Progress monitoring with objective measures of writing performance for students with mild disabilities

To adequately monitor progress in writing, a test must show stability and demonstrate a performance profile over time that parallels those of accepted criterion measures. This study investigated the technical adequacy of seven objective indexes of writing quality in monitoring the progress of 36 middle school (Grades 6-8) students with mild disabilities over a 6-month period. The stability of each index was assessed. Holistic ratings of the same writing samples and the Test of Written Language served as validation criteria. Three indexes were moderately correlated with holistic ratings, but were not sufficiently stable over time. Direct, objective writing assessment must be used with caution for progress monitoring, given our present lack of precision in measuring the complex task of writing.     

Exploring the relationship between early childhood and elementary grade-level overlap and early childhood teacher output

This study explores the relationship between grade-level overlap between elementary education (ELED) and early childhood education (ECED) licenses and ECED teacher output. Analysis of Title 2 data indicates that ECED/ELED overlap is extensive, as evidenced by the number of states with grade-level overlaps of 5 (n = 2), 4 (n = 24), 3 (n = 10), and 2 years (n = 7). In the 47 states with both types of credentials, ELED licensees may teach preschool in two states, kindergarten in 30, first grade in 41, second grade in 42, and third grade in 43. The percentage of ECED (relative to ELED) teacher licensure program completers is low in states where elementary licenses begin in preschool (5%), kindergarten (14%), and Grade 1 (23%), but higher in states where elementary licenses begin in Grades 2 (45%), 3 (44%), and 4 (70%).     

Interdisciplinary project working in engineering education

The purpose of this paper is to give an overview of the interdisciplinary project programme implemented by the Faculty of Technology at Plymouth University teamed with three Royal Academy of Engineering Visiting Professors in Principles of Engineering Design. We examine the challenges encountered in developing such a scheme and identify the processes that were put in place to ensure the quality of the course and to support and maximize student performance. Prior to commencement of the programme the Dean and Vice Chancellor had developed clear objectives and expectations for building upon the significant achievements of the six schools comprising the Faculty of Technology. These objectives were: (a) For the Faculty: ? Provide a focus and impetus for the development of multidisciplinary design in a new portfolio of Masters-level (4 year) engineering courses. ? Enhance the teaching of design in all engineering courses. ? Strengthen a design-oriented approach to all teaching in engineering courses. ? Enhance students' enthusiasm and awareness through greater contact with senior practitioners. ? Improve the understanding of both staff and students concerning the principles of modern engineering design and manufacturing/construction in contemporary professional practice. ? Provide experience and an understanding of the value of interdisciplinary working. (b) For the students: ? Give students the opportunity to tackle problems outside their disciplines. ? Help students understand the relationships between different disciplines. ? Develop innovative and creative solutions to open-ended problems. ? Develop management skills. ? Develop personal and interpersonal skills. ? Focus on developing team-working skills. ? Develop communications and presentation skills. In addition to providing students with a significant intellectual challenge the interdisciplinary project is designed to help them gain a broader insight into problem-solving and in dealing with uncertainty--the essences of engineering. Our experience leads us to believe that both undergraduate and postgraduate engineering students would benefit from working in interdisciplinary teams whilst at university and that having done so they would leave university better fitted for careers in engineering.     

Word-learning skills of deaf preschoolers: the development of novel mapping and rapid word-learning strategies

Word-learning skills of 19 deaf/hard-of-hearing preschoolers were assessed by observing their ability to learn new words in two contexts. The first context required the use of a novel mapping strategy (i.e., making the inference that a novel word refers to a novel object) to learn the new words. The second context assessed the ability to learn new words after minimal exposure when reference was explicitly established. The children displayed three levels of word-learning skills. Eleven children learned words in both contexts. Five were able to learn new words rapidly only when reference was explicitly established. Two children did not learn new words rapidly in either context. The latter seven children were followed longitudinally. All children eventually acquired the ability to learn new words in both contexts. The deaf children's word-learning abilities were related to the size of their vocabularies. The present study suggests that word-learning strategies are acquired even when children are severely delayed in their language development and they learn language in an atypical environment.     

Screening for hearing loss in early childhood programs

This study assessed the feasibility of doing hearing screening in Migrant, American Indian and Early Head Start programs using otoacoustic emissions (OAE) technology. Staff members were trained to screen 0–3-year-old children for hearing loss using hand-held OAE equipment and a multi-step screening and referral protocol. Of the 3486 children screened as a part of the study, 77% passed an OAE screening at the first step, 18% more passed an OAE screening at the second step, and 5% were ultimately referred for medical or audiological follow-up. Eighty children were identified as having a hearing loss or disorder of the outer, middle or inner ear requiring treatment. Of these 80, six had permanent bilateral or unilateral hearing loss. Although the protocol suggested that the multi-step screening procedure should be completed within a 4-week time period or less, analysis of the data showed that for children requiring more than an initial OAE screening, the length of time over which the screening was completed ranged from 7 to 12 weeks. The median time required to complete a single OAE screening session was 4 minutes per child. The results demonstrate that OAE screening of young children using this protocol is practical and effective. The implications for conducting periodic hearing screening throughout early childhood are discussed.     

Secondary science teachers' knowledge base when teaching science courses in and out of their area of certification

This study examined the similarities and differences in experienced secondary science teachers' planning, teaching, and reflecting on their teaching, when teaching in their science area of certification and when teaching in another science area. The study also focused on the influence of these teachers' content knowledge, pedagogical knowledge, and pedagogical content knowledge on their planning, teaching, and reflecting. Experienced teachers were observed and interviewed while teaching classes in their science area of certification, and in another science area they were teaching for the first or second time. Both similarities and differences in teaching were found in the two areas for all three teachers. For example, their planning and postlesson reflections were similar in both areas. In the interactive phase of teaching more differences were observed. Many aspects of their teaching resembled that of expert teachers in other studies. In the unfamiliar science area, the teachers sometimes acted like novice teachers. However, they were able to draw upon their pedagogical knowledge to provide a framework for their teaching in both science areas. Their wealth of pedagogical knowledge, and pedagogical content knowledge for general science topics, seemed to sustain them in whatever content they were teaching. Recommendations for further study and implications for teacher education are discussed.