Eye-Movement Control in RAN and Reading

The present study examined the visual scanning hypothesis, which suggests that fluent oculomotor control is an important component underlying the predictive relationship between Rapid Automatized Naming (RAN) tasks and reading ability. Our approach was to isolate components of saccadic planning, articulation, and lexical retrieval in 3 modified RAN tasks. We analyzed 2 samples of undergraduate readers (ages 17–27). We evaluated the incremental contributions of these components and found that saccadic planning to nonlinguistic stimuli alone explained roughly one third of the variance that conventional RAN tasks explained in eye movements registered during text reading for comprehension. We conclude that the well-established predictive role of RAN for reading performance is in part due to the individual ability to coordinate rapid sequential eye movements to visual nonlinguistic stimuli.     

Identification and description of the momentum effect in studies of learning: An abstract science concept

Several studies of the validity of the intensive time series design have revealed a post-intervention increase in the level of achievement data. This so called “momentum effect” has not been demonstrated through the application of an appropriate analysis technique. The purpose of this study was to identify and apply a technique that would adequately represent and describe such an effect if indeed it does occur, and to use that technique to study the momentum effect as it is observed in several data sets on the learning of the concept of plate tectonics. Subsequent to trials of several different analyses, a segmented straight line regression analysis was chosen and used on three different data sets. Each set revealed similar patterns of inflection points between lines with similar time intervals between inflections for those data from students with formal cognitive tendencies. These results seem to indicate that this method will indeed be useful in representing and identifying the presence and duration of the momentum effect in time series data on achievement. Since the momentum effect could be described in each of the data sets and since its presence seems a function of similar circumstances, support is given for its presence in the learning of abstract scientific concepts for formal cognitive tendency students. The results indicate that the duration of the momentum effect is related to the level of student understanding tested and the cognitive level of the learners.     

Full time adult credential students'' instructional preferences at California State University, Long Beach:pedagogy or andragogy?

This study investigated the instructional preferences of full time adult credential students after they took a live course called Principles of Adult Education at California State University, Long Beach (CSULB) in the fall semester of 2002. These full time adult credential students had been working on their adult teaching credentials to meet the competencies specified by the California Commission on Teacher Credentialing. The course introduced students to Andragogy developed by Malcolm Knowles out of the andragogical model developed by Lindeman (1926). The study used Principles of Adult Learning Scales (PALS), advanced by Gary Conti in 1983 to measure instructional preferences. Data were collected from 30 (100% of 30) full time adult credential students enrolled in a live course to determine their instructional preferences of helping adults learn. The results of the study showed in most cases these adult learning professionals taught adult students andragogically; in some cases they taught adult students pedagogically.     

Desarrollando sistemas de evaluación formativa y compartida en la docencia universitaria. Análisis de resultados de su puesta en práctica en la formación inicial del profesorado

In this article we present the results obtained from implementing a formative and shared assessment system in higher education (in initial physical education teacher education). This research on teacher education has been developing for more than 11 years. In this article, we present the objective of the study, a review of the literature on the topic, the methodology used, and the results obtained. Empirical data show that the assessment system has important advantages in teacher education and education generally: greater application and motivation of students, improved quality of learning processes, better learning and professional competence acquisition, better academic performance. Obviously, there are some difficulties, too, although these can be minimised and overcome with appropriate planning of the educational project and continuous assessment.     

Comparative investigation of the psychometric properties of three tests of logical thinking

Using a sample of 908 eleventh grade science stream male and female students from similar socioeconomic area schools, variance based psychometric properties of three paper-and-pencil tests of logical thinking (Longeot test, Lawson's test TOFR, and Tobin and Capie's test TOLT) are investigated. A sub-sample of 212 students took the three tests in randomly allocated different sequential orders of presentation, while 696 students took only two tests. Alfa coefficients for each test separately and for the three tests combined together, concurrent validity coefficients, measures of item difficulty, item discrimination, item-criterion correlation, and 30-day stability coefficients are calculated. Considering the relative homogeneity of the sample, the reliability coefficients of the tests are judged satisfactory, but concurrent validity coefficients are quite low which implies incongruency in decisions made on the basis of the three tests. Need for estimating various psychometric parameters of alternative tests of logical thinking over different grade populations is emphasized.     

Czechoslovakia: From revolution to reconstruction

As one of the countries in east-central Europe liberated in 1989 from Communist rule, Czechoslovakia is currently undergoing profound social, political, and economic changes. This article presents both the positive outcomes of the velvet revolution and a variety of problems that the country has to cope with. Of particular concern are three problem areas: the legacy of Communist rule, the unsettled relationship between Czechs and Slovaks, and the ruined national economy. Of the three problem areas, the latter is considered most painful, since it involves layoffs and thus directly affects the lives of individuals and families. The article reviews administrative initiatives undertaken by the government to modernize production and minimize unemployment. It also focuses on the changing role of helping professionals in Czechoslovakia. By reasserting their true mission-assist people rather than manipulate them-helping professionals can promote significant attitudinal changes in their society.     

Visual events and electronic government: What do pictures mean in digital government for citizen relations?

E-government is becoming more picture-oriented. What meaning do stakeholders attach to visual events and visualization? Comparative case study research show the functional meaning primarily refers to registration, integration, transparency and communication. The political meaning refers to new ways of framing in order to secure specific interests and claims. To what the institutional meaning relates is ambiguous: either it improves the position of citizens, or it reinforces the existing bias presented by governments. Hence, we expect that the emergence of a visualized public space, through omnipresent penetration of (mobile) multimedia technologies, will influence government–citizen interactions.     

Organizing and implementing the internship component of undergraduate programs in IS Security

This paper describes experiences in organizing and running an internship component of an undergraduate program in information systems security. In 2004, Sheridan College Institute of Technology and Advanced Learning introduced a novel Bachelor in Applied Information Sciences (Information Systems Security) program. The intent was to educate well-rounded specialists in the field and provide them with valuable work experience during the 8-month long co-op term. The research presented here is based on the co-op officer reports, statistics reported by the co-op office, interviews with the students and other anecdotal data mainly collected through conversations with the involved parties. Besides providing facts that speak to the quality of the program and appropriate organization of the job placements, the authors critically examine successes and challenges encountered in this process. Comparison with other information systems security postsecondary programs in Ontario, Canada, is given based on type of program, characteristics and focus of curriculum content and length of internship.     

Education and qualitative research in Mexico: issues and insights from the field

This co-editors’ introduction provides a context for the special issue on qualitative research in Mexico and introduces the five papers selected for publication. Papers present findings from qualitative research that explore the topics of teaching; school leadership; language education policy; and women in traditionally male, postsecondary engineering programs.     

Using Technology-Enhanced Inquiry-Based Instruction to Foster the Development of Elementary Students’ Views on the Nature of Science

The Next Generation Science Standards support understanding of the nature of science as it is practiced and experienced in the real world through interconnected concepts to be imbedded within scientific practices and crosscutting concepts. This study explored how fourth and fifth grade elementary students’ views of nature of science change when they engage in a technology-enhanced, scientific inquiry-oriented curriculum that takes place across formal and informal settings. Results suggest that student engagement in technology-enhanced inquiry activities that occur in informal and formal settings when supported through explicit instruction focused on metacognitive and social knowledge construction can improve elementary students’ understanding of nature of science.