Live-action Communication Design: A Technical How-To Video Case Study

This case study is based on a research through design project (RTD) that focuses on a technical communication video of the live-action format. It investigates the usability and design-implications of a live-action how-to video, by means of analyzing user-centered data such as YouTube analytics data, usability, and comprehension assessments. In the study, four key live-action video affordances are identified: verifiability, comparability, recordability, and visibility. The identification of these affordances when related to the users’ assessments resulted in several design implementations that would warrant sought-for communication efficacies. Findings show that some assumed efficacies appear to be mitigated by the complexity and the density of the video information. One implication of this is that the implementation of conventional video editing techniques and the addition of on-screen text that serve to make content briefer and more concise into instructional live-action videos requires the technical communicator’s careful consideration.     

How the Discovery Channel Television Show Mythbusters Accurately Depicts Science and Engineering Culture

High school science teachers, of course, want to motivate their students to consider studying science and engineering (S&E) in college. However, many high school students are not familiar with what science and engineering actually entail. They may know science as little more than “systematic discovery” and engineering as nothing but “math-intensive design.” Without appreciation for the rich culture of science and engineering, students will be unlikely to choose such a field of study. The Discovery Channel television show Mythbusters helps remedy the lack of understanding many people, especially young people, have about S&E. Mythbusters presents a highly accurate vignette of the culture of science and engineering. Episodes of the show were analyzed for instances in which the culture of science and engineering was accurately depicted. Many resources, including several publications of the National Research Council, informed the media analysis. To encourage more high school students to pursue S&E in college, they need to be exposed to the culture of S&E. Mythbusters provides a window into the often unseen realm of science and engineering, allowing its viewers, who are disproportionately represented among the young adult age bracket, to see what it means to conduct science and engineering on a routine basis. High school science instructors should look to Mythbusters to provide insight into the culture of S&E that textbooks often have difficulty conveying to students.     

The role of word decoding,vocabulary knowledge and meta‐cognitive knowledge in monolingual and bilingual low‐achieving adolescents' reading comprehension

In this study, we analysed the relationships between word decoding, vocabulary knowledge, meta‐cognitive knowledge and reading comprehension in low‐achieving adolescents and examined whether the strength of these relationships differed between Grade 7 and 9 students and between monolingual and bilingual students. Tests were administered to 328 students in Dutch prevocational education. Multilevel analyses showed positive effects of vocabulary and meta‐cognitive knowledge on reading comprehension that were consistent across grades and across monolinguals and bilinguals. Additionally, we found a positive effect of word decoding for seventh graders, but no effect for ninth graders. There was also a positive effect of bilingualism on reading comprehension when vocabulary differences were controlled. This finding suggests that for bilingual students, reading comprehension is hampered by limited second‐language vocabulary knowledge and that these students will profit more from an increase in vocabulary knowledge than their monolingual peers. The results underline the importance of vocabulary and meta‐cognitive instruction for low‐achieving adolescents.     

Addressing trauma in schools: Multitiered service delivery options for practitioners

Hundreds of thousands of children are confronted with traumatic experiences each year in the United States. As trauma‐informed care begins to take hold in schools, school mental health providers (e.g., school psychologists, counselors, and social workers) desire concrete service‐delivery options for students affected by trauma. This article provides examples from the literature via a narrative review of assessment, intervention, and practitioner support options related to childhood trauma. Specific attention is paid to framing concrete school‐based trauma service‐delivery options within a multitiered systems of support model to align with existing school practices. Given the large amount of literature on this topic, this article aims to reduce the barriers practitioners face when looking to implement trauma services in their schools by organizing example practices from the literature in a commonly used service‐delivery framework.     

The Developmental Dynamics of Literacy Skills During the First Grade

The aim of the study was to investigate prospective relationships between reading and writing performance during the first grade of primary school. The data was collected from 83 Finnish‐speaking children who were examined four times on reading, spelling, and productive writing skills during the first grade. At the beginning of the school year, they were also tested on initial reading skill. The results showed that reading and spelling manifested a reciprocal relationship during the first semester: reading performance increased subsequent spelling proficiency, and spelling skills enhanced subsequent reading. Later on, however, reading predicted spelling in a less reciprocal association. In turn, productivity of writing predicted subsequent reading performance during the first grade although the reverse was not true. The results suggest that it may be important to emphasize the support which compositional writing may offer to the development of reading.     

Will my child ever go to a university? The link between school segregation practices and Norwegian parents’ expectations for their physically disabled child

How parents perceive their children's educational prospects can reveal a great deal about how their children will progress in the educational system. The paper examines the consequences of variations in inclusive education practices by investigating determinants of parents’ educational expectations for their child. All parents included in the study had children with physical disabilities in primary school (mainly cerebral palsy and spina bifida). The empirical material includes results from a survey (Net sample = 491), in combination with information merged from a range of official registers. The results showed that the more the child is segregated from ordinary classroom education, the lower parental expectations are for their children's educational attainments. Other factors also significantly influencing parents’ educational expectations include how parents’ view their child's school performance, as well as various measures of the severity of the child's physical disability. However, these secondary factors could not account for the empirically strong association between segregation practices and parental expectations. Parental expectations were also significantly related to parental income and education. The findings indicate that the expectations of parents with higher income and education are less affected by school segregation practices.     

Ethnicity and engagement in first-year New Zealand law programmes

This paper investigated the extent to which the engagement levels of a self-selected cohort of students enrolled in first-year law programmes at three New Zealand universities varied according to ethnicity. When viewed in the light of factors identified within the international literature as having a bearing on student engagement and, in consequence, academic success and retention, no significant differences were identified in the ways students of Pākehā (European), Māori, Pasifika, Chinese and Indian descent interacted with the law school at which they were enrolled. This was despite some identified differences in students’ backgrounds and motivations for study and in the external factors having an impact on their study. Nevertheless, the identified differences between the ethnicities in relation to personal and external factors can be utilised to enhance and/or improve the engagement of particular groups of students. Overall, the findings indicate a need for law schools to focus on student engagement in first-year programmes with a view to improving the engagement levels of students across all ethnicities.     

Einf��hrung von Leistungspr?mien an ?sterreichischen Universit?ten �C eine rechtliche Analyse

Die Universit?ten stehen untereinander zunehmend in einem Wettbewerb. Nicht zuletzt aus diesem Grund sind Bestrebungen festzustellen, die eigenen Mitarbeiter zur Erbringung besonderer Leistungen zu animieren. Einen m?glichen Ansatzpunkt stellt in diesem Zusammenhang die Schaffung monet?rer Anreize durch leistungsbezogene Pr?mien dar. Auf Grund der heterogenen Mitarbeiterstruktur und der damit verbundenen Vielzahl an anzuwendenden dienstrechtlichen Vorschriften, stellt sich jedoch die Frage nach der Rechtsgrundlage für die Einführung derartiger Leistungspr?mien. Der vorliegende Beitrag untersucht daher die M?glichkeiten und Grenzen der Implementierung von leistungsbezogenen Entgelten an den ?sterreichischen Universit?ten.     

An integrated assessment of the effects of Title I on school behavior,resources, and student achievement

We examine the effects of Title I on school behavior, resources, and academic performance using a rich set of school finance and student-level achievement data from one large urban school district using a regression discontinuity design. We find that Title I eligibility raises Federal revenues of schools by about $460 per student. This is partially offset by decreases in revenues from state categorical aid grants, so that the net increase to schools is about $360 per student. We find no impact on overall school-level test scores, but also no impact among the subgroups of students most likely to be affected by Title I. A novel finding is that schools appear to respond to the incentives embedded in the Title I allocation process by manipulating the fraction of their students signed up for free lunch to secure more Federal funds.