Never Let a Crisis Go to Waste: Large-Scale Assessment and the Response to COVID-19

In early spring 2020 the vast majority of US colleges and schools closed for the year due to COVID-19 with no clear direction on when or how these institutions will reopen for in-person instruction. School closures and the associated health concerns haulted large scale admissions testing and required alternative models such as remote proctoring at home, additional flexibility in test sites and administrative conditions, and additional testing dates for the fall. It is clear that access to admissions testing has been greatly reduced despite these efforts resulting in extended deadlines in graduate admissions and the wide-scale adoption of test-optional polcies in undergraduate admissions. This paper traces the efforts undertaken by admissions testing programs to adapt to COVID-19 and the measurement issues which emerge from these efforts.     

WISC-R factor scores and student self-ratings of behavior as predictors of academic achievement

The capability of WISC-R Verbal Comprehension (VC), Perceptual Organization (PO), and Freedom from Distractibility (FD) factor scores and student self-ratings of behavior from the Behavior Rating Profile Student Rating Scales (BRP-SRS) to predict academic achievement was investigated. Previous research found that intellectual ability accounted for about 50% of the variance in achievement. Other noncognitive variables are expected to account for a portion of the remaining variance and add significantly to the prediction of achievement. Subjects were public school students referred for psychological evaluations due to learning and behavior problems in the classroom. The results of a multivariate multiple regression analysis indicated that VC and FD factors significantly predicted Woodcock-Johnson Reading, Mathematics, and Written Language cluster scores. The VC and FD factors accounted for a major portion of the variance in achievement. Behavioral self-ratings did not contribute significantly to the prediction of achievement scores.     

Resistance to school-based consultation: A behavioral analysis of the problem

When attempting to consult with school personnel, psychologists frequently encounter various forms of resistance. This paper conceptualizes resistance to consultation services within a behavioral/cognitive behavioral framework, and discusses how resistance can result from contingencies operating at both the system and the building levels.     

Kinematics and kinetics of the drive off the front foot in cricket batting

A cinematographic analysis of the drive off the front foot (D) and the forward defensive stroke (FD) was undertaken to establish the kinematic and kinetic factors involved in playing these strokes against medium-fast bowling. Fourteen provincial cricket batsmen were filmed at 100 Hz while batting on a turf pitch with a specially instrumented bat. Results for the drive off the front foot revealed that the movement and stroke pattern were generally supportive of the coaching literature, with the forward defensive stroke forming the basis of the drive. Certain mechanical differences, although non-significant, were evident to facilitate the attacking nature of the front foot drive and included a higher backlift (FD = 0.65 m; D = 0.74 m), later commencement of the stride (FD = 0.64 s pre-impact; D = 0.58 s pre-impact) and downswing of the bat (FD = 0.38 s pre-impact; D = 0.36 s pre-impact), a shorter front foot stride (FD = 0.72 m; D = 0.68 m) with the front foot placement taking place later (FD = 0.14 s pre-impact; D = 0.06 s pre-impact), and the back foot dragging further forward at impact (FD = 0.05 m; D = 0.10 m). The front upper limb moved as a multi-segmental series of levers, which resulted in the drive showing significantly greater (P< 0.05) peak bat horizontal velocity at 0.02 s pre-impact (FD = 3.53 +/- 3.44 m s(-1); D = 11.8 +/- 4.61 m x s(-1)) and 0.02 s post-impact (FD = 2.73 +/- 2.88 m x s(-1); D = 11.3 +/- 4.21 m x s(-1)). The drive showed a significantly greater (P < 0.05) bat-ball closing horizontal velocity (FD = 24.2 +/- 4.65 m x s(-1); D = 32.3 +/- 5.06 m x s(-1)) and post-impact ball horizontal velocity (FD = 6.85 +/- 5.12 m x s(-1); D = 19.5 +/- 2.13 m x s(-1)) than for the forward defensive stroke. The point of bat-ball contact showed nonsignificant differences, but occurred further behind the front ankle (FD = 0.09 +/- 0.17 m; D = 0.20 +/- 0.13 m), with the bat more vertical at impact (FD = 62.6 +/- 6.53 degrees ; D = 77.8 +/- 7.05 degrees). Significant differences (P< 0.01) occurred between the grip forces of the top and bottom hands for the two strokes, with the principal kinetic finding that the top hand plays the dominant role during the execution of the drive with the bottom hand reinforcing it at impact. Similar grip force patterns for the two strokes occurred during the initial part of the stroke, with the drive recording significantly greater (P < 0.05) forces at 0.02 s pre-impact (top hand: FD = 129 +/- 41.6 N; D = 199 +/- 40.9 N; bottom hand: FD = 52.2 +/- 16.9 N; D = 91.8 +/- 41.1 N), at impact (top hand: FD = 124 +/- 29.3 N; D = 158 +/- 56.2 N; bottom hand: FD = 67.1 +/- 21.5 N; D = 86.2 +/- 58.2 N) and 0.02 s post-impact (top hand: FD = 111 +/- 22.2 N; D = 126 +/- 28.5 N; bottom hand: FD = 65.5 +/- 26.9 N; D = 82.4 +/- 28.6 N).     

Proposing a framework to assess Internet usage in university education: an empirical investigation from a student's perspective

University administrators are continuously investing in Information Technology (IT) to support learning and help deal with educational budget cuts. Instructors are increasingly making their teaching materials available on the Internet. While administrators and instructors would like to make the Internet an effective educational tool, they need to understand what their students’ attitudes towards using it are. Since the use of the Internet in university education is still in its early stages, many issues regarding its use have not been fully addressed. This study was conducted to provide a better understanding of how the Internet is used in university learning from a student's perspective. Our research framework is based on the Theory of Reasoned Action, Technology Acceptance Model, and IT Diffusion Process Model. We use a survey conducted among university students to explore these issues. Research findings provide some useful insights for university administrators and educators.     

The tyranny of surveillance: male teachers and the policing of masculinities in a single sex school

This paper draws on research into male teachers in one single sex high school in the Australian context to highlight how issues of masculinity impact on their pedagogical practices and relationships with boys. The study is situated within the broader international field of research on male teachers, masculinities and schooling in Australia, the UK and the US and provides further knowledge about the gendered dimensions of male teachers’ pedagogical practices in secondary schools. The authors argue for the urgent need to interrogate the impact of masculinities in male teachers’ lives at school, given the call for more male role models to ameliorate the supposed feminizing and emasculating influences of schools on boys’ lives. A particular Foucauldian perspective, which draws on surveillance and its key role in practices of gender subjectification, is used to provide insight into how two male teachers learn to police their masculinities and to fashion pedagogical practices under the normalizing gaze of their male students.     

A reexamination of the effects of motivational state on utilization of conspecific odors in the rat

Two previous studies suggested that rats are unable to use conspecifics’ odors when the motivational state of the donor rats is different from their own (Davis et al., 1974; Davis, Prytula, Noble, & Mollenhour, 1976). The effects of motivational conditions on the utilization of such odors were further evaluated in the present study. In Phase 1, test rats were given training either with donors in the same motivational state or with donors in a different state. Differential responses to donors’ odor emissions occurred only when the motivational states of donors and test subjects were the same, thus confirming earlier findings. However, when test subjects’ motivational conditions were changed in Phase 2, discriminations that had been present in Phase 1 were maintained even though the motivational states of these test subjects and their respective donors no longer matched. Thus, any constraint on the rat’s ability to use odors from conspecifics in a different motivational state is not absolute.