Memory strategies and metamemory knowledge under memory demands change in waiters learners

This study aims to examine how adults use memory strategies when memory demands change and how it depends on metamemory and may account for individual differences. Metamemory about strategy was assessed by interview in forty waiters learners. Then, they were asked to execute a simulated beverage-service task (three successive recalls) for which memory demands were manipulated with table size and perceptive cues. At last, working memory span was assessed. Results revealed a significant contribution of the various variables (memory demands, metamemory knowledge, span) on recall performances when the three different recalls were considered as separated. By contrast, the four strategy patterns observed on this sample could not be distinguished neither according to metamemory knowledge nor as a function of performance. The issue about the individual differences in strategy efficiency is explored by pointing out methodological limits. Moreover, the non linear progression of performance with the increase in the level of elaborative strategy use is discussed.     

Patron Preferences: Recreational Reading in an Academic Library

In 2014, Sam Houston State University Library librarians distributed a survey to students, faculty and staff to better understand how the university community was using library materials for recreational reading. The survey found that patrons had preference for print materials with a growing interest in other formats. A significant number of respondents did not view the library as a source of recreational reading materials; those who did read across a broad swath of genres. Greater understanding of patron recreational reading preferences empower the library to expand the library collection to meet all patron demands.     

Oral presentations in higher education: a comparison of the impact of peer and teacher feedback

In this paper the authors analyse the competency of a sample of economics and business students in orally presenting academic content, as well as the changes that occurred after receiving feedback. The students’ presentations were videotaped, and a total of 96 were analysed at three stages: pre-test, post-test and follow-up. The participants were divided into two groups. In one, each student received feedback from a peer as part of a peer assessment with rubric activity. In the other, they received feedback from the teacher immediately after their presentation. In the post-test, the peer assessment with rubric students improved by 10% in the valuation of their presentation, while the teacher feedback students only improved by 5%. These results support the idea that undergraduates’ evaluations of their peers can be effective in improving oral presentation skills, especially when they are provided with some support instruments (videos and rubrics). However, the improvements in the peer assessment with rubric group were not maintained in the follow-up re-test. This suggests that a single session of peer assessment with rubric is insufficient to generalise any improvements in the said competency. The implications of these results with regard to the implementation of methods of formative peer assessment in higher education are discussed.     

Individuelle und kontextuelle Prädiktoren des Fachwissenserwerbs zum Internen Rechnungswesen im Hochschulstudium

In our study, we examine some theoretically relevant personal factors as predictors of students’ acquisition of knowledge of management accounting, a key area of business and economics studies in higher education. We modeled and assessed business and economics students’ knowledge of management accounting in Germany using an internationally proven accounting test that has been translated and adapted and comprehensively validated for higher education in Germany. A review of the international literature showed that potential predictors might include not only learning opportunities students have used during and prior to higher education, but also students’ socio-cultural background and gender. These factors were assessed in a survey of 1012 students studying at 23 institutions of higher education. Not surprisingly, a multilevel analysis confirmed that among the learning opportunities a course in management accounting has the greatest effect on students’ knowledge of management accounting. But when other potential predictors are controlled, completion of a commercial vocation training prior to university studies shows a positive effect, as well.     

Design and Application of Interactive Simulations in Problem-Solving in University-Level Physics Education

In recent years, interactive computer simulations have been progressively integrated in the teaching of the sciences and have contributed significant improvements in the teaching–learning process. Practicing problem-solving is a key factor in science and engineering education. The aim of this study was to design simulation-based problem-solving teaching materials and assess their effectiveness in improving students’ ability to solve problems in university-level physics. Firstly, we analyze the effect of using simulation-based materials in the development of students’ skills in employing procedures that are typically used in the scientific method of problem-solving. We found that a significant percentage of the experimental students used expert-type scientific procedures such as qualitative analysis of the problem, making hypotheses, and analysis of results. At the end of the course, only a minority of the students persisted with habits based solely on mathematical equations. Secondly, we compare the effectiveness in terms of problem-solving of the experimental group students with the students who are taught conventionally. We found that the implementation of the problem-solving strategy improved experimental students’ results regarding obtaining a correct solution from the academic point of view, in standard textbook problems. Thirdly, we explore students’ satisfaction with simulation-based problem-solving teaching materials and we found that the majority appear to be satisfied with the methodology proposed and took on a favorable attitude to learning problem-solving. The research was carried out among first-year Engineering Degree students.     

Mentors’ personal growth and development in a college access mentorship program

As the prevalence of mentoring programs in higher education institutions continues to grow, there remains little research on the growth and development that comes from serving as a mentor. In this phenomenological study, the researchers examined college students’ personal and educational gains through serving as mentors to high school students in a work-study mentoring program for increasing college access. Drawing on interviews with 14 mentors and other program staff, the researchers examined the following research question: In what ways did student mentors in the G-Force Mentoring Program grow and develop as a result of their mentor experience? Findings included mentor growth in three key categories: (a) self-development and awareness, (b) skill development, and (c) career development. Implications for practice and future research are offered.     

Examining Patterns and Motivations for Drug-Related Information Seeking and Scanning Behavior: A Cross-National Comparison of American and Israeli College Students

The current study uses a grounded theory approach to explore dimensions and bi-national comparisons of active information seeking efforts (seeking) for and passive information acquisition (scanning) of drug-related information among two college student samples from the United States (N = 25) and Israel (N = 39). Specifically, the study focuses on seeking and scanning related to amphetamines and marijuana, two frequently used drugs among college populations, about which information is easily accessible. Results of semi-structured interviews suggest that information scanning and seeking about marijuana and amphetamines are common, particularly from peers and from the Internet. The analysis uncovers themes relating to young adults’ drug-related, information-seeking behaviors, including cross-source information acquisition across interpersonal and media sources, and motivations for engaging in active efforts to seek drug-related information. These findings extend research on information seeking and scanning and suggest future research should examine predictors and effects of these behaviors in the context of substance use.     

Parenting a Child with a Learning Disability: A Qualitative Approach

The present study describes experiences associated with parenting children diagnosed with learning disabilities. Parents whose children were diagnosed with Attention Deficit Hyperactivity Disorder, dyslexia/language problems, and Asperger syndrome, related to poor performance at school, took part in the study. A qualitative study design was implemented, using three focus groups. The data obtained were analysed following an inductive thematic approach. Five major themes were identified: parenting emotions, diagnosis and cause, daily experiences, social relationships and concerns about the future. The parents in this study experienced a range of emotions, and assigned different explanations to the learning disability, depending on the diagnosis (attention, verbal or non-verbal). Daily experience, both at home and at school, was influenced by the child’s specific impairment. All parents, independently of the diagnosis, believe a central role is played by social relationships and expressed concerns about their child’s future development. Emotional interventions targeting these parents should take these considerations into account and address the specific type of learning disability.     

The Use of Concept Maps as an Assessment Tool in Physics Classes: Can One Use Concept Maps for Quantitative Evaluations?

Research in Science Education - The aim of the present research was to explore the use of concept maps as an assessment tool. The research question posed was: can concept maps be used to...     

Teacher education: Wasteland or watershed?

It is established that the literature presents diverse positions on the impact of teacher education on beginning teacher practices. Teacher education is seen as a wasteland, a watershed for conservatism or progressivism, or a temporary influence quickly washed out by institutional and social conditions of school settings. The literature is unanimous in declaring teacher education inadequate. Data from a small scale interpretive study of entry into secondary school teaching are used to support two major claims. First, teacher education can function as a watershed equipping some beginning teachers with the competence and confidence to attempt reconstruction of existing school conditions. Second, no simple linear relationship exists between teacher education and beginning teacher practices; rather, they exist along with many other personal, institutional and social factors in a complex, interconnected network.