Active learning for postsecondary educators: A study of two learning designs

Research and theory related to experiential learning hold important implications for designers and teachers in postsecondary educational organizations. Three current approaches to the investigation of active learning are discussed. A research study of two designs of a field-based graduate course is reported. Participants in both versions of the course responded to two questionnaires measuring their perceptions of their learning experiences. Twenty-three participants (55%) from the earlier version and twenty (95%) from the redesigned course responded. The findings, while not always consistent with conceptual expectations, revealed provocative relationships between theories of active learning. Effort to apply concepts of experiential learning to course design resulted in measurable differences in perceived quality of learning. Key questions for further investigation are highlighted.An earlier version of this paper was presented at the American Educational Research Association National Conference, Los Angeles, April, 1981.The authors wish to acknowledge the contributions of Millicent Nuver in the collection, processing, and analysis of the data reported in this study.     

Manipulatives and number sentences in computer aided arithmetic word problem solving

In this study we investigated the relative contribution of two main components often used in the instruction of arithmetic word problem solving to first-grade children and children with learning problems, external representation with manipulatives and formal mathematical representation with number sentences. Four computer aided treatments were developed along these dimensions. Furthermore, an assessment control group was formed.It was shown that performance improved significantly after treatment in comparison to the performance of the assessment control group. Comparison of the different training conditions showed that a number sentence treatment was the most effective training component. However, this effect was only present with the relatively high competent children and not with the relatively low performing children.     

Not all school dropouts are the same: Ethnic differences in the relation between reason for leaving school and adolescent substance use

Several national studies have revealed that students choose to drop out of school for a variety of reasons. Moreover, there are ethnic differences in the reasons dropouts give for leaving school. In the present study, the relation between reason for dropping out and substance use was explored in Mexican American and non‐Hispanic White adolescents. The results revealed that for Mexican American adolescents, substance use was highest among those who left school to be with their friends and lowest among those who left for family‐related reasons. Among non‐Hispanic White adolescents, there were no significant differences in substance use as a function of reason for leaving school. For both ethnicities, nearly one‐third of the dropouts reported that their substance use was an important contributor to their decision to leave school early. The theoretical and practical implications of these findings are discussed. Recommendations are made for ways in which the reasons that dropouts give for leaving school can be used to inform school programs. © 2002 John Wiley & Sons.     

A study of women's compliance‐gaining behaviors in violent and non‐violent relationships

Recent research by communication scholars has investigated the dynamics of abusive spousal relationships (Chandler, 1986; Infante, Chandler, & Rudd, 1989; Infante, Chandler‐Sabourin, Rudd, & Shannon, 1990; Rancer & Niemasz, 1988; Rudd, Burant, & Beatty, 1994; Sabourin, Infante, & Rudd, 1993). Infante and his colleagues have suggested that those involved in violent relationships communicate differently with their partners than those involved in nonviolent relationships. Based on this prior research, it seems important for communication scholars to further investigate the communication behaviors of individuals involved in violent relationships. This current study seeks to advance the family violence research by comparing the types of compliance‐gaining strategies that battered and non‐battered women report using during their disputes.     

Superhero Play: What's a Teacher to Do?

The dilemma over whether or not teachers should allow superhero play in their classroom continues. This article examines adults' beliefs about superhero play and suggests some potential benefits of such play. The authors offer examples of ways they have incorporated superhero play in their classroom.     

A Longitudinal Study of the Talent Search Program

This longitudinal study examined the impact of participation in the federally funded Talent Search program at The University of Tennessee, Knoxville. The Talent Search program provides career exploration and counseling services to low-income students with the potential to be first-generation college graduates. Postsecondary education enrollment rates of 758 Talent Search participants were compared with enrollment rates of a control group of 450 individuals who were eligible for Talent Search services but did not participate. Chi-square analysis revealed that Talent Search participants were significantly more likely to enroll in postsecondary education than were members of the control group (p < .001). These results have implications for career development services provided to low-income, potential first-generation college graduates.     

Brother-sister incest - father-daughter incest: a comparison of characteristics and consequences.

OBJECTIVE: One group of women who were sexually abused by brothers and a second group who were sexually abused by fathers are compared with the intent to identify the differing characteristics of each type of abuse and the effects of the abuse on their adult functioning. Our hypothesis was that there would indeed be differences in the characteristics of the abuse and its effects, and that this would necessitate differing treatment strategies. METHOD: Surveys were distributed to women attending support groups for incest survivors. Of the 62 women completing questionnaires, 14 women (23%) had been sexually abused by a brother. A similar number of women (15) who had been sexually abused by their fathers were chosen from the overall sample for comparison. RESULTS: The absence of the father as a vital force in family life played a key role in the sexual abuse of women by their brothers in every case. The duration of the sexual abuse for brother-abused women and father-abused women was lengthy. The characteristics, including use of force, are equally as serious for sisters as for daughters. The family circumstances surrounding the abuse were examined for both groups and the results yielded a fuller understanding of the incestuous family. Despite an appearance of normalcy, the level of family-wide disturbances, for example substance abuse, mental illness and pervasive family-wide violence were profound for both groups. In this study, we also examine the effects in adulthood of the serious disruption of childhood developmental phases for both brother-abused and father-abused women, taking into account the incidence of substance abuse, depression, suicidality, and eating disorders. CONCLUSIONS: The authors conclude that the characteristics and consequences of brother-sister incest are of equal seriousness to those of father-daughter incest. This would suggest that brother-sister incest is one of the current blind spots in incest research, and one that we cannot afford to ignore. In-depth knowledge of the dynamics and effects of brother-sister incest suggest specific treatment strategies are indeed necessary and these are discussed in this paper.     

Modular video with children aged 3 to 11

Previous research by the authors indicated that the videorecorder was not being used effectively in schools with young children. This was partly owing to a lack of suitable video material. Pilot work established that videotapes in a modular form, rather than linear programmes, not only would act as a resource when required by teachers and children but also would encourage more flexible use of video. This would include small group viewing and frequent use of the stop/start, pause, rewind and fast forward controls to encourage interaction. This style is usually nowadays associated with the videodisc although its origin is with the videorecorder. In the quest for technological 'progress', too much emphasis has been put on the videodisc at the expense of the videorecorder. To offset this deficiency, this research and development project, in co-operation with teachers, was established to investigate which material best suits the needs of primary and nursery schools, and to produce a series of modular video tapes.