defining and selecting children with reading disabilities. One approach defined reading disability according to cutoff scores representing appropriate levels of intelligence and reading deficiency, whereas the other approach adjusted these scores for their intercorrelation through regression procedures. Results revealed clear differences in which children were identified as reading disabled according to the two definitions. However, differences in neuropsychological performance between children whose reading scores were discrepant or not discrepant with IQ were small and nonspecific for both definitions. The results of this study show that children identified as reading disabled vary according to the definition employed; at this point, there is little evidence suggesting any specificity of reading disability according to definition.     

Studies of team teaching in the open-space school

Three studies conducted by the Environment for Teaching Program of the Stanford Center for Research and Development in Teaching, concerning the effects on teachers and learners of factors in the organization of schools, are reported. Teacher influence, autonomy, interaction, and job satisfaction were perceived differently by teachers in open-space team-teaching schools, compared with teachers in self-contained-classroom schools. Observed patterns of decision-making interaction in teaching teams were related to teachers' perceptions of their own influence and autonomy. Observed activity levels of children in open-space team-teaching schools were greater than in schools with self-contained classrooms.

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Résumé Cet article présente un rapport sur trois études consacrées par Environment for Teaching Program du Centre de recherche et de développement de l'enseignement de Stanford, aux effets que produisent sur les professeurs et les élèves les facteurs de l'organisation scolaire. En comparaison des professeurs exerçant dans les salles de classe autonomes, les professeurs exerçant par équipe dans les écoles de grand air manifestent une conception différente sur l'influence, l'autonomie, l'interaction et le plaisir d'exercer le métier d'enseignant. Les auteurs ont rapproché les tendances observées dans l'interaction exercée par les professeurs groupés en équipe dans la formulation des décisions aux conceptions qu'entretiennent ces mêmes professeurs sur leur influence et leur autonomie propres. Ils ont également observé que les niveaux de l'activité exercée par les enfants fréquentant les écoles de grand air et éduqués par des professeurs travaillant en équipe étaient supérieurs aux niveaux de l'activité exercée par les enfants fréquentant les salles de classe autonomes.

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This research is supported by funds from the U.S. Office of Education, Dept. of Health, Education, and Welfare (Contract No. OEC-6-10-078, Project No. 5-0252-0307). The opinions expressed in this paper do not necessarily reflect the position, policy, or endorsement of the Office of Education. The authors, listed in alphabetical order, are equal coauthors.     

Keep Those Kids Out: Nativism and Attitudes Toward Access to Public Education for the Children of Undocumented Immigrants

Despite the 1982 Plyler v. Doe decision guaranteeing education for undocumented children, access appears to be under threat as some states and localities reconsider existing policy. The basis of these attitudes should be better understood. We are unaware of research that has examined nativist sentiment as a predictor of attitudes toward education policy for children. Using data from the 2006 Immigration Survey from the Pew Hispanic Center we consider the influence of cultural and economic nativism on attitudes toward education access for immigrant children. Findings show that certain measures of both forms of nativism predict opposition to education access.     

GTravels towards Problem Based Learning in Medical Education (VPBL)

This paper reports the results and insights ofan exploratory investigation of theeffectiveness of a prototypic virtualproblem-based learning (VPBL) exercisedelivered via the WWW, that uses HypermediaAssisted Instructional Technologies (HAIT). The study targeted all first year medicalstudents at a south-central University Schoolof Medicine who were enrolled in the humanphysiology course during the Spring 2000 (n =150). A quasi-experimental, post-test onlyresearch design compared the VPBL and atext-based version of the same PBL exercise onstudents' achievement, as measured by a set ofselected physiology examination items, andtheir perceptions of the learning environment,as measured by the Teaching and LearningEnvironment Questionnaire (TLEQ) (Chauvin &Bowdish, 1998). Findings suggest that the VPBLis equally as effective as the text-basedversion for enhancing students' learning andtheir learning environment in small group, PBLsessions. In this paper, we examine theevidence supporting the VPBL innovation andexplore what constitutes necessary andsufficient evidence that an educationalinnovation should be incorporated appropriatelyinto the medical educational practice of aschool. We examine instructional design issuessuch as learner control, instructional control,and teacher and learner roles as related toinstructional development for the WWW, bycomparing and contrasting our observations ofthe VPBL design experiment with theprofessional literature.