Understanding MOOCs as an Emerging Online Learning Tool: Perspectives From the Students

This study examined participants’ learning experiences in the context of a six-week massive open online course (MOOC) in journalism with five thousand students from 137 countries. Three research questions were asked: (1) Who are the students and why are they enrolled in this MOOC?, (2) How much time have the students spent in taking this MOOC and have they completed all the assignments?, and, (3) What have they learned and what aspects of this MOOC do the students find most helpful? Four hundred and nine students responded to a survey and forty-four responded to interview questions. The main findings showed 84% of the participants were working professionals and only 28.9% were from a journalism background. Of those who did not complete the course, lack of time was the top reason. Most participants reported a positive learning experience, but lack of feedback and/or poor quality were reported as negative experiences. The discussion forum was the least liked aspect of the course.     

Comparing Results from the Clinical Assessment of Behavior and Child Behavior Checklist with Referred Preschoolers

Behavior rating scales are popular assessment tools but more research is needed on the preschool versions of the instruments, particularly with referred samples of preschoolers. This study examined the comparability of results from parent ratings on the preschool versions of the Child Behavior Checklist (CBCL/1.5‐5, Achenbach & Rescorla, 2000) and the Clinical Assessment of Behavior‐Parent form (CAB‐P, Bracken & Keith, 2004) with 74 clinically referred preschoolers. While pairs of similarly named scales from the two instruments received significant correlations, mean scores from the CBCL/1.5‐5 were significantly higher than those from the CAB‐P. Classification consistency was a concern as well. School psychologists are urged to be cautious in their interpretation of results from preschool behavior rating scales.     

Emerging Adult Siblings' Use of Verbally Aggressive Messages as Hurtful Messages

The purpose of this study was to identify the specific types of verbally aggressive messages emerging adult siblings use with each other and to determine whether these types of verbally aggressive messages differ in perceived hurtfulness, intensity, and intent. Participants were 115 individuals who identified a verbally aggressive message recently used by a sibling. Results indicated that siblings use seven types of verbally aggressive messages (i.e., name calling, insults, withdrawal, physical acts or threats, repudiating the relationship, negative affect, unfair comparison), and the seven types of verbally aggressive messages do not differ in their perceived hurtfulness, intensity, and intent.     

The preparation experiences of elementary mathematics specialists: examining influences on beliefs,content knowledge,and teaching practices

Many in the field of mathematics education call for elementary schools to have elementary mathematics specialists (EMSs) who provide needed mathematical expertise and support for children and teachers. EMSs serve as a reasonable, immediate alternative to the challenges generated by elementary teachers needing improved mathematical knowledge for teaching in the classroom. However, limited inquiry has explored how to best prepare EMSs and how program features and learning activities influence their development. This mixed-method study identifies some of the interrelated benefits from a K-5 Mathematics Endorsement Program designed to prepare EMSs through examining changes in mathematical beliefs, specialized content knowledge (SCK), and classroom teaching practices during the program. Data (n = 32) were collected over the 2-semester program via belief surveys, a content knowledge assessment, observations of teaching practices, and individual interviews from elementary teachers participating in the program. The findings show some changes in beliefs can be made relatively quickly, other shifts in beliefs take more time and continued support, and changes in SCK and adoption of various aspects of standard-based pedagogy require considerably greater opportunities to learn. The described program features and learning experiences provided a context for these changes and offer considerations for EMS preparation programs.     

Exploring Division-I Student-Athletes’ Memorable Messages From Their Anticipatory Socialization

This study explored the socialization of 118 Division-I student-athletes via the topics of memorable messages that they received prior to their arrival on campus. Ten topics were identified (i.e., desirable attitudes, hard work, physical skill or ability, opportunities, pride, inclusion, challenges, athletes as symbols, the importance of education, and the duration of college athletics) using first cycle coding and were subsequently categorized as either addressing the characteristics or experiences of collegiate student-athletes using second cycle coding. These findings continue to demonstrate that characteristics and experiences associated with roles are prevalent within athletes’ memorable messages but also highlight the inherent ambiguity and the contradictions regarding how to use these messages and balance the dual roles of being a student-athlete. This study provides a novel communicative lens for understanding athlete socialization but underscores the need to recognize receivers’ processing and application of memorable messages.     

Prospective Elementary Mathematics Specialists’ developing instructional practices: support and mentorship during an authentic residency

Journal of Mathematics Teacher Education - This case study explored Prospective Elementary Mathematics Specialists’ (PEMSs) pedagogical practices during a K-5 Mathematics Endorsement (K-5 ME)...     

Methodological considerations for researchers and practitioners using pedometers to measure physical (ambulatory) activity

Researchers and practitioners require guidelines for using electronic pedometers to objectively quantify physical activity (specifically ambulatory activity) for research and surveillance as well as clinical and program applications. Methodological considerations include choice of metric and length of monitoring frame as well as different data recording and collection procedures. A systematic review of 32 empirical studies suggests we can expect 12,000-16,000 steps/day for 8-10-year-old children (lower for girls than boys); 7,000-13,000 steps/day for relatively healthy, younger adults (lower for women than men); 6,000-8,500 steps/day for healthy older adults; and 3,500-5,500 steps/day for individuals living with disabilities and chronic illnesses. These preliminary recommendations should be modified and refined, as evidence and experience using pedometers accumulates.