COMMUNITY COLLEGE FACULTY DEVELOPMENT: BRINGING TECHNOLOGY INTO INSTRUCTION

Community college faculty development programs assist faculty in the development of quality curricula, using current and expanding teaching technologies. The first step in helping faculty reach their respective goals is to help them articulate their instructional needs. Eighteen faculty members participated in this study, using a personal in-depth interview as the research method. Several implications for community college faculty and administration resulted from this study including: the need to emphasize information literacy, the faculty as lecturers who want to use technology as a means of enhancing that lecture, the need for more time to accomplish their instructional ideas, the need for help to incorporate technology in the classroom themselves, and the desire for training classes that fit their time schedules and location.     

Implementing electronic lab order entry management in hospitals: Incremental strategies lead to better productivity outcomes

This paper evaluates the impact of varying implementation of electronic lab order entry management (eLAB) system strategies on hospitals’ productivity in the short run. Using the American Hospital Association's Annual Surveys for 2005–2008, we developed hospital productivity measures to assess facilities’ relative performances upon implementing eLAB systems. The results indicate that different eLAB system implementation strategies were systematically related to changes in hospitals’ relative productivity levels over the years studied. Hospitals that partially implemented an eLAB system without completing the roll-out experienced negative impacts on productivity. The greatest loss in short-term productivity was experienced by facilities that moved from having no eLAB system to a complete implantation in one year—a strategy called the “Big Bang”. The hybrid approach of a limited introduction in one period followed by complete roll-out in the next year was the only eLAB system implementation strategy associated with significant productivity gains. Our findings support a very specific strategy for eLAB system implementation where facilities began with a one-year pilot program immediately followed by an organization-wide implementation effort in the next period.     

Effects of sensory-level high-volt pulsed electrical current ondelayed-onset muscle soreness

Abstract

Ten healthy males and ten healthy females aged 21.5 ± 3.2 years (mean ± s) participated in the study, which was designed to evaluate the effectiveness of sensory level-high volt pulsed electrical current (HVPC) on delayed-onset muscle soreness (DOMS). Arm discomfort, elbow extension range of motion and isometric elbow flexion strength were obtained as baseline measurements. Delayed-onset muscle soreness was induced in the participants' dominant or non-dominant arm using two sets of 20 maximal eccentric elbow flexion contractions. After the induction of DOMS, the participants were randomly divided into an experimental condition (HVPC) or a placebo condition. The experimental condition consisted of 20 min of HVPC immediately after the induction of DOMS, and 20 min every 24 h for three consecutive days thereafter. The participants in the placebo condition received an intervention similar in design; however, no electrical current was administered. Baseline measurements were reevaluated at 24, 48, 72 and 96 h after the induction of DOMS. Three weeks later, the participants returned and the protocol was repeated on the contralateral limb, using the opposite intervention (HVPC or placebo). Repeated-measures analysis of variance revealed a significant increase in overall arm discomfort, decrease in elbow extension and decrease in isometric strength for both conditions over time. No significant main effect of treatment, or time-by-treatment interaction, was found for the HVPC condition when compared with the placebo condition for any variable. Sensory-level HVPC, as utilized in our application, was ineffective in reducing the measured variables associated with DOMS.     

Participant Perceptions of Exercise Programs for Overweight Women

Abstract

Eighteen women participated in a research project involving two phases: (a) an interview regarding weight history and exercise patterns, and (b) a series of exercise sessions followed by discussions of participants' reactions to them. The data were analyzed using inductive analysis techniques, and results of the analysis were discussed with participants for collaborative validation of the interpretation. Profiles of selected participants and themes that emerged are described. The participants varied in age and body size and had diverse backgrounds, interests, and abilities, but their shared experience of social disapproval based on body size was shown to affect their perceptions of exercise programs and their decisions about participation.     

Reliability of a 5-m multiple shuttle test

The aim of the present study was to determine the reliability of a modified 5-m multiple shuttle test. The ‘matchrelated fitness’ of 23 female hockey players was assessed on four occasions within 4 weeks. The results of each test session and each shuttle were analysed using analysis of variance with repeated measures to determine the reliability of the test. The mean distance for each of the six shuttles decreased (121.2 ? 7.5, 114.5 ? 7.5, 112.2 ? 7.5, 109.9 ? 7.9, 108.4 ? 8.1 and 108.7 ? 8.3 m for shuttles 1-6, respectively; P < 0.001) similarly for each of the four sessions (P = 0.99). The total and peak distances covered during the tests were not significantly different (P = 0.99 and P = 0.12, respectively). The intra-class correlation coefficient (R) for these variables was 0.98 and 0.86, respectively. The delta distance and the fatigue index calculated post-test were significantly different (P = 0.001 and P = 0.006, respectively) between the four sessions. The intra-class correlation coefficient for both these variables was 0.74. Heart rate and rating of perceived exertion (RPE) were not significantly different between sessions (P = 0.42 and P = 0.095, respectively). The intra-class correlation coefficient for heart rate ranged from 0.65 to 0.97 and that for RPE from 0.85 to 0.91. We conclude that the 5-m multiple shuttle run test is a reliable measure of total and peak distances, heart rate and RPE response and is sufficiently reliabile to track changes in fitness over a season. The delta distance and fatigue index are not as reliable and should be interpreted with caution.     

Variance and Invariance in Expert and Novice Triple Junipers

Abstract

The purpose of this study was to examine relative timing, relative distance, and effector independence characteristics of the triple jump. We videotaped expert and novice triple jumpers using standing and running starts. On some trials, the triple jumpers were required to take off from their nondominant leg. Gentner's (1987) interaction test was used to assess the proportional duration model in describing the timing of the component submovements. For both experts and novices, the proportional durations varied with the type of start. For experts, the relative timing of the jump components was independent of the take-off leg. The findings were mixed for the novices. Similar results were obtained when relative distance was examined. These results are discussed with respect to constructs related to variability in skilled performance.     

An explanation of reading comprehension across development using models from Cattell–Horn–Carroll theory: Support for integrative models of reading

The purpose of this research was to investigate the cognitive abilities that explain reading comprehension across childhood and early adulthood. Drawing from the standardization sample of the Woodcock–Johnson III, analyses were conducted with large samples at age levels spanning early childhood to early adulthood: 5 to 6 (n = 639), 7 to 8 (n = 720), 9 to 13 (n = 1,995), 14 to 19 (n = 1,615), and 20 to 39 (n = 1,409). Using a model including factors representing general intelligence, Cattell–Horn–Carroll broad abilities, and reading decoding skills, results revealed significant direct effects for reading decoding skills and Crystallized Intelligence on reading comprehension across all age levels. Memory‐related abilities, processing speed, and auditory processing demonstrated indirect effects on reading comprehension through reading decoding skills. The magnitude of direct and indirect effects varied as a function of age. The results provide support for integrative models of reading that include both direct and indirect effects of cognitive abilities on reading comprehension and for consideration of developmental differences in the cognitive aptitudes predicting reading comprehension. © 2012 Wiley Periodicals, Inc.     

Alignment as a Teacher Variable

Essay scores generated by machine and by human raters are generally comparable; that is, they can produce scores with similar means and standard deviations, and machine scores generally correlate as highly with human scores as scores from one human correlate with scores from another human. Although human and machine essay scores are highly related on average, this does not eliminate the possibility that machine and human scores may differ significantly for certain gender, ethnic, or country groups. Such differences were explored with essay data from two large-scale high-stakes testing programs: the Test of English as a Foreign Language and the Graduate Record Examination. Human and machine scores were very similar across most subgroups, but there were some notable exceptions. Policies were developed so that any differences between humans and machines would have a minimal impact on final reported scores.     

Evaluating the Impact of a Performance‐Based Methodology on Transfer of Training

Transfer of training is the degree to which trainees can apply the knowledge, skills, and attitudes gained in training to the job. Currently only between 5% and 20% of what is learned in training is ever applied on the job. At this time, little is known about the effects of work environment factors, such as support, feedback, and goal setting, on training transfer. We utilized a quasi‐experimental between‐groups design using surveys, interviews, and behavioral measures to evaluate the impact of performance‐based work environment factors on training transfer. Results indicated that participants in the experimental group reported a higher level of training transfer than those in the control group. These findings suggest that a performance‐based approach to training can be an effective method to increase the likelihood that employees transfer training knowledge to the job context.     

Diversity among Spanish-speaking English language learners: profiles of early literacy skills in kindergarten

This study explored heterogeneity in literacy development among 2,300 Hispanic children receiving English as a Second Language (ESL) services at the start of kindergarten. Two research questions guided this work: (1) Do Spanish-speaking English language learners receiving ESL services in the fall of kindergarten demonstrate homogeneous early literacy skills, or are there distinct patterns of achievement across measures of phonological awareness, alphabet knowledge, and orthography? and (2) if there are distinct profiles, to what extent do they predict literacy achievement at the end of kindergarten and the beginning of first grade? Using cluster analysis, the authors identified four distinct literacy profiles derived from fall kindergarten measures of phonological awareness, alphabet knowledge, and phonetic spelling. These profiles were found to be associated with literacy outcomes in spring of kindergarten and fall of first grade. The two profiles that were associated with greater success on later measures of concept of word in text, letter sound knowledge, word reading, and spelling were the two that included stronger performance on orthographic skills (i.e., alphabet knowledge and phonetic spelling). These findings demonstrated that there is heterogeneity among Hispanic ESL students at kindergarten entry and suggested that literacy instruction must be differentiated from the very beginning in order to meet students’ individual needs. The findings also suggested that orthographic skills should be assessed and taught early on. While phonological awareness may be a necessary precursor to reading, phonological awareness in the absence of orthographic skills may not be sufficient.