TEST ITEM ARRANGEMENT, TESTING TIME, AND PERFORMANCE

Two experiments were conducted to determine if a relationship exists between test item arrangements and student performance on power tests. The primary hypotheses were: item arrangements based upon item difficulty, similarity of content, or order of class presentation do not influence test score or required testing time. In the first experiment 122 subjects were randomly assigned to three item difficulty arrangements of 139 test items with a 0–100% difficulty range, and in the second experiment 156 subjects were randomly assigned to three item content arrangements of 103 items. Results of analyses of variance with test anxiety used as a classification factor supported the hypotheses.     

Diversifying the secondary school curriculum: The African experience

The paper discusses some African experiences in the diversification of secondary education, which is taken to mean curriculum change in a practical or vocational direction. This approach is intended to provide a wider set of future career options than is offered in the more uniform academic curriculum. The diversification policy has generally been seen as a solution to a number of economic and social problems facing the independent African countries, notably the increasing youth unemployment and the escalating costs of formal education.Studies which have so far been carried out have, however, revealed that diversification programmes have not met the intended objectives, although there is sustained interest in vocationalising formal education. Problems which commonly face these programmes include high unit costs, an absence of clarity in aims and objectives, a shortage of qualified teachers and the low status of vocational subjects as viewed by the students and the community.For future development, it is suggested that diversification programmes be reorganised to relate to more realistic goals through wider community participation and through the work-orientation of post-school training programmes.

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Zusammenfassung In diesem Artikel werden einige afrikanische Erfahrungen mit der Diversifikation der Sekundarbildung behandelt, wodurch eine Änderung des Curriculums zu einem praktischen oder beruflichen Schwerpunkt bewirkt werden sollte. Dieser Ansatz soll eine größere Auswahl bei der späteren Berufswahl ermöglichen als sie das einheitlichere akademische Curriculum bietet. Die Politik einer Diversifikation wurde allgemein als Lösung für eine ganze Reihe wirtschaftlicher und sozialer Probleme der unabhängigen Länder Afrikas gesehen, besonders hinsichtlich steigender Jugendarbeitslosigkeit und eskalierender Kosten formaler Bildung.Bis heute durchgeführte Studien zeigten jedoch, daß die Diversifikationsprogramme die angestrebten Ziele nicht erreichen konnten, obwohl ein anhaltendes Interesse an einem mehr beruflichen Schwerpunkt formaler Bildung besteht. Probleme, mit denen diese Programme gemeinhin zu kämpfen haben beinhalten hohe Kosten für jeden einzelnen Posten, das Fehlen klar umrissener Ziele, ein Mangel an qualifizierten Lehrern und die geringe Anerkennung beruflicher Fächer durch Schüler und Gesellschaft.Zur Weiterentwicklung wird der Vorschlag einer Umstellung der Diversifikations-programme gemacht, damit realistischere Ziele durch eine erweiterte Beteiligung der Gesellschaft und durch die berufliche Orientierung der Fortbildungsprogramme nach Beendigung der Schule erreicht werden können.

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Résumé On examine dans le présent article quelques expériences africaines en matière de diversification de l'enseignement secondaire, dont l'objectif est de donner une orientation pratique ou professionnelle au curriculum. Cette approche cherche à offrir un plus grand choix d'options professionnelles que ne le font les programmes d'études théoriques plus uniformes. Cette politique de diversification est généralement considérée comme une solution à un certain nombre de problèmes économiques et sociaux auxquels font face les pays africains indépendants, notamment le chômage des jeunes et l'augmentation du coût de l'éducation formelle.Les études ayant été effectuées jusqu'ici ont, cependant, révélé que les programmes de diversification n'ont pas atteint les objectifs fixés, bien qu'on s'applique particulièrement à donner une orientation professionelle à l'éducation formelle. Les problèmes qu'on rencontre habituellement dans ces programmes incluent des coûts unitaires élevés, une absence de clarté dans les buts et les objectifs, un nombre insuffisant d'enseignants qualifiés et le bas statut des matières d'enseignement professionnel perçu par les élèves et la communauté.En vue de renforcer davantage le développement, on suggère de réorganiser les programmes de diversification afin qu'ils s'apparentent à des objectifs plus réalistes grâce à une participation accrue de la communauté et à des programmes de formation postscolaire orientés vers le travail.

     

The identification of high-school dropouts identified as learning disabled: evaluating the utility of a discriminant analysis function.

This study examined the utility of a linear discriminant function to distinguish between students identified as learning disabled (LD) who had either been released from high school under codes suggestive of school dropout (n = 213) or graduation (n = 92). The discriminant function was comprised of six variables--student ethnicity, reading ability, family intactness, family socioeconomic status, school transfers, and school-initiated interruptions. The analysis determined that differences between the LD dropout sample and LD graduate sample were sufficient to allow for a discrimination between the groups. On the basis of group differences the discriminant function that was constructed correctly classified 83% of the school dropouts and 46% of the school graduates, for an overall 73% accuracy rate. Those factors contributing most to the function were the number of district-initiated interruptions, school transfers, and family intactness. Based on the findings, implications for school districts and future research are noted.     

Specialized instruction within general education: a case study of one elementary school.

This study examined how classroom teachers in one elementary school approached the problem of designing specialized instruction for students with reading problems. We asked 12 teachers to rate their confidence in designing effective interventions and then to diagnose a student's reading problem, select an intervention, and implement it. Teachers were moderately confident about their ability to design effective interventions; but some teachers expressed doubts about how to proceed. Their approach to intervention differed somewhat from that of special education resource teachers. Some teachers experienced considerable difficulty in implementing the interventions they selected.     

Does Chewing Coca Leaves Influence Physiology at High Altitude?

Andean Indians have used coca leaves (Erythroxylon coca and related species) for centuries to enhance physical performance. The benefits and disadvantages of using coca leaf have been a subject of many political debates. The aim of this study was to investigate the effects of chewing coca leaves on biochemical and physiological parameters. Cutaneous microdialysis catheters were used to estimate systemic biochemical changes. We subjected 10 healthy adult males (local residents) in Cajamarca (Peru, altitude 2700 m) to a standardised exercise routine on a stationary cycle ergometer. The blood pressure, oxygen saturation (digital), pulse, VO2 max and ECG (Holter monitor) were recorded before the exercise. Cutaneous microdialysis catheters were introduced in the forearm. The subjects were given to chew 8 g of coca leaves with a small amount of lime. They were then placed on the cycle ergometer for 20 min. Blood pressure, oxygen saturation, pulse, ECG and VO2 max were recorded. Pyruvate, glucose, lactate, glycerol and glutamate levels were estimated. Oxygen saturation, blood pressure, and pulse rate did not show any significant changes between the two groups. Glucose levels showed hyperglycaemic response. Glycerol, Lactate and Pyruvate increased. Glutamate remained unchanged. Similar changes were not seen in the controls. These results suggest that coca leaves have blocked the glycolytic pathway of glucose oxidation resulting in accumulation of glucose and pyruvate. The energy requirement for exercise is being met with beta-oxidation of fatty acids. The glycerol released was also getting accumulated since its pathway for oxidation was blocked. These experimental findings suggest that chewing coca leaves is beneficial during exercise and that the effects are felt over a prolonged period of sustained physical activity.