The concerns of teachers of gifted youth: Using concerns to improve staff support

A Concerns‐Based Adoption Model (CBAM) is discussed as a technique for training teachers of programs for the gifted.     

Response to “A Comparison of Reliability Estimation Using Trials-to-Criterion and Sequential Probability Ratio Testing”

The “feel better” effect of exercise has been well established, but the optimal intensity needed to elicit a positive affective response is controversial. In addition, the mechanisms underlying such a response are unclear. To clarify these issues, female undergraduate students were monitored for electroencephalographic (EEG) and self-reported affective responses during the recovery period following rest, low, moderate, and high intensities of treadmill running, each lasting 30 min. Frontal EEG asymmetry and self-reported vigor scores following exercise at all three intensities were significantly elevated compared to those observed following rest. The results suggest that steady-state aerobic exercise bouts executed at varying intensities induce a similar affective response during the recovery period when assessed at both the behavioral and psychophysiological levels.     

Examining variation among compulsive communicators in classroom settings

The present study investigates variance among compulsive communicators on the traits of communication apprehension, verbal aggressiveness and argumentativeness and the relationship between these three communication traits and self‐perceived competence. Results confirmed a positive relationship between self‐perceived communication competence (SPCC) and argumentativeness and a negative relationship between SPCC and communication apprehension. The hypothesized relationship between SPCC and verbal aggressiveness was not confirmed within the sample studied. These results suggest that compulsive communicators are not a monolithic group but possess a range of competence.     

Constructing Problems in a Web‐Based Learning Environment

Abstract

This article describes how the World Wide Web was implemented in a graduate course. The interactions that took place among the students and between the students and instructor illustrate how problem‐based learning strategies can be supported by the Web. Of particular note, the course content focused on technology‐based learning, thus students were immersed in an authentic learning environment. The article chronicles the various strategies ? that students implemented to facilitate the problem‐solving process and concludes by way of issues to consider when implementing such strategies within Web‐based learning environments     

A Participatory Outcome Evaluation on the Impact of BSW Interns on Agencies

This article reviews the findings of an exploratory study investigating the perceived benefits and costs of BSW interns for host agencies. The qualitative study included surveys from over 100 agency student supervisors, colleagues, and administrative personnel assessing the perceived effects students had on a range of categories. It also included a quantitative assessment of financial savings derived through student contributions. Benefits of using student work included increased quality and quantity of services available to clients as well as generic positive effects on the outlook and attitudes of supervisors and agency staff. Minimal negative effects included student turnover and occasional instances of unprofessional attitudes.     

Mapping MSW Research Training

The surge of interest in evidence-based interventions necessitates MSW graduates who will pursue research activities in the workplace. However, evidence suggests that social workers tend not to use their research skills after graduation. This study examined three constructs that inform students’ relationships to research: (a) confidence in research skills, (b) academic activities that stimulate students’ interest in research, and (c) anticipated outcomes from future involvement in research activities. The findings suggest that MSW programs need to extend research training beyond the classroom by providing holistic research learning environments that clarify the role and purpose of research for the social work profession and provide opportunities for students to transform didactic research training into practical research skills.     

Teachers’ Experience of Working with Socio-scientific Issues: A Large Scale and in Depth Study

The research is an investigation of teachers’ experience of working with socio-scientific issues (SSI). A large group of teachers (55) chose one of six cases with the characteristics of SSI and were free to organize the work as they found appropriate. The research focuses on how teachers chose content, organized their work and experienced the students’ interest and learning. The teachers answered a questionnaire after working with the cases and seven of them were interviewed to provide in-depth understanding of issues raised in the questionnaire. The teachers found the SSI to be current topics with interesting content and relevant tasks and they felt confident about the work. They were quite content with the students’ learning of scientific facts, how to apply scientific knowledge and to search for information. However, they found that the students did not easily formulate questions, critically examine arguments or use media to obtain information about the task. The interviewed teachers did not find this work new, but they organized it as ‘a special event’. They understood SSI work as ‘free’ work and group work was frequent, but only a few of the teachers developed explicit strategies for teaching SSI. They had different ideas about learning but they all talked about knowledge as a set of facts to be taken in by the students. They all included elements of SSI but mostly to introduce the regular science content. However the teachers started to reflect upon the potential of using SSI to cover more goals in the curriculum.