Evaluation of a Handheld Data Collection Interface for Science Learning

Despite a rise in the use of handheld computers in classrooms, meaningful learning with personal digital assistant (PDA) technology remains poorly studied. We report results from an evaluation of customized handheld data collection software, the BioKIDS Sequence, which was used during an 8-week biodiversity curriculum unit by 5th and 6th grade students in southeastern Michigan. We provide new information on design decisions and usability of our customized software; discuss learner use and preferences; and report rates of data accuracy. Most students were able to enter simple animal observations using an icon-driven, largely linear interface. The interface helped expand the types of data students were aware of, and allowed them to view and review their entries and flag them as uncertain, factors important in supporting accurate data collection. Other BioKIDS research indicates students were subsequently able to see simple patterns in their data to guide the formulation of future hypotheses, questions, or conclusions. The BioKIDS Sequence and PDA technology therefore represent a meaningful use of technology to support scientific reasoning.     

Discriminative stimuli that follow the absence of reinforcement are preferred by pigeons over those that follow reinforcement

Clement, Feltus, Kaiser, and Zentall (2000) found that when pigeons have to work to obtain a discriminative stimulus that is followed by reinforcement, they prefer a discriminative stimulus that requires greater effort over one that requires less effort. The authors suggested that such a preference results from the greater change in hedonic value that occurs between the more aversive event and the onset of the stimulus that signals reinforcement, a contrast effect. It was hypothesized that any stimulus that follows a relatively more aversive event would be preferred over a stimulus that follows a relatively less aversive event. In the present experiment, the authors tested the counterintuitive prediction of that theory, that pigeons should prefer a discriminative stimulus that follows the absence of reinforcement over a discriminative stimulus that follows reinforcement. Results supported the theory.     

The effects of nonverbal involvement and communication apprehension on state anxiety,interpersonal attraction,and speech duration

This experiment raised the question: will communication apprehension (CA) mediate the effect of nonverbal involvement cues (NVI) on state anxiety, interpersonal attraction and speech duration in information gathering interviews? Subjects, high and low in CA, responded to the questions of three trained interviewers from whom they received either high or low levels of NVI behaviors (i.e. head nods, eye contact, body orientation, etc.). CA did not function as a mediating variable. Rather, main effects were obtained for CA on state anxiety and speech duration and for NVI on interpersonal attraction and speech duration.     

The influence of self-efficacy beliefs for student parents attending university

Student parents (i.e. students who have their own dependent children) are a specific subpopulation of adult learners. This study investigated the impact of self-efficacy beliefs on student parents’ perceived capacity to manage multiple roles and their satisfaction with family, school and life. Survey data collected from 398 student parents enroled at four Canadian universities were analysed. Latent variable analysis was conducted using maximum likelihood estimation with robust standard errors using Mplus. Self-efficacy beliefs were found to influence student parents’ perceptions of satisfaction at school, in the family and with life in general. Perceptions of one’s capacity to manage multiple roles (i.e. school–family balance) were found to mediate the relationship between academic self-efficacy and school satisfaction as well as parental self-efficacy and family satisfaction. Furthermore, preliminary evidence is provided of unique subgroups within the student parent population based on children’s ages, partner status and enrolment status (i.e. full/part-time studies).     

Parental Socioeconomic Status,Communication, and Children's Vocabulary Development: A Third‐Generation Test of the Family Investment Model

This third‐generation, longitudinal study evaluated a family investment perspective on family socioeconomic status (SES), parental investments in children, and child development. The theoretical framework was tested for first‐generation parents (G1), their children (G2), and the children of the second generation (G3). G1 SES was expected to predict clear and responsive parental communication. Parental investments were expected to predict educational attainment and parenting for G2 and vocabulary development for G3. For the 139 families in the study, data were collected when G2 were adolescents and early adults and their oldest biological child (G3) was 3–4 years of age. The results demonstrate the importance of SES and parental investments for the development of children and adolescents across multiple generations.     

Inferential talk during teacher–child interactions in small-group play

This study examined teachers’ questions and children's responses during a play-based activity implemented in small groups within preschool classrooms. The first aim of this study was to describe teachers’ questions in terms of four levels of abstraction (i.e., a continuum of literal to inferential questions) and children's responses to these questions. The second aim was to examine the relations between teachers’ questions and children's responses using sequential analyses, to include children's level of abstraction and mean length of utterance (MLU). Participants were 39 teachers and up to six children from their preschool classroom. We found that teachers’ questions made up an average of 25% of their talk to children during play, and were relatively balanced between literal and inferential questions. Furthermore, significant sequential associations were found between the level of abstraction of teachers’ questions and the level of abstraction of children's responses (e.g., teachers’ inferential questions tended to elicit children's inferential responses). Finally, we found that teachers’ inferential questions were not related to children's MLU; that is, teachers’ more abstract questions did not elicit longer utterances from children. These findings suggest that play is a valuable context in which teachers may promote children's use of inferential language.     

Generalizability of the AAHPERD Health Related Skinfold Test

Abstract

Generalizability theory was utilized to investigate the amount of variation associated with various facets in the assessment of skinfolds as suggested by the American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD) Health Related Physical Fitness Test. The facets utilized were testers, instruments, and repeated trials. Results indicate that the variation associated with the tester, instrument, and trial facets was small. Components of variance and G coefficients indicate that skinfold measures vary little depending upon the tester, instrument, or trial used. Suggestions are made for accurate assessment of the skinfolds recommended in the AAHPERD Health Related Physical Fitness Test.     

Understanding Christian privilege: Managing the tensions of spiritual plurality

Bucolic chapels, Sundays off, and breaks atChristmas are regular reminders that much of American higher education was founded by Christians who transferred their faith's traditions from the church to the campus.As colleges and universities become increasinglydiverse, inclusiveness means making room for the spiritual practices of all.     

Thinking styles: teaching and learning styles in graduate education students

This study investigated the relationship between two intellectual styles approaches: Sternberg’s thinking styles of teachers and Felder and Silverman’s learning styles. Ninety‐five graduate students majoring in special education, reading, educational leadership and curriculum, and elementary education completed the Thinking Styles in Teaching Inventory (TSTI) and the Index of Learning Styles Questionnaire (ILS). Several thinking styles from Sternberg’s theory of self‐government were highly to moderately correlated with Felder’s learning styles. The TSTI did not differentiate between master’s and doctoral students, but the ILS did so. Participants differed in their thinking styles in teaching and in their learning styles, based on their educational major.