Development of the human interaction dimension of the Self‐Regulated Learning Questionnaire in asynchronous online learning environments

Two studies focusing on the development and validation of the Online Self‐Regulated Learning Inventory (OSRLI) were conducted. The OSRLI is a self‐report instrument assessing the human interaction dimension of online self‐regulated learning. It consists of an affect/motivation scale and an interaction strategies scale. In Study 1, exploratory factor analysis of an initial affect/motivation item pool yielded four factors: enjoyment of human interaction, self‐efficacy for interaction with instructors, concern for interaction with students, and self‐efficacy for contributing to the online community. Exploratory factor analysis of an initial learning strategies item pool revealed three factors: writing strategies, responding strategies, and reflection strategies. In Study 2, confirmatory factor analysis was conducted in order to evaluate the stability of multidimensional factor structures. These exploratory and confirmatory factor analyses showed the OSRLI to be statistically moderate in terms of reliability and validity.     

The neuropsychology of Down syndrome: evidence for hippocampal dysfunction

This study tested prefrontal and hippocampal functions in a sample of 28 school-aged (M = 14.7 years, SD = 2.7) individuals with Down syndrome (DS) compared with 28 (M = 4.9 years, SD = .75) typically developing children individually matched on mental age (MA). Both neuropsychological domains were tested with multiple behavioral measures. Benchmark measures of verbal and spatial function demonstrated that this DS sample was similar to others in the literature. The main finding was a significant Group x Domain interaction effect indicating differential hippocampal dysfunction in the group with DS. However, there was a moderate partial correlation (r = .54, controlling for chronological age) between hippocampal and prefrontal composite scores in the DS group, and both composites contributed unique variance to the prediction of MA and adaptive behavior in that group. In sum, these results indicate a particular weakness in hippocampal functions in DS in the context of overall cognitive dysfunction. It is interesting that these results are similar to what has been found in a mouse model of DS. Such a model will make it easier to understand the neurobiological mechanisms that lead to the development of hippocampal dysfunction in DS.     

Reframing learning to teach diversity: multicultural curriculum within a cosmopolitan context

This qualitative study explores the possibilities of reframing multicultural teacher education in the context of critical cosmopolitanism. I examine the ways in which 34 pre-service and in-service teachers learn to teach diversity and multicultural issues in their curriculum. I use three sets of coursework materials, including course discussions, small group presentations, and midterm and final papers to investigate their conceptualisations of diversity and equity issues in education. I present two salient themes as they reframe to teach diversity by reviewing both local and global conflicts: (a) analysing the frame of recognition and (b) revisiting the notions of self-other and interrelationality. Butlerian theory of recognisability provides an important theoretical and pedagogical approach for exploring the conditions of recognition as liveable life, rather than focusing on what works best for increasing teachers’ cosmopolitan awareness. Teacher education programmes could benefit from critical cosmopolitanism when implementing a theoretical and pedagogical strategy for teaching diversity within a global context.     

Facilitating Learning in an Interactive Science Simulation: The Effects of Task Segmentation Guidance on Adults’ Inquiry-Based Learning and Cognitive Load

The current study investigated how a guidance method that segments a complex task into simpler subtasks affects adults’ inquiry-based learning in a science simulation environment. In a multivariate inquiry task, participants were asked to investigate the effects of all variables in one round of inquiry. In another group, participants were guided to investigate the effect of one variable at a time. The results indicate that the guided participants conducted more systematic and comprehensive investigations and reported a lower level of cognitive load compared with the unguided participants. The current findings provide implications for designing simulation-based learning environments to facilitate learning. (Keywords: scientific reasoning, inquiry learning, guidance, science education, cognitive load)     

Fertility, relative wages, and labor market decisions: A case of female teachers

This paper examines the effects of fertility and relative wages on occupational choice (teaching versus non-teaching) and labor force participation decisions of female college graduates using selectivity-corrected panel estimations.We find that the presence of a new born baby is not particularly important to the choice of occupation, but significantly discourages female labor force participation, especially among teachers. Higher relative wages are found to effectively attract female college graduates into teaching. College major in education is one of the most relevant determinants for female college graduates to become teachers. Though investing educational expenditures on teachers’ salary seems to be a valid policy, providing incentives for female college students to major in education will be an alterative way to secure teacher supply.     

Counseling sexually abused girls: the impact of sex of counselor

OBJECTIVE: The present study was conducted to assess the impact of sex of counselor on the therapeutic process for sexually abused girls in individual counseling. METHOD: Raters evaluated videotapes of counseling sessions recorded for 35 sexually abused girls who had been systematically assigned to brief-term psychoeducationally oriented treatment with either a male or female counselor. Clients' in-session behavior was rated using accepted therapeutic process measures, while statistically controlling for the effect of girls' pretreatment comfort level with male and female counselors. RESULTS: Overall, MANCOVA results revealed that girls' participation in counseling was not significantly related to session number, the child's age (i.e., preadolescent vs. adolescent), or the sex of counselor who provided treatment services. However, univariate results and graphic representations of girls' behavior suggest that adolescent clients, when compared with their preadolescent counterparts, seemed to be more reluctant to discuss certain child sexual abuse topics. CONCLUSIONS: The findings suggest that caution is warranted regarding categorical recommendations on the assignment of young female survivors to male counselors. Delimitations and limitations of the study and directions for future research are discussed.     

International student networks as transnational social capital: illustrations from Japan

ABSTRACT

This paper examines how social isolation in a non-Anglophone context where English is not the main language of instruction for local students but is for international students, has unintended consequences for social capital formation among the latter. What factors influence international student network formation in such places where linguistic barriers are institutionalised and what are their consequences not only during college but beyond, in shaping students’ career plans? Using qualitative interview data with 67 international (originating from Asian countries) and domestic students in Japanese universities, we find that such institutional barriers negatively promote greater isolation of international students but positively encourage the formation of diverse multinational ties – a process through which international students gain ideas, confidence and direction regarding their post-graduation career plans to work transnationally.     

Cognitive Stimulation at Home and in Child Care and Children’s Preacademic Skills in Two-Parent Families

This paper used the Early Childhood Longitudinal Study-Birth Cohort (N = 1,258) to examine the influence of hilevels of cognitive stimulation from mothers, fathers, and childcare providers at 24 months and children’s pre-academic skills at 48 and 60 months in two parent families. Results from path analysis showed direct positive effects of fathers’ early cognitive stimulation on early reading and math skills at 48 and 60 months. There were also two moderated effects: The effects of high levels of maternal stimulation at 24 months on early math and reading skills at 48 months were largest for children also receiving high levels of cognitive stimulation from their childcare providers. Implications for including fathers in studies of the home cognitive stimulation and strengthening the parent-childcare connection are discussed.     

Light distribution from rectangular sources

The rectangular light source is more frequently encountered in engineering practice than any other form. Thus, both for artificial lighting and natural lighting, it is desirable to have convenient methods of obtaining the light distributions produced by rectangular sources. We have attempted to supply this need by calculating pharosage from sources of uniform helios and also for the non-uniform sources representing average overcast skies. Figures 5 to io are found to be particularly convenient in the visualization of light distributions.The results of these graphs are readily extended to any point and to surfaces tilted at any angle, provided that the plane of the illuminated surface does not cut the source.In conclusion, we wish to express our appreciation of the careful work of the computers: Messrs. L. S. Castlemann M. S. Cettei, J. C. Gibbs, A. L. Keller, G. J. Laurent, V. Lippitt, J. M. Margolskee, L. Mautner, J. Topalian.     

Radiant Flux Through Apertures— II

Equations for the radiant flux through apertures are well-known. But the exact equations are cumbersome and give little direct insight into the behavior of aperture systems. The present paper considers simple approximate equations for rectangular apertures in parallel planes and in perpendicular planes. It extends the previous work (square apertures) to the general case of rectangular apertures.