One bottle too many? Method of testing determines the detection of overshadowing and retention of taste aversions

A two-bottle testing method generally is regarded as a more sensitive measure of taste aversions than a one-bottle test. The current research compared the sensitivity of one-bottle and two-bottle tests in the detection of taste aversions. Specifically, the experiments were designed to detect both overshadowing (single- vs. compound-element conditioning) and retention interval (5 days vs. 1 day) effects. The groups tested with the one-bottle method evidenced both significant overshadowing and stronger aversions at 5-day retention intervals. On the other hand, the differences on these measures were not significant with the two-bottle tests. It is suggested that the efficacy of the two-bottle test be re-evaluated since it may obscure between-group differences in aversion strength.     

Data and graph interpretation practices among preservice science teachers

The interpretation of data and construction and interpretation of graphs are central practices in science, which, according to recent reform documents, science and mathematics teachers are expected to foster in their classrooms. However, are (preservice) science teachers prepared to teach inquiry with the purpose of transforming and analyzing data, and interpreting graphical representations? That is, are preservice science teachers prepared to teach data analysis and graph interpretation practices that scientists use by default in their everyday work? The present study was designed to answer these and related questions. We investigated the responses of preservice elementary and secondary science teachers to data and graph interpretation tasks. Our investigation shows that, despite considerable preparation, and for many, despite bachelor of science degrees, preservice teachers do not enact the (“authentic”) practices that scientists routinely do when asked to interpret data or graphs. Detailed analyses are provided of what data and graph interpretation practices actually were enacted. We conclude that traditional schooling emphasizes particular beliefs in the mathematical nature of the universe that make it difficult for many individuals to deal with data possessing the random variation found in measurements of natural phenomena. The results suggest that preservice teachers need more experience in engaging in data and graph interpretation practices originating in activities that provide the degree of variation in and complexity of data present in realistic investigations. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 1063–1088, 2005     

Reasoning about logical propositions and success in science

Students display a number of misconceptions when asked to reason about logical propositions. Rather than being random, these misconceptions are stereotypic, and relate to age, ability, and success in science. The grades in science achieved by tenth-grade general science students from two parochial single-sex schools in Australia correlated with their scores on the Propositional Logic Test. The students' ability level was consistently related to the pattern of errors they committed on that measure. Mean scores were lowest on a subtest of ability to use the biconditional and implication, higher on the disjunction, and highest on the conjunction. Success in science was predicted most strongly by the disjunction and biconditional subtests. Knowledge of the way in which a person reasons about logical propositions provides additional insights into the transformations information is subjected to as it is integrated into mental schemata.     

University autonomy and public policies: A system theory perspective

This article addresses problems facing universities because of external pressures for changes in their teaching, research, and governance and management policies and practices to align them with public policies. The view is put that governments are introducing public policies in times of economic recession to achieve rationalisation of human, physical and financial resources in higher education and to foster initiatives that shape university teaching and research to serve the needs of society and assist in national economic recovery. Examples of these external pressures, which have resulted in intrusions into the autonomy of university governance and management, are provided in the context of general system theory. It is assumed that the pressure of public policies on universities will continue and that each university should have a development plan for its present and future teaching and research activities, which has the endorsement of the government higher education advisory agency so that university management can function on a secure basis. The effectiveness and efficiency of functioning at the various levels of the university system should be assessed by periodic evaluative reviews. The quality of management by academic leaders should be fostered by the establishment of national centres for the study of higher education management and policy. The relationship between government higher education advisory agencies and universities should be renegotiated so that, as interdependent and interrelated parts of the higher education system, they work in joint co-operation to ensure the most effective and appropriate development of each institution. Nevertheless, a state of equilibrium between the university system and the supra (social) system within which it exists will never fully be achieved. The fundamental role and functions of a university require that it be concerned with teaching and researching both ageless and current phenomena. Hence, a perfect equilibrium state cannot exist if external social pressures are for the main weight of university activities to be shifted to providing service for the current needs of society.     

Indexed Captioned Searchable Videos: A Learning Companion for STEM Coursework

Videos of classroom lectures have proven to be a popular and versatile learning resource. A key shortcoming of the lecture video format is accessing the content of interest hidden in a video. This work meets this challenge with an advanced video framework featuring topical indexing, search, and captioning (ICS videos). Standard optical character recognition (OCR) technology was enhanced with image transformations for extraction of text from video frames to support indexing and search. The images and text on video frames is analyzed to divide lecture videos into topical segments. The ICS video player integrates indexing, search, and captioning in video playback providing instant access to the content of interest. This video framework has been used by more than 70 courses in a variety of STEM disciplines and assessed by more than 4000 students. Results presented from the surveys demonstrate the value of the videos as a learning resource and the role played by videos in a students learning process. Survey results also establish the value of indexing and search features in a video platform for education. This paper reports on the development and evaluation of ICS videos framework and over 5 years of usage experience in several STEM courses.     

Education Policy Research and the Global Knowledge Economy

Knowledge is and will be produced in order to be sold; it is and will be consumed in order to be valorised in a new production: in both cases, the goal is exchange.(Jean-Francois Lyotard, The Postmodern Condition: a report on knowledge. , 1984, p.4)
We live in a social universe in which the formation, circulation, and utilization of knowledge presents a fundamental problem.If the accumulation of capital has been an essential feature of our society, the accumulation of knowledge has not been any less so.Now, the exercise, production, and accumulation of this knowledge cannot be dissociated from the mechanisms of power; complex relations exist which must be analysed.(Michel Foucault, Remarks on Marx: conversations with Duccio Trombadori , 1991, p.165)     

Effects of single‐case reading interventions for students with and at‐risk of emotional and behavioral disorders in grades K–12: A quantitative synthesis

This study examined the effects of reading interventions from single‐case design studies for students with and at‐risk of emotional and behavioral disorders in grades K–12 using a quantitative synthesis. Seventeen studies met the selection criteria of having one more dependent variables meeting what works clearinghouse (WWC) design standards with or without reservations. Although students’ reading performance significantly improved from baseline to intervention phases (p < 0.001), the overall weighted average effect size was weak (Tau‐U = 0.58, 95% confidence interval = [0.54, 0.63]; d = 0.29); smaller effects were found on reading comprehension. Interventions were less effective for students in secondary grades, students with a comorbid disability, and students in substantially separate settings. While no studies meeting the selection criteria were conducted in inclusive settings, the teacher provided interventions were more effective than those provided by researchers suggesting the importance of the student–teacher relationship for reading instruction. Study limitations, areas for future research, and implications for school practices are discussed.