Minitab Menus-Do They Help or Hinder?

A comparison of the levels of difficulty experienced by students in the use of Minitab through its menu interface and its command language showed no advantavge in using the menus.     

Written language of deaf and hard-of-hearing students in public schools

We obtained data on the writing of 110 deaf or hard-of-hearing students attending public schools who completed the spontaneous writing portion of the Test of Written Language. The average written quotient for the sample was in the below-average range but within 1 standard deviation of the test mean. Forty-nine percent of the sample received written quotients within or above the average range. Mean scores for the three subtests of contextual conventions, contextual language, and story construction were within the low-average range; between 55% and 68% of students scored within the average or above-average range for the subtests. Predictors of writing quotients were eligibility for free lunch, grade, degree of hearing loss and gender; however, only 18% of the variance in total writing quotients was explained by these variables. The data indicate that attention needs to be paid to the writing ability and instruction of many public-school students regardless of degree of hearing loss.     

The contribution of vocabulary knowledge and spelling to the reading comprehension of adolescents who are and are not English language learners

This study examined the contributions of vocabulary and spelling to the reading comprehension of students in grades 6–10 who were and were not classified as English language learners. Results indicate that vocabulary accounted for greater between-grade differences and unique variance (ΔR ² = .11–.31) in comprehension as compared to spelling (ΔR ² = .01–.09). However, the contribution of spelling to comprehension was higher in the upper grade levels included in this cross-sectional analysis and functioned as a mediator of the impact of vocabulary knowledge at all levels. The direct effect of vocabulary was strong but lower in magnitude at each successive grade level from .58 in grade 6 to .41 in grade 10 while the indirect effect through spelling increased in magnitude at each successive grade level from .09 in grade 6 to .16 in grade 10. There were no significant differences between the language groups in the magnitude of the indirect impact, suggesting both groups of students relied more on both sources of lexical information in higher grades as compared to students in lower grades.     

The relative effects of university success courses and individualized interventions for students with learning disabilities

Little is known about the relative effects of post‐secondary learning services for students with learning disabilities. We compared outcomes for students with learning disabilities who selected to: (1) take an academic learning success course (course‐intervention), (2) have regular individual interventions (high‐intervention) or (3) use services only as needed (low‐intervention). Pre‐ and post‐test comparisons revealed improvements in academic self‐efficacy and academic resourcefulness for students in the course‐ and high‐intervention groups. The course‐intervention group also showed decreases in their failure attributions to bad luck and increases in their general repertoire of learned resourcefulness skills in comparison to the high‐intervention group and had significantly higher year‐end GPAs in comparison to the low‐intervention group. Here we find positive outcomes for students with learning disabilities taking a course that teaches post‐secondary learning and academic skills.     

How Adolescents Come to See Themselves as More Responsible Through Participation in Youth Programs

This qualitative study was aimed at developing theory about the process underlying the development of responsibility grounded in accounts of youth who reported experiencing this change. A total of 108 high-school-aged ( M = 16.5) youth from 11 programs were interviewed about their experiences within the program, and 24 reported becoming more responsible through their participation. The youth's accounts suggested that this process was driven largely by successfully fulfilling program expectations. This process was driven by youth's adherence to their commitments and their consideration of the consequences of their actions on others. Youth mentioned changes in responsibility most frequently in three programs, which appeared to differ from the remaining programs in having more structure and placing greater ownership and accountability on youth.     

Family Concerns Surrounding Kindergarten Transition: A Comparison of Students in Special and General Education

Kindergarten transition is considered an important developmental milestone for children and families. Children with disabilities may be especially vulnerable during transition and may lack academic and behavioral readiness skills essential for kindergarten. Family concerns surrounding children’s transition were explored in 132 students (n = 29 special education; n = 103 general education) preparing to enter kindergarten. Caregivers responded to a survey on family experiences and involvement in transition and reported on the degree to which they were concerned about kindergarten transition. Caregivers of special education students reported significantly more concerns surrounding their child’s behavior, communication, academic readiness, and overall readiness for kindergarten than did caregivers of general education students. Implications for supporting children and families during transition are discussed.     

Classroom Interaction and the Development of Empowerment

What is the practical pedagogic value of the zone of proximal development? How might we draw from the writings of Vygotsky and Leont’ev with regard to understanding the process of children and young people’s development as socialised intellectual beings? This article applies cultural-historical theory to classroom activity in order to reveal the potential for dynamic change in subjectivity, agency, cooperation and collaboration. After a detailed theoretical contextualisation which links primary sources and the cultural-historical tradition to learning and development through classroom activity, an incident in a lesson is discussed and situated in its wider narrative of practical experimentation, diagnosis and implementation.     

Changes in energy availability across the season in Division I female soccer players

Abstract

Low energy availability [(energy intake – exercise expenditure)/kg lean body mass], a component of the Female Athlete Triad, has been associated with menstrual disturbances and low bone mass. No studies have examined the energy availability of athletes across a season. The purpose of this study was to assess the prevalence of, and what contributes to, low energy availability in Division I female soccer players across a season. Nineteen participants aged 18–21 years (mean [Vdot]O_2max: 57.0 ± 1.0 mL · kg^?1 · min^?1) were studied during the pre, mid, and post season. Mean energy availability was overall lowest at mid season, and lower at mid than post season (35.2 ± 3.7 vs. 44.5 ± 3.7 kcal · kg^?1 lean body mass, P = 0.009). Low energy availability (<30 kcal · kg^?1 lean body mass) was observed in 5/19 (26.3%), 5/15 (33.3%), and 2/17 (11.8%) of participants during the pre, mid, and post season. Dietary energy intake was lower mid (P = 0.008) and post season (P = 0.022) than it was pre season (pre: 2794 ± 233 kcal · day^?1; mid: 2208 ± 156 kcal · day^?1; post: 2161 ± 143 kcal · day^?1). Exercise energy expenditure decreased significantly (P ≤ 0.001) over time (pre: 819 ± 57 kcal · day^?1; mid: 642 ± 26 kcal · day^?1; post: 159 ± 28 kcal · day^?1). Low energy availability was due to lower dietary energy intake at lunch during pre season (P = 0.014) and during lunch and dinner during mid season (P ≤ 0.030). Energy availability was inversely related to body dissatisfaction (r = ?0.62, P = 0.017) and drive for thinness (r = ?0.55, P = 0.041) during mid season. Although most Division I female soccer players are not at risk for low energy availability, a concerning proportion exhibited low energy availability at pre or mid season. Further studies are needed to explore strategies to prevent and monitor low energy availability in these athletes.     

Insights gained from a comparison of South African and Canadian first-generation students: the impact of resilience and resourcefulness on higher education success

ABSTRACT

First-generation students are often described as disadvantaged in university adjustment, self-efficacy and grades. Yet this deficit model of understanding first-generation students ignores their cultural capital, which could increase resilience and resourcefulness. Here, 844 students (31% first-generation) in South Africa and Canada completed measures of resilience, resourcefulness, university adjustment, academic self-efficacy and self-reported grades. Overall, the results reveal that the characterisation of first-generation students is culturally specific and, in some ways, differs between Canada and South Africa. That is, the deficit model may better describe Canadian than South African first-generation students. Yet, in many ways first-generation students are like their peers and their academic outcomes are predicted by their culturally specific levels of resourcefulness and resilience. This study support the notion that the positives students bring to university should be considered and that students would benefit from being taught the requisite skills involved in increasing resourcefulness and resilience.