Science and Mathematics Instruction of Beginning Elementary Teachers

Journal of Science Teacher Education -     

Metacognition and EFL/ESL reading

Several distinct research streams are converging in the field of foreign or second language reading in the U.S. Separate research streams in metacognition, in reading strategies, and in the training of reading strategies are converging in the field of English as a foreign or second language. This confluence of research is dramatically impacting the teaching of English to adult non-native speakers for academic purposes. In this article we will briefly review these distinct research streams for their relevance to the population in question, and will then describe the research design for an empirical study we are currently conducting to further investigate the efficacy of metacognitive strategy training for adult EFL/ESL reading.     

Young Children Are Wishful Thinkers: The Development of Wishful Thinking in 3- to 10-Year-Old Children

Previously, research on wishful thinking has found that desires bias older children’s and adults’ predictions during probabilistic reasoning tasks. In this article, we explore wishful thinking in children aged 3- to 10-years-old. Do young children learn to be wishful thinkers? Or do they begin with a wishful thinking bias that is gradually overturned during development? Across five experiments, we compare low- and middle-income United States and Peruvian 3- to 10-year-old children (N = 682). Children were asked to make predictions during games of chance. Across experiments, preschool-aged children from all backgrounds consistently displayed a strong wishful thinking bias. However, the bias declined with age.     

Policy considerations based on a cost analysis of alternative test formats in large scale science assessments

This article compares the costs of four assessment formats: multiple choice, open ended, laboratory station, and full investigation. The amount of time spent preparing the devices, developing scoring consistency for the devices, and scoring the devices was tracked as the devices were developed. These times are presented by individual item and by complete device. Times are also compared as if 1,000 students completed each assessment. Finally, the times are converted into cost estimates by assuming a potential hourly wage. The data show that a multiple choice item costs the least, and that it is approximately 80 times as much for an open ended item, 300 times as much for a content station, and 500 times as much for a full investigation item. The very large discrepancies in costs are used as a basis to raise several policy issues related to the inclusion of alternative assessment formats in large scale science achievement testing. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 615–626, 2000     

Globalisation and education

This paper analyses the links between globalisation and education. The growth of the global economy has increased opportunities for those countries with good levels of education, but has made growth more difficult for countries with weak levels of education. Countries with good human resources, high savings and good economic policies (chiefly in East and Southeast Asia) have attracted foreign investment and technology, and have experienced fast growth in exports of manufactures and in output per capita. Developed countries find it increasingly difficult to compete with such economies unless they invest in good education, training and skills, leading to high rates of innovation and productivity. Countries with weak levels of human resources have found it more difficult to succeed—and many, especially in Africa, have experienced falling per capita incomes. Globalisation has made it more difficult to build up educational levels in these countries, as public expenditure has been cut during adjustment. Hence virtuous and vicious cycles of development have emerged, with a good spread of education leading to high growth and generating resources for further development of education and, conversely, countries with poor human resources having low or negative growth and reduced potential for building up their educational systems.     

Reflections on the First International iPED Conference,Coventry TechnoCentre,UK, 10–11 September 2006

Through reflection on the First International iPED Conference 2006, and its overarching theme of ‘Pedagogical Research and Academic Identities’, this paper considers the achievement of the wider aims of the conference, which were to facilitate dialogue between researchers in order to explore the conference themes collaboratively, and to provide networking opportunities which would enable participants to build alliances. The abstracts for all papers mentioned are available via the conference website www.coventry.ac.uk/iped2006.     

Evaluation and publication delay in Ibero-American scientific journals

This article analyses the review, acceptance and publication dates of a sample of 21,890 articles from 326 Ibero-American scientific journals from all subject areas and countries included in the Latindex Catalogue 2.0 and published between 2018 and 2020 (freely available as an open access dataset). The aim is to discover evaluation and publication times. The evaluation process takes a median of 110 days, the publication process, a median of 82 days, and the whole process, a median of 224 days. Statistical differences are found according to periodicity, subject areas, countries, existence of a printed version and article type (Call for Papers or General articles). From the data we find that the delay in publication is longer than publishers themselves report to the DOAJ. STEM areas present the most similarity in publication patterns, having a higher number of evaluation days (Ed) than publication days (Pd); Arts and Humanities present the opposite pattern, with a higher Pd than Ed. In the case of Social Sciences, the times are similar. General articles and Call for Papers articles differ in terms of Ed, but not Pd, indicating that Call for Papers revisions are faster.     

The Works of Gilbert Seldes

W.J. Baker's A History of the Marconi Company (New York: St. Martin's Press, 1972–$12.95)

Vishwa Mohan Mishra's Communication and Modernization in Urban Slums (New York: Asia Publishing House, Inc., 1972—$6.95, with paper edition available)

James R. Bradon (ed.) The Performing Arts in Asia (Paris: Unesco [available in this country from New York: Unipub, Inc.], 1971—$3.00, paper)

John A. Lent (ed.) The Asian Newspapers' Reluctant Revolution (Ames: Iowa State University Press, 1971—$12.50)

Richard L. Merritt (ed.) Communication in International Politics (Urbana: University of Illinois Press, 19Y2—$15.00)

Gayle Durham Hollander's Soviet Political Indoctrination: Developments in Mass Media and Propaganda Since Stalin (New York: Praeger Special Studies in International Politics and Public Affairs, 1972—$15.00)     

Public Library Services for Veterans: Selected Brief Case Studies

Public libraries across the country design and deliver programs for military veterans and their families, often collaborating with other organizations and agencies. The examples were assembled from both general and specialized interviews with librarians, and literature and Internet searches, with summaries of programs assembled and written by multiple researchers. The specific limitations on the listing in this article are clearly outlined in the first section. Overall, however, the article provides a good introductory overview of what’s going on in veteran’s programs and services in America’s public libraries in over seventy libraries in forty states. We hope this list of what public libraries have organized or are doing will supply other public librarians with ideas on how to provide new services or enhance their existing ones.     

Examining the Library as a Site for Intervention: A Mixed-Methods Case Study Evaluation of the “Innovative Solutions to Homelessness” Project

Abstract

This study examined a project that delivered social work services to homeless individuals. A mixed-methods case study was conducted using quantitative and qualitative data from 93 library employees and the project’s Homelessness Prevention Outreach Worker (HPOW). There was an increase in the number of clients accessing community supports during the project, and the HPOW was integral to the provision of support and resources to homeless individuals. Staff training was associated with significantly greater knowledge, comfort, and skills in working with homeless individuals. These findings can inform the delivery and implementation of similar programs for homeless individuals.