The role of intentionality and iconicity in children's developing comprehension and production of cartographic symbols

The contribution of intentionality understanding to symbolic development was examined. Actors added colored dots to a map, displaying either symbolic or aesthetic intentions. In Study 1, most children (5–6 years) understood actors' intentions, but when asked which graphic would help find hidden objects, most selected the incorrect (aesthetic) one whose dot color matched referent color. On a similar task in Study 2, 5- and 6-year-olds systematically picked incorrectly, 9- and 10-year-olds picked correctly, and 7- and 8-year-olds showed mixed performance. When referent color matched neither symbolic nor aesthetic dot colors, children performed better overall, but only the oldest children universally selected the correct graphic and justified choices with intentionality. Results bear on theory of mind, symbolic understanding, and map understanding.     

New fathers' postbirth views of antenatal classes: satisfaction, benefits, and knowledge of family services

New fathers (men whose partners had recently given birth) were asked to indicate to what degree antenatal classes had prepared them for childbirth, for their role as support persons, and for lifestyle and relationship changes after the birth. These postbirth findings were compared with a previous exit survey of male attendants at antenatal classes in which fathers-to-be predicted that the antenatal classes had prepared them well on all fronts. The new fathers in this study, however, reported that the antenatal classes had prepared them for childbirth but not for lifestyle and relationship changes after the birth. Additionally, couples who attended antenatal classes were asked to what extent they were familiar with family-related services in the region and how often they had used these services since the birth of their baby. Fathers were less familiar than mothers with the family-related services.     

Organizational Identification: A Mixed Methods Study Exploring Students’ Relationship with Their University

Organizational identification (OID) is the outcome of social construction processes in which individuals define themselves in terms of their organizational membership. Students’ identification with their university reflects value congruence with the institution and is reflected in communication. Drawing on social identity theory (SIT) and utilizing quantitative and qualitative data from students (n = 555), we found relationships between OID and construed external image of the university, trust in the university, satisfaction with the university, perceived interorganizational competition, and outcomes, including intended future involvement. Students were re-surveyed nine months later (n = 397, with 83 respondents matching Time 1 and Time 2) to assess their OID stability. Open-ended responses describe situations and events that strengthen/lessen OID. We offer implications for OID, SIT, and for organizational communication research and practice.     

An Experimental Study of Scheduling and Duration of "Tier 2" First-Grade Reading Intervention

This study compared the effects on reading outcomes of delivering supplemental, small-group intervention to first-grade students at risk for reading difficulties randomly assigned to one of three different treatment schedules: extended (4 sessions per week, 16 weeks; n = 66), concentrated (4 sessions per week, 8 weeks; n = 64), or distributed (2 sessions per week, 16 weeks; n = 62) schedules. All at-risk readers, identified through screening followed by 8 weeks of oral reading fluency (ORF) progress monitoring, received the same Tier 2 reading intervention in groups of 2 to 4 beginning in January of Grade 1. Group means were higher in word reading and ORF at the final time point relative to pretest; however, the groups did not differ significantly on any reading outcome or on rates of adequate intervention response. Of potential covariates, site, age, free lunch status, program coverage rate, and tutor were significantly related to student outcomes; however, the addition of these variables in multivariate models did not substantially change results. Rates of adequate intervention response were lower than have been reported for some first-grade interventions of longer duration.     

Nature is a nice place to save but I wouldn’t want to live there: environmental education and the ecotourist gaze

This article explores the role of ecotourism in the neoliberalisation of environmental education. The practice of ecotourism is informed by a particular ‘ecotourist gaze’ in terms of which the ‘education’ that providers characteristically offer is implicitly framed, embodying a culturally specific perspective in which western society is depicted as alienating and constraining and immersion in ‘wilderness’ is understood as a therapeutic escape from the reputed ills of industrial civilisation. While in the past, these educational aspects of ecotourism delivery have often contradicted the activity’s promotion as a quintessential neoliberal conservation mechanism, increasingly this education has become neoliberalised as well in its growing emphasis on the environment’s role as an instrumental provider of ‘ecosystem services’ for human benefit. In conclusion, this analysis calls for transcendence of these limitations in pursuit of a more inclusive environmental education encompassing diverse ethnic and socioeconomic dimensions of the human community.     

Considering the Museum Experience of Children with Autism

This article reports on a study that was designed to provide insight about the barriers that limit families with children with autism spectrum disorder (ASD) from visiting fine arts museums. Parents (N=54), and staff and volunteers (N=62) at the museum completed a questionnaire about their perceptions of the participation of children with ASD in museum activities. Some significant differences in responses were found between parents and museum staff and volunteers. Parents reported being thankful for the sense of community that Autism Awareness Family Celebrations provide, but were frustrated with reactions from others during typical museum experiences. Museum staff and volunteers expressed that museum participation was important, but responses were split between those who desired to learn more about ASD in order to create an optimal museum experience, and those who preferred not to take on this initiative. Studies such as this help museums become more inclusive.     

What can we do to support reading for young adolescent students?

Young adolescents are at a critical stage in their schooling. They are consolidating and improving their reading skills. By exploring what supports these 11- to 13-year-old students in reading from a wider systemic perspective, educators and policy-makers can better understand the complex factors which support reading development. This article presents a conceptual framework model to illustrate how teachers, principals and wider support agencies can effectively interact with the students and their parents. The framework highlights the impacting roles of ministries of education, governmental policies, and how study at postgraduate level can support reading development for these young adolescents.     

A longitudinal,quantitative study of student attitudes towards audio feedback for assessment

This paper reports on the findings of a three-year longitudinal study investigating the experiences of postgraduate level students who were provided with audio feedback for their assessment. Results indicated that students positively received audio feedback. Overall, students indicated a preference for audio feedback over written feedback. No statistically significant differences were found between male and female students’ attitudes, suggesting that both sexes held similar attitudes towards audio feedback. Students also indicated a preference for audio feedback that was recorded simply and returned promptly over delayed, more sophisticatedly recorded and edited feedback.     

Validity of alternative approaches for the identification of learning disabilities: operationalizing unexpected underachievement

This article reviews the validity of models based on (a) aptitude-achievement discrepancies, (b) low achievement, (c) intraindividual differences, and (d) response to instruction for the classification and identification of learning disabilities (LD). Models based on aptitude-achievement discrepancies and intraindividual differences showed little evidence of discriminant validity. Low achievement models had stronger discriminant validity but do not adequately assess the most significant component of the LD construct, unexpected underachievement. All three of these status models have limited reliability because of their reliance on a measurement at a single time point. Models that incorporate response to instruction have stronger reliability and validity but cannot represent the sole criterion for LD identification. Hybrid models combining low achievement and response to instruction most clearly capture the LD construct and have the most direct relation to instruction. The assessment of students for LD must reflect a stronger underlying classification that takes into account relations with other developmental disorders as well as the reliability and validity of the underlying classification and resultant identification system.