Finding the Theory and Method for the Pedagogy of Teaching Legal Research: A Response to Callister's “Time to Blossom”

In his article “Time to Blossom,” Callister invites legal research experts to begin a discussion as to what theory and methodology would be most effective for teaching legal research. This article suggests that utilizing a tailored form of systems theory in conjunction with active learning methods would allow legal educators not only to teach students in an effective and understandable manner but also to adapt their teaching methods to correspond to changes in the legal research field.     

Spatial variation in accessibility of libraries in Hong Kong

Libraries play a significant role in supplying educational and cultural services. They are important public spaces that can contribute to creating social equality by providing unlimited access to information and public spaces for the community. In this research both the traditional measures (supply-to-demand ratio and straight distance) and advanced measures (population-weighted average nearest network distance and population-weighted average two-step floating catchment area (2SFCA) score) are used to assess spatial inequity in the distribution of libraries throughout Hong Kong. How accessibility has been changed after the introduction of two strategies for improvement (community and mobile libraries) is also examined, as are spatial demographic and socioeconomic characteristics associated with library provision. The results indicate that there is a substantial heterogeneity of library provision in Hong Kong. Community and mobile libraries have significantly improved the library provision in several areas, although spatial inequality remains. Areas with demographic and socioeconomic groups with lower accessibility to library services were further identified. Data at multiple geographical scales were used, and consistent findings were obtained, confirming the robustness of the results.     

Academic Achievement of First-Generation Students in a Canadian University

Previous research has shown that first-generation students confront greater problems than traditional students. In order to determine if this disadvantage extends to first-year grade-point averages (GPAs) in a commuter university in which the majority are first-generation students, 1,849 students at York University in Toronto were surveyed at the end of the first year and survey results were merged with information on grades from administrative records. The results of stepwise regression and classification and regression tree analyses show that traditional students enjoy a slight advantage in terms of GPA, and that while traditional students have higher levels of involvement than first-generation students, for both student groups involvement in various university activities contributes to GPA.     

Development of subordinate-level categorization in 3- to 7-month-old infants

Visual preference procedures were used to investigate development of perceptually based subordinate-level categorization in 3- to 7-month-old infants. Experiments 1 and 2 demonstrated that 3- to 4-month-olds did not form category representations for photographic exemplars of subordinate-level classes of cats and dogs (i.e., Siamese vs. Tabby, Beagle vs. Saint Bernard). Experiments 3 though 5 showed that 6- and 7-month-olds formed a category representation for Tabby that excluded Siamese and a category representation for Saint Bernard that excluded Beagle, but they did not form a category representation for Siamese that excluded Tabby or a category representation for Beagle that excluded Saint Bernard. The findings are consistent with a differentiation-driven view of early perceptual category development from global to basic to subordinate levels.     

When Do Students Benefit From Performance Feedback? A Test of Feedback Intervention Theory in Speaking Improvement

This study reviews the important role of feedback in instructional communication Feedback Intervention Theory (FIT). FIT proposes that feedback efficacy is related to three primary constructs: message cues (locus of attention), personality traits, and the nature of the task to be learned. In an experimental design, the effect of grading, along with assessment of personality differences in feedback attributional sensitivity and perceptions of feedback utility are examined for their impact on feedback provided to student speakers. Changes in observed behavior for both eye contact and length of introduction are found. In addition, it is noted that traits and message cues function independently in predicting changes in behavior. Suggestions for future research are provided.