Comparing Web, Correspondence and Lecture versions of a second-year non-major Biology course

A comparison of correspondence and Web versions of the same course indicated that, although the students were very satisfied with the Web version, the correspondence section achieved the higher mean final scores in three of the four semesters while the Web course achieved the higher mean score in only one semester. A literature search indicated that there are very few studies which compare the relative successes of Web-based courses and traditional (lecture) courses as this present study does. In addition most of these other comparative studies are based on only one offering of the Web-based course, whereas the present study evaluates the Web-based course over four different semesters.     

The foci of in-action professional judgement and decision-making in high-level adventure sports coaching practice

This article continues a theme of previous investigations by the authors and examines the focus of in-action reflection as a component of professional judgement and decision-making (PJDM) processes in high-level adventure sports coaching. We utilised a thematic analysis approach to investigate the decision-making practices of a sample of high-level adventure sports coaches over a series of sessions. It was discovered that adventure sports coaches utilise a combination of questioning and observation to collect and constantly verify the information that forms the basis of their PJDM. Each coach responds to matters of immediate security, collecting information until a best-fit decision can be made regarding changes to the environment, task or individual. Implications for professional training, accreditation and development are presented against these data, offering a template for a more expertise-focused progression in the adventure sports coaching profession.     

Literacy as social reproduction and social transformation: The challenge of diasporic communities in the contemporary period

This article reviews literature on social reproduction in education, discusses the decline of the paradigm, and argues for its continuing relevance. It examines reproductive and transformative aspects of cross-linguistic literacy practices involving young people from three diasporic communities in the United States, presenting multi-leveled analyses that investigate what is reproduced or transformed by situated literacy practices and how institution-level processes shape such practices. It argues that such scale-sensitive analysis provides insight into new reproductive processes, involving conflicts over language in education, that are themselves rooted in new forms of class conflict rooted in global system dynamics of social polarization.     

Is an intervention using computer software effective in literacy learning? A randomised controlled trial

Background: computer software is widely used to support literacy learning. There are few randomised trials to support its effectiveness. Therefore, there is an urgent need to rigorously evaluate computer software that supports literacy learning.

Methods: we undertook a pragmatic randomised controlled trial among pupils aged 11–12 within a single state comprehensive school in the North of England. The pupils were randomised to receive 10 hours of literacy learning delivered via laptop computers or to act as controls. Both groups received normal literacy learning. A pre‐test and two post‐tests were given in spelling and literacy. The main pre‐defined outcome was improvements in spelling scores.

Results: 155 pupils were randomly allocated, 77 to the ICT group and 78 to control. Four pupils left the school before post‐testing and 25 pupils did not have both pre‐ and post‐test data. Therefore, 63 and 67 pupils were included in the main analysis for the ICT and control groups respectively. After adjusting for pre‐test scores there was a slight increase in spelling scores, associated with the ICT intervention, but this was not statistically significant (0.954, 95% confidence interval (CI) – 1.83 to 3.74, p = 0.50). For reading scores there was a statistically significant decrease associated with the ICT intervention (?2.33, 95% CI ?0.96 to ?3.71, p = 0.001).

Conclusions: we found no evidence of a statistically significant benefit on spelling outcomes using a computer program for literacy learning. For reading there seemed to be a reduction in reading scores associated with the use of the program. All new literacy software needs to be tested in a rigorous trial before it is used routinely in schools.     

Seniors connect: a partnership for training between health care and public libraries

Kaleida Health Libraries, in partnership with the Buffalo and Erie County Public Library, presented "Seniors Connect: A Health Information Project." The program was funded by the Community Foundation for Greater Buffalo and the Kaleida Health Foundation. The purpose of the project was to teach African-American and Hispanic senior citizens or their caregivers residing in the city of Buffalo how to search the Internet to find quality, accurate, understandable health information. Attendees were taught to distinguish quality information from inaccurate, misleading, and fraudulent material. A total of fourteen training sessions were offered. The Seniors Connect program was initiated with health fair at each branch library, conducted by Kaleida Health staff, to provide an opportunity for participants to learn about health care services available in their community; observe demonstrations of health information searches on the Internet; learn about new treatment modalities for diseases such as diabetes, high cholesterol, thyroid abnormalities, and hypertension; and interact with area health care providers and library staff. The sessions were highly rated by attendees and many participants expressed their gratitude for a program geared specifically toward seniors.     

Predictors of Grade 2 Word Reading and Vocabulary Learning from Grade 1 Variables in Spanish‐Speaking Children: Similarities and Differences

We examined the components of first (L1) and second language (L2) phonological processing that are related to L2 word reading and vocabulary. Spanish‐speaking English learners (EL) were classified as average or low readers in grades 1 and 2. A large number of children who started out as poor readers in first grade became average readers in second grade while vocabulary scores were more stable. Binary logistic regressions examined variables related to classifications of consistently average, consistently low, or improving on reading or vocabulary across grades. Good L2 phonological short‐term memory and phonological awareness scores predicted good reading and vocabulary scores. L1 and L2 measures differentiated consistently good performers from consistently low performers, while only L2 measures differentiated children who improved from children who remained low performers. Children who are EL should be screened on measures of pseudoword repetition and phonological awareness with low scorers being good candidates for receiving extra assistance in acquiring L2 vocabulary and reading. This study suggests measures that can be used to select children who have a greater likelihood of experiencing difficulties in reading and vocabulary.     

SPORT database.

SPORT addresses needs that have recently surfaced, where athletics and its effect on society have grown. Consciousness of drug use among high profile athletes, as well as among those in high school and college athletics, has generated new research into the effects of this phenomenon on the physiology and psychology of the athletes themselves. Other topics, such as public health, exercise physiology, and the physiology and sociology of sport have made this database essential to researchers.