The componential model of reading: predicting first grade reading performance of culturally diverse students from ecological, psychological, and cognitive factors assessed at kindergarten entry

This study, framed by the component model of reading (CMR), examined the relative importance of kindergarten-entry predictors of first grade reading performance. Specifically, elements within the ecological domain included dialect, maternal education, amount of preschool, and home literacy; elements within the psychological domain included teacher-reported academic competence, social skills, and behavior; and elements within the cognitive domain included initial vocabulary, phonological, and morpho-syntactic skills, and alphabetic and word recognition skills. Data were obtained for 224 culturally diverse kindergarteners (58% Black, 34% White, and 8% Hispanic or other; 58% received free or reduced-price lunch) from a larger study conducted in seven predominantly high poverty schools (n = 20 classrooms) in a midsized city school district in northern Florida. Results from a hierarchical multiple regression (with variables in the ecological domain entered first, followed by the psychological and cognitive domains) revealed a model that explained roughly 56% of the variance in first grade reading achievement, using fall-of-kindergarten predictors. Letter-word reading and morpho-syntactic skill were the strongest significant predictors. The findings largely support the CMR model as a means to understand individual differences in reading acquisition and, in turn, to support data-based instructional decisions for a wider range of children.     

Four-year changes in college athletes' ethical value choices in sports situations.

Positive values for fairness in competition are supposed to undergird the behavior of athletes engaged in sport. Whether athletes' values actually develop over 4 years in a college that emphasizes character development is the focus of this study. Athletes' (N = 631) use of deontological ethics (Hahm, Beller & Stoll, 1989) in 21 sports value dilemmas were evaluated. At entrance, as well as near graduation, intercollegiate athletes' value scores were lower than intramural athletes' scores. Both groups' scores declined while they were in college. Individual-sport athletes had higher scores than team-sport athletes but manifested a greater decline over 4 years. The findings are consistent with other studies that show decreases in "sportsmanship orientation" and an increase in "professional" attitudes associated with participation in sport.     

Evaluation of a university course to promote physical activity: project GRAD

Project GRAD (Graduate Ready for Activity Daily) evaluates a university course to promote physical activity. In a randomized study, 338 university seniors participated in either an intervention or control course for academic credit, and posttest data were collected on 321. The control course was knowledge-oriented. The intervention course taught behavior change skills in weekly lectures and peer-led labs. Physical activity was assessed with 7-Day Physical Activity Recall interviews. The intervention had no significant effects on men. Among women, the intervention increased total physical activity during leisure, strengthening exercises, and flexibility exercise. This university course had the intended effects of promoting healthful patterns of physical activity among women, but no effects were observed on men, who were more active than women at baseline.     

Exact solutions for concentration dependent diffusion and the inverse complementary error function

A direct method of studying the qualitative behavior of concentration dependent diffusion is based on exact solution of problems with diffusion coefficients which are piecewise constant functions of concentration. Polynomial approximations are given for the inverse of the complementary error function. They facilitate the direct method and also Philip's inverse method of studying qualitative behavior.     

MENTAL MAPS OF SCIENCE: KNOWLEDGE AND ATTITUDES AMONG CANADIAN ADULTS

This study addresses the question of the relationship betweenscientific knowledge and public attitudes toward science andtechnology. General work on cognitive schemas suggest that theseknowledge maps may have significant links to affect. A telephonesurvey of 2,000 Canadian adults was conducted and included abattery of knowledge items to test scientific cognition on basicscience concepts, to examine understanding of science processes,and to tap technological literacy. The survey also examinedattitudes toward science and scientists. Factor analysis of the attitude items resulted in two dimensions:trust in science and feelings of efficacy on science issues.A structural equation model was applied to certain demographicantecedent variables (education, exposure to science courses,age), the scientific literacy score, and to the attitude dimensionsof trust and efficacy. Findings demonstrated that scientificliteracy was positively correlated with attitudes of trust andfeelings of efficacy. These results were explained in termsof potential positive exposure to science in general in formalscience training (in schools) as well as to informal informationsources such as the media.     

My lost museum: User expectations and motivations for creating personal digital collections on museum websites

The recent development of personal digital collections systems on museum websites has prompted researchers to examine the motivations and expectations of museum visitors as they interact with those systems. Results from an online survey completed by visitors to six different museum websites show that users of personal digital collections systems are primarily motivated by a desire to create simple collections of objects and images, and are less influenced by the more complicated features museums have implemented to encourage user participation. The significance of these findings is explored through a discussion of user expectations and motivations with respect to creating personal digital collections, and an attempt is made to reconcile some of the disparities between the perceptions of survey respondents and the experiences of museum professionals developing and implementing personal digital collections systems.     

Construction of Critically Transformative Education in the Tucson Unified School District

A critically transformative education continues to be at the center of Tucson Unified School District's (TUSD) equity and academic excellence mission. Through the use of the Social Transformation paradigm and the lesson learned from the implementation of the Critically Compassionate Intellectualism Model, TUSD once again created a cutting edge transformative, cultural, ethnic, multicultural, equity-based curricula that seeks to stimulate the blossoming intellectual capacities of our students. It presents the opportunity to build foundations and structures of collective and individual agency. Along the lines of agency, it promotes what is called barriorganic intellectualism and the nurturing of gardens of intellectualism (jardines del intelectualismo) that provide opportunities for both the academic and personal transformation of our students.