EXTENDED ORIENTATION COURSES AT TWO‐YEAR COLLEGES

This national study of extended orientation courses indicates that they are used as frequently at 2‐year colleges as at 4‐year colleges. However, substantial differences in the administrative structures and content emphases of these courses exist within institutional types. At 2‐year colleges, these differences have the potential to limit the effectiveness of extended orientation courses. For instance, 2‐year college courses have significantly larger class sizes, are shorter in duration, are less likely to be required, use less faculty training, are less varied in content, and are rarely used as an introduction to an academic discipline.     

Children's conceptions of color

An examination of children's notions about light and visual phenomena shows the existence of mental models, that is to say, ways of thinking that are consistent and pervasive. These naive conceptual schemes, used by different children to explain similar phenomena, determine the kinds of responses given by the children in problem-solving situations. In this article we study children's ideas about colored objects and colored shadows, with special attention to the ways in which these ideas are organized into mental models. The elucidation of these models provides valuable instructional tools that serve to assess and to confront students' naive conceptions. This work was carried out in a science museum at the site of interactive exhibits that show unexpected effects. Children who visited the museum were engaged in problem-solving situations that involved predictions, explanations, and manipulations of the exhibit.     

Student involvement in university policy groups and resultant attitude change

Expressed satisfaction of university students toward their campus environment was measured before and after three conditions: (1) participation in small-group discussions that had as their purpose the formulation of recommendations to be presented to the university president and the administrative council, (2) participation in small-group discussions that provided students an opportunity to express feelings to each other, and (3) no treatment.Overall satisfaction with the university environment was not altered. Students in the Experimental Group expressed an increased satisfaction with several specific areas of their environment. The findings indicate that students would benefit from programs that allow them to express opinions and ideas concerning changes and development of their environment.     

Impacts of an online-supported,resource-based learning environment: does one size fit all?

This paper reports on the use of an online, resource-based learning (RBL) approach in first year psychology at Deakin University. Differences between on- and off-campus students that emerged are examined in the context of the learning goals and study approaches of the two student groups and their attitudes to using computers. Unlike the on-campus students who were less positive about working with computers and reported confusion about how and what to study for the unit, the off-campus students reported feeling confident they had a good study strategy and were more positive about computers. The off-campus students also reported that they spent more time working with electronic resources and attached greater value to them. While all students valued the prescribed resources, the off-campus students found some of the optional, electronic resources valuable because they added to the learning experience. These students also reported greater use of the computer-mediated communication available as part of the online learning environment, and valued this functionality more highly than did the on-campus students. These findings highlight the need to take into account learner characteristics when designing learning environments that cater for individual differences and preferences. While online-supported RBL approaches have the potential to cater to the diverse needs of students, learning environments need to be designed, structured and delivered so the learning experience can be customized to the needs of different student cohorts, while preserving the overarching, pedagogical goals.     

Perfectionism and children's self‐concept: Further validation of the Adaptive/Maladaptive Perfectionism Scale

The Adaptive/Maladaptive Perfectionism Scale (AMPS) for children measures different dimensions of perfectionism. In this study, subscales derived from the AMPS were compared with results of the Piers‐Harris Self‐Concept Scale (PHSCS) in a sample of fourth‐ and fifth‐grade students (9 to 11 years old). The AMPS dimensions accounted for significant variation in PHSCS scores for both boys and girls, though the specific patterns of results differed between the sexes. For boys but not girls, greater sensitivity about making mistakes was only problematic, in terms of predicting negative aspects of self‐concept, under conditions of lower self‐esteem. Results provided additional psychometric support for the AMPS and revealed important considerations for assessment and intervention with perfectionistic children. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 279–290, 2004.     

Evaluation of an unstructured afterschool physical activity programme for disadvantaged youth

The purpose of the study was to conduct an evaluation of an unstructured afterschool physical activity (PA) programme (Keep it Moving!; KIM) in an ethnically diverse and low socio-economic status (SES) school district. PA of students in 3rd–5th grades (N = 205) at four elementary schools were assessed during spring 2012. An ActiGraph accelerometer was utilised to examine objectively measured time and steps in differing intensity levels. Standard data reduction procedures were used to process collected data and characterise PA. Students averaged approximately 54 min of accelerometer wear-time during the KIM programme, 10.4 ± 6.1 min (19.2%) of which were spent in sedentary behaviour, 28.2 ± 8.3 min (52.1%) in light PA and 15.6 ± 6.6 min (28.7%) in moderate-to-vigorous intensity PA. Within the cadence band of 1–19 steps/min participants accumulated the highest time-derived PA (16.4 ± 6.3 min). In total, children averaged 1811.9 ± 527.5 steps during the entire KIM programme. Results from the programme indicated that elementary-aged students received additional PA through the KIM programme. The mean value of accumulated steps during the afterschool PA programme represented 12–16.5% of the minimum steps/day target (depending upon gender) identified for elementary-aged school children. These data represent unique findings from a high-need population that may be helpful for researchers and practitioners alike.     

Orienting Toward Teacher Education for Online Environments for All Students

Abstract

The online environment is an expansive educational context distinct from the traditional one. We problematize the current online teacher education landscape and make recommendations for practices that prepare and support teachers as online teachers, rather than teachers who periodically use Internet resources and digital devices for instruction. Recommendations focus on personalization, collaboration, administrative support, program (re)designs, new models of technological integration, attention to standards for teaching and learning, and ongoing professional learning opportunities.