AN OPPORTUNITY TO BETTER UNDERSTAND SCHOOLING: THE GROWING PRESENCE OF PISA IN THE AMERICAS*

The Programme for International Student Assessment (PISA) has been developed by the Organisation for Economic Co-operation and Development to provide participating nations with internationally comparative mean literacy scores in reading, mathematics, and science for students nearing the end of compulsory schooling. The number of nations from the Americas that are participating in PISA has been increasing over the past 4 administrations. This 2-part paper (a) outlines the reaction to PISA within the media of both North and South America and (b) presents an Americas-specific example of the ways in which the PISA dataset can be used for more exploratory analysis through the lens of policy and curriculum suggestions, rather than just league table comparisons. We used multilevel modeling of scientific literacy predicted on a number of school-level background variables. Results point to the importance of socioeconomic background of the student as well as the school in predicting scientific literacy across all nations in the study; however, other school-level significant predictors were more nation-specific. Interpretations of these models as well as next steps are discussed.     

How siblings resolve their conflicts: the importance of first offers, planning, and limited opposition

Sixty-four sibling dyads (4-12 years old; 61% males; 83% European-American) were asked to resolve an ongoing conflict. Older siblings provided leadership by suggesting, modifying, justifying, and requesting assent to plans for conflict resolution. Younger siblings countered and disagreed, but also contributed to planning and agreed to their siblings' plans. Compromises were associated with first offers that met both children's goals, future-oriented planning, and limited opposition. Win-loss outcomes followed offers favoring only one child and arguments over older siblings' plans. Conflicts were unresolved when negotiations included frequent accusations and opposition, but little planning. Thus mutually beneficial conflict resolution required that children shift focus from debating past wrongs to developing plans to meet their unrealized goals in future interaction.     

Pattern of classroom activities during students’ use of computers: Relations between instructional strategies and computer applications

The purpose of this study was to identify instructional strategies used by teachers to support technology integration. In addition, relations between types of computer applications and teachers' classroom practices were examined. Data were direct observation results from 143 integration lessons implemented in schools receiving federal technology grants. Results reflect use of student-centered practices such as teacher as a facilitator, project-based learning, and independent inquiry. Furthermore, this study revealed that classroom practices tend to be more student-centered when students use the computer as a learning tool such as the Internet, word processing, and presentation software. Conversely, drill and practice software showed a dissimilar pattern.     

Attitudes of business college faculty and administrators toward distance education: a national survey

Educators’ attitudes towards distance education are known to be influenced by many factors. This study incorporated survey data that measured business educators’ attitudes toward distance education at both the baccalaureate and masters levels of instruction. Two simultaneous equations models were developed that described the relationship between the respondents’ attitudes and other factors relevant to their receptivity and support of distance education. Key influential factors were found to be the experience of the respondent and their perception of difficulties with and appropriateness of distance education. Key differences between the models were based on the teaching role and age of the respondent.     

Changes in mechanical properties of sprinting during repeated sprint in elite rugby sevens athletes

This study aimed to analyse fatigue-induced changes in mechanical sprinting properties during a specific repeated-sprint test in elite rugby sevens athletes. Twenty elite rugby sevens players performed ten 40?m sprints on a 30?s cycle with participant’s running back and forth in a marked lane. Radar was used to assess maximal overground sprint performance over each 40?m. Macroscopic mechanical properties (maximal horizontal force (F₀), maximal horizontal power (P_max), maximal ratio of horizontal force (RF_peak), decrease in the ratio of horizontal-to-total force (D_RF), total force and maximal sprinting velocity (v₀)) were drawn from horizontal force velocity relationships, using a validated method applied to the speed–time data. Fatigue-induced changes were analysed comparing the first sprint to an average of 2^nd-4^th, 5^th-7^th and 8^th-10^th. Repeated-sprint ability (RSA) testing induced substantial changes in the maximal velocity component, with a decrease (–15%) in v₀ (effect size (ES)?=?–2.46 to –4.98), and to a lower extent (–5.9%) in the maximal force component F₀ (ES?=?–0.59). D_RF moderately decreased (14%; ES=–0.76–1.11), and RF_peak largely decreased in the later sprints (ES?=?–0.32 to –1.27). Fatigue observed in this RSA test appeared to have a greater effect on the technical ability to produce horizontal force at high velocities, likely due to an alteration in the ability to maintain horizontally oriented force application when velocity increases rather than during the initial acceleration phase, but also the overall force production capacity. The ability to maintain forward-oriented force at high velocities is of central importance for identifying fatigue and monitoring load.     

An assessment of international college student adjustment

International students have realistic expectations about their adjustment to college, however, they seem to experience a more difficult transition than U.S. students. Scores on the Student Adaptation to College Questionnaire for international and U.S. students are compared. The results indicated that international students scored significantly lower on the social and the institutional attachment and goal commitment subscales. The Student Adaptation to College Questionnaire may have applications in targeting international student needs.     

Therapeutic Community Principles Guide Systemic Responses to Student Self‐Injurious Behavior

A view of self‐injurious behavior (SIB) informed by trauma theory and therapeutic community principles provides a framework to guide clinical practice, promote a safe living and learning environment, and inform policy development to support a collaborative university response to SIB. A dual emphasis of concern for the safety of the individual who self‐injures and the impact of the behavior on the living and learning environment of others is illustrated in a case example.     

Information literacy self-efficacy: The effect of juggling work and study

Information literacy self-efficacy and academic motivation are both argued to play important roles in student academic development. The former is considered to be a predictor of student academic achievement while the latter is considered a key factor in developing information literacy self-efficacy. Today, many students undertake paid employment in conjunction with their academic studies and little is known about the effect this may have on their information literacy self-efficacy and academic motivation. As such, the relationship between information literacy self-efficacy, academic motivation, and employment has been unexplored. Data were collected via a questionnaire, comprised of existing scales, which was administered to undergraduate business students in an Australian higher education (HE) institution. A response rate of 58% resulted in 585 completed questionnaires. Findings suggest that whether or not students were engaged in paid employment did not appear to influence information literacy self-efficacy, although students in paid employment did exhibit significantly lower intrinsic motivation than students not in paid employment. Additionally, for students not in paid employment a significant relationship was found between amount of time spent on study and information literacy self-efficacy. Of some concern, the small amount of time students reported spending in academic pursuits outside of scheduled classes raises issues regarding the placement of information literacy instruction. For information literacy practitioners this study contributes to awareness regarding the conceptualization of information literacy instruction and its placement in the HE environment.