FROM THE LITERATURE: Terry Henner,Column Editor

This article explores automated task services, a type of website that allows users to create rules that are triggered by activity on one website and perform a task on another site. The most well-known automated task service is If This Then That (IFTTT), but recently a large number of these services have sprung up. These services can be used to connect websites, apps, business services, and even devices such as phones and home automation equipment. This allows for millions of possible combinations of rules, triggers, and actions. Librarians can put these services to use in many ways, from automating social media postings to remembering to bring their umbrella when rain is in the forecast. A list of popular automated task services is included, as well as a number of ideas for using these services in libraries.     

Mini-research Experience in Simple Linear Regression

Within the undergraduate mathematics curriculum, the topic of simple least-squares linear regression is often first encountered in multi-variable calculus where the line of best fit is obtained by using partial derivatives to find the slope and y-intercept of the line that minimizes the residual sum of squares. A markedly different approach from linear algebra, which could also be introduced in multi-variable calculus, obtains the regression line by vector projection. The latter viewpoint offers elegant proof of the equation relating the total, explained and unexplained variations. Consideration of data with the same regression line and correlation opens the door for a “mini-research experience” (MRE). A sequel MRE gives rise to an open Research Experience for Undergraduates topic to analyze reflection sequences and a fundamental connection between complex analysis and regression analysis. A few general guidelines and basic goals for MREs are included for those whose main interest is in undergraduate research.     

A mixed-methods evaluation of the longer-term implementation and utility of a teacher classroom management training programme in Irish primary schools

Inappropriate, aggressive and disruptive behaviour in the classroom can be detrimental to child and teacher well-being. This study involved a longer-term evaluation of the Incredible Years Teacher [Classroom Management] programme (IYTP) undertaken mainly within disadvantaged schools in south-west Ireland. The IYTP is designed to strengthen teacher classroom management competencies. Eleven teachers, who had previously participated in a group-randomised control trial (RCT), took part in a 12-month post-baseline follow-up assessment. Psychometric and observational measures were administered to assess teachers when interacting with children (n?=?217) in their classes. Qualitative data were collected from a sub-sample of teachers to explore their perceptions of programme impact and utility. The quantitative results showed some significant improvements in teachers’ classroom management, although few changes were recorded on teacher-child observation measures. Qualitative findings indicated continued implementation of proactive disciplining strategies and higher levels of teacher self-efficacy. These results suggest, albeit tentatively in view of the study limitations, that the IYTP can benefit teacher classroom management, as well as teacher well-being, particularly within disadvantaged schools where behavioural problems tend to be more prevalent. The IYTP could prove useful in improving teacher competencies and the classroom environment in the longer term, although a need for further research is indicated.     

Effects of diagnostic label,race, gender,educational placement,and definitional information on prognostic outlook for children with behavior problems

Across the United States, children with behavioral and emotional problems receive one of a variety of labels if they are determined eligible for special education services. Labels like SED, EBD, and BD can result in lowered or negative expectations that others have for these children. This study investigated the effects of label, child's gender and race, child's educational placement, and availability of definitional information on prognostic judgments for children with behavior problems. Three‐hundred‐sixty‐three undergraduate students enrolled in teacher education courses read a vignette and completed a prognostic outlook questionnaire. The questionnaire items asked for judgments about the likelihood of further behavioral disruption, the likelihood of developing and maintaining adequate interpersonal relationships, and requested an estimate of overall adjustment of the child. The vignette described an elementary school child with behavior problems and its content was held constant. Gender (boy vs. girl), race (African American vs. Caucasian), educational placement (receiving special education services full‐time through inclusion vs. self‐contained), diagnostic label (BD vs. EBD vs. SED) and definition of the disorders (present vs. absent) were varied. There was a label × race × placement interaction and a label × definition interaction for the behavioral disruptiveness dependent measure. Under the inclusion condition White children who had the SED or EBD label were rated to be significantly more likely to be disruptive than children with the BD label. For the 2‐way interaction when no definitional information was given children who had the SED label were rated more likely to be disruptive than children who had either the EBD or BD labels. There was also a significant gender × race × definition interaction on the overall adjustment measure. However, post hoc contrasts were not significant and no conclusions were drawn other than that the effect was minimal. There was a significant main effect of gender on the interpersonal relationships variable. Girls were judged as significantly more likely to develop appropriate interpersonal relationships with others than were boys. No other significant effects were noted. © 1999 John Wiley & Sons, Inc.     

Biology Undergraduates' Misconceptions about Genetic Drift

This study explores biology undergraduates' misconceptions about genetic drift. We use qualitative and quantitative methods to describe students' definitions, identify common misconceptions, and examine differences before and after instruction on genetic drift. We identify and describe five overarching categories that include 16 distinct misconceptions about genetic drift. The accuracy of students' conceptions ranges considerably, from responses indicating only superficial, if any, knowledge of any aspect of evolution to responses indicating knowledge of genetic drift but confusion about the nuances of genetic drift. After instruction, a significantly greater number of responses indicate some knowledge of genetic drift (p = 0.005), but 74.6% of responses still contain at least one misconception. We conclude by presenting a framework that organizes how students' conceptions of genetic drift change with instruction. We also articulate three hypotheses regarding undergraduates' conceptions of evolution in general and genetic drift in particular. We propose that: 1) students begin with undeveloped conceptions of evolution that do not recognize different mechanisms of change; 2) students develop more complex, but still inaccurate, conceptual frameworks that reflect experience with vocabulary but still lack deep understanding; and 3) some new misconceptions about genetic drift emerge as students comprehend more about evolution.     

Children's ideas about evaporation

This article reports on research conducted as part of the Primary Science Processes and Concept Exploration (space) Project. The background to, and orientation of, space is briefly described.

Classroom‐based research into children's thinking about evaporation is reported. This work was conducted in close collaboration with teachers of the 5‐11 years age range with the intention of establishing the viability of the techniques for eliciting ideas and managing subsequent interventions within classrooms.

Children's thinking in relation to three main evaporation phenomena are discussed. Ideas about evaporation were categorized by reference to notions of conservation, change of location and change of form of the water.     

Faculty and Technology: Implications for Faculty Training and Technology Leadership

The purpose of this study was to explore the factors affecting ICT adoption process and the implications for faculty training and technology leadership. Respondents represented a wide range of academic and professional positions. They identified themselves as Assistant, Associate, and Professor as well as Instructional Designer, Director of Technology, Information Manager, eLearning Manager, Assistant Department Chair, Associate Vice President of Academic Affairs and Consultant. The respondents identified Organizational Support, Leadership, Training and Development, and Resources as the predominate themes affecting Information and Communication Technology (ICT) adoption process in higher education. Evidence from this study offers insights on how higher education administrators and technology leaders could help their faculty and staff to implement appropriate ICT tools and practices to improve student learning.