Name-writing proficiency, not length of name, is associated with preschool children's emergent literacy skills

The goals of this study were twofold: first, to examine whether preschool children's name-writing proficiency differentiated them on other emergent reading and writing tasks, and second, to examine the effect of name length on preschool children's emergent literacy skills including alphabet knowledge and spelling. In study 1, a range of emergent literacy tasks was administered to 296 preschool children aged 4-5 years. The more advanced name writers outperformed the less advanced name writers on all emergent literacy measures. Furthermore, children with longer names did not show superior performance compared to children with shorter names. In study 2, four measures of alphabet knowledge and spelling were administered to 104 preschool children. Once again, the more advanced name writers outperformed the less advanced name writers on the alphabet knowledge and spelling measures. Results indicated that having longer names did not translate into an advantage on the alphabet knowledge and spelling tasks. Name writing proficiency, not length of name appears to be associated with preschool children's developing emergent literacy skills. Name writing reflects knowledge of some letters rather than a broader knowledge of letters that may be needed to support early spelling.     

Mystery to mastery: Shifting paradigms in gifted education

We provide here a brief historical analysis of a movement in progress from a belief‐based “mystery” model to an evidence‐based “mastery” model of giftedness and talent development. We have observed that educators concerned about exceptionally capable learners are moving from a categorical notion of “the typical gifted child” with somewhat mysteriously defined attributes and learning needs, toward the perspective that some children have exceptionally advanced learning needs that require more flexibly responsive educational attention. We discuss factors that differentiate the two models, and observe some benefits of the shifting paradigm, arguing that by conceptualizing gifted education as providing a dynamically responsive educational match for students who otherwise experience a mismatch with the curriculum normally provided, the mastery model is socially, educationally, and politically more defensible. We discuss some practical implications of this shift in perspective.     

Physician‐patient communication: Mutual role expectations

This study examined physician‐patient communication as it relates to expectations that patients and physicians hold for themselves and each other. Dimensions of mutual role expectation were determined to be physician as humanistic practitioner, physician authority, patient in the sick role, and patient as consumer. The study tested five hypotheses. Results showed patients had significantly higher expectations for patients in the sick role than had physicians. Other role expectations varied significantly by age within physician and patient groups. The implications of these differences for physician‐patient communication are discussed.     

Spelling development in 6–11‐year‐old Greek‐speaking Cypriot children

The aim of the present study was to examine the spelling development of Greek‐speaking children in the early school grades. Although Greek orthography is regular for reading, it is much less transparent as far as spelling is concerned. Spelling development was investigated using a word spelling task designed to explore the effects of word length, familiarity and spelling regularity. One hundred and fifty normally developing primary school children living in Cyprus took part in the study. Results suggest that the children employed both phonological and lexical strategies in spelling Greek words. Results indicated that sub‐lexical procedures were more marked for younger children, whereas lexical processing was employed more widely by older children. The findings are interpreted in terms of stage developmental models.     

FROM DOUBLE JEOPARDY TO DOUBLE INDEMNITY: SUBTLETIES OF TEACHING INTERDISCIPLINARY GERIATRICS

Each of the fields of geriatrics and interdisciplinary practice intensifies the usefulness and effectiveness of the other. Combining geriatrics and interdisciplinary practice also magnifies the complexity of two singularly complex fields. However, the subtle reasons for their complexity may escape the understanding of clinicians, educators, policy makers, and administrators. Attempting to treat older patients who have complex problems while ignoring common principles of geriatrics and teamwork can cause a kind of double jeopardy. It can potentially harm the patient and decrease the provider's sense of mastery. Training either students or health care providers to appreciate the interactions and the complexities of these two fields could produce a double indemnity for the health care system and for older persons who need health care. It requires recognizing subtle factors like the barrier of presumed knowledge, the interpretation of the meaning of function, frailty, the lure of medical technology, professional hierarchies, diverse views of disease, and the myth of insufficient evidence.     

Models in physics: perceptions held by final‐year prospective physical science teachers studying at South African universities

Abstract

The nature of physics as a scientific discipline is largely determined by the models of reality it utilizes. It is therefore appropriate that teachers of physics have a sound knowledge of the origin and nature of these models, their functions and the role they play in the development of the discipline. The results of a study with regard to the perceptions of models held by prospective physical science (a combination of physics and chemistry) teachers studying at South African universities are reported in this paper. The overall conclusion drawn from the study is that these students are far from prepared to incorporate models properly in their teaching. General misconceptions about models have also been identified. These misconceptions can have far‐reaching effects on the structuring of the physics knowledge of pupils exposed to them.