Correction to: The effects of virtual human gesture frequency and reduced video speed on satisfaction and learning outcomes

Educational technology research and development - The original publication inadvertently referenced agent persona instead of satisfaction in the title and abstract (lines 11 and 17). The abstract...     

MODIFYING YOUR VIDEO EDITING SYSTEM

A simple modification of a Sony U‐matic edit controller, to provide an Automatic Cut‐out Facility, is described and its method of operation outlined.     

Supervisees' Perceptions of Their Clinical Supervision: A Study of the Dual Role of Clinical and Administrative Supervisor

A study of 158 postdegree counselor supervisees showed that 49% had a clinical supervisor who was also their administrative supervisor. Supervisees reported overall satisfaction with clinical supervision, with no statistically significant differences between those whose supervisor served in both clinical and administrative roles and those receiving supervision from only a clinical supervisor. Furthermore, the majority of supervisees receiving clinical and administrative supervision from the same person did not view this dual supervisory role as problematic (82% of n = 70), and 72.5% reported specific benefits. Implications for research and practice are provided, with attention given to ethical considerations.     

Parental Behaviours Predicting Early Childhood Executive Functions: a Meta-Analysis

Recent research indicates that parental behaviours may influence the development of executive functions (EFs) during early childhood, which are proposed to serve as domain-general building blocks for later classroom behaviour and academic achievement. However, questions remain about the strength of the association between parenting and child EFs, more specifically which parental behaviours are most strongly associated with child EFs, and whether there is a critical period in early childhood during which parental behaviour is more influential. A meta-analysis was therefore conducted to determine the strength of the relation between various parental behaviours and EFs in children aged 0 to 8 years. We identified 42 studies published between 2000 and 2016, with an average of 12.77 months elapsing in the measurement of parent and child variables. Parental behaviours were categorised as positive (e.g. warmth, responsiveness, sensitivity), negative (e.g. control, intrusiveness, detachment) and cognitive (e.g. autonomy support, scaffolding, cognitive stimulation). Results revealed significant associations (ps < .001) between composite EF and positive (r = .25), negative (r = ?.22) and cognitive (r = .20) parental behaviours. Associations between cognitive parental behaviours and EFs were significantly moderated by child age, with younger children showing a stronger effect size, whereas positive and negative parental behaviours showed a stable association with EFs across ages. We conclude that modest, naturally occurring associations exist between parental behaviours and future EFs and that early childhood may be a critical period during which cognitive parental behaviour is especially influential.     

Perceived Benefit of CACREP (2001) Core Curriculum Standards

The purpose of this study was to evaluate the perceived benefit of the core curriculum standards of the Council for Accreditation of Counseling and Related Educational Programs (CACREP; 2001). A total of 641 individuals, whose names were obtained from a 6% proportional randomized sample of members from the American Mental Health Counselors Association, American School Counselor Association, and Association for Counselor Education and Supervision, responded to this study. Results suggest various perceptions both within and between groups regarding the 8 CACREP core curriculum standards.     

Perceived Expectations Related to Promotion and Tenure: A National Survey of CACREP Program Liaisons

The purpose of the present study was to determine the perceptions of expectations and practices that contribute to decisions regarding promotion and tenure for counselor educators. Council for Accreditation of Counseling and Related Educational Programs liaisons for 74 counselor education programs responded to an Internet‐based survey about perceptions of promotion and tenure practices in their programs and institutions. The responses indicate that relatively equal emphasis is placed on teaching, scholarship, and service. Implications for defining promotion and tenure criteria are discussed, and recommendations for further research are provided.     

The role of feedback from phonology to orthography in orthographic learning: an extension of item‐based accounts

Skilled readers were trained to recognise either the oral (n=44) or visual form (n=40) of a set of 32 novel words (oral and visual instantiation, respectively). Training involved learning the ‘meanings’ for the instantiated words and was followed by a visual lexical decision task in which the instantiated words were mixed with real English words and untrained pseudowords, and the instantiated words were to be considered as words. The phonology‐to‐orthography consistency (feedback consistency) of the instantiated words was manipulated to investigate the role of feedback from phonology in orthographic learning. Masked consonant and vowel‐preserving form primes were used in the lexical decision task as probes of orthographic learning. Feedback‐consistent instantiated words were recognised significantly faster in lexical decision than feedback‐inconsistent instantiated words, and facilitation was significantly greater from consonant‐preserving than vowel‐preserving primes for orally but not visually instantiated words. The results support the hypothesis that orthographic representations based on a consonant frame can be generated from the speech signal before encountering the printed forms, and that feedback from phonology is involved in the early stages of orthographic learning.     

Intersecting communities of practice in distance education: the program team and the online course community

This article is a case study that aimed at understanding the dynamics of two complementary communities involved in a distance education graduate program: one community of practice formed by the instructors and instructional developers, who designed and developed the program, and another created by the students and instructor in one of the online courses. The relationship between both communities and the evolution that occurred within the online course are analyzed. Emergent themes are discussed and recommendations are made for similar contexts and communities.     

BurNIng经典战役5：B神的飘逸一刀

2010年,WDC中国区八强循环赛的第二轮,EHOME和LGD鏖战80多分钟,堪称史上最经典的＂爹妈＂大战。LGD五法师对抗EHOME四敏捷英雄,BurNIng的羊刀影魔霸气全场;YYF的蓝猫三次买活四杀保住基地;Roshan不知道被打了多少次。精彩场面一波接一波,简直让人目不暇接。