Mutual alignment comparison facilitates abstraction and transfer of a complex scientific concept

Learning about a scientific concept often occurs in the context of unfamiliar examples. Mutual alignment analogy – a type of analogical comparison in which the analogues are only partially understood – has been shown to facilitate learning from unfamiliar examples . In the present study, we examined the role of mutual alignment analogy in the abstraction and transfer of a complex scientific concept from examples presented in expository texts. Our results provide evidence that (a) promoting comparison between two examples and (b) orienting the learner toward relational commonalities result in greater abstraction and transfer. These findings suggest that mutual alignment analogy is an effective means of promoting abstraction and transfer of complex scientific concepts, and may thus be used in the classroom to promote learning from unfamiliar examples.     

Burkean transcendence and ultimate terms in rhetoric by and about James Watt

The essay examines some Burkean theory to show how governments should rhetorically manage the distribution of scarce resources. Interior Secretary James Watt's rhetoric is shown to be flawed because it is based on dialectical rather than ultimate frames of acceptance, and because his persona is inconsistent with his rhetoric.     

General Media and Society

Atwan, Robert, Barry Orton, and Alliam Vesterman. American Mass Media: Industries and Issues (New York: Random House, 1978—$8.95, paper)

Dennis, Everette E., Arnold H. Ismach, and Donald M. Gillmor, eds. Enduring Issues in Mass Communication (St. Paul, Minn.: West P.' _fishing Co., 1978—price not given, paper)

White, David Manning, and John Pendleton, eds. Popular Culture: Mirror of American Life (Del Mar, Calif.: Publisher's Inc., 1977—$11.95/6.25)

Charlene J. Brown, Trevor R. Brown, and William L. Rivers' The Media and the People (New York: Holt, Rinehart a Winston, 1978 —price not given, paper)

Malcolm Muggeridge's Christ and the Media (Grand Rapids, Mich.: William B. Eerdmans Publishing Co., 1977— $5.95)     

Library project management in a collaborative web-based working environment

This paper discusses the emerging paradigm of project management performed in a web-based working environment. It highlights how project management and its associated features are strongly linked to fulfilling quality and value criteria for customers, and it examines how collaborative working environments can greatly reduce the administrative burden of managing large projects, especially and almost paradoxically, when resources are limited. Specifically, the paper examines the application of a project management methodology (PRINCE2) together with the use of a collaborative web-based working environment over a number of pilot projects at Leeds University Library. It describes the pilot phase of a library management decision to run a series of major Library projects using project management methodology, while continuing to run other projects through the existing locally developed planning mechanisms and describes the pitfalls of these latter alternatives, less sophisticated project management tools, and describes the main issues that this change in practice has brought to light. It draws preliminary conclusions about the effectiveness of this change in practice in one of the UK's largest academic libraries.     

Predicting financial success of motion pictures: The '80s experience

This study explores the factors related to success in the motion picture industry and found that familiarity with actors, characters, and story, as well as kudos from reviewers and industry association, are key factors. The authors argue that increasing control by the marketing side of the industry is leading to sequelization, imitation, and higher demand for popular stars in response to the rise in the number of competitors and new exhibition technologies.     

Modeling Change in Effort Across a Low-Stakes Testing Session: A Latent Growth Curve Modeling Approach

ABSTRACT

We examined change in test-taking effort over the course of a three-hour, five test, low-stakes testing session. Latent growth modeling results indicated that change in test-taking effort was well-represented by a piecewise growth form, wherein effort increased from test 1 to test 4 and then decreased from test 4 to test 5. There was significant variability in effort for each of the five tests, which could be predicted from examinees’ conscientiousness, agreeableness, mastery approach goal orientation, and whether the examinee “skipped” or attended the initial testing session. The degree to which examinees perceived a particular test as important was related to effort for the difficult, cognitive test but not for less difficult, noncognitive tests. There was significant variability in the rates of change in effort, which could be predicted from examinees’ agreeableness. Interestingly, change in test-taking effort was not related to change in perceived test importance. Implications of these results for assessment practice and directions for future research are discussed.     

Classroom,Home and Peer Environment Influences on Student Outcomes in Science and Mathematics: An analysis of systemic reform data

Using secondary analysis of a large database from a Statewide Systemic Initiative, we examined the effects of several types of environments on student outcomes. Over 3 years, nearly 7,000 students in 392 classes in 200 different schools responded to a questionnaire that assesses class, home, and peer environments as well as student attitudes. Students also completed an achievement measure that, developed by scientists, teachers, and science educators, was not aligned with any particular curriculum. Students were enrolled in middle‐school science and mathematics classes in schools that had participated in the Statewide Systemic Initiative. Rasch analyses allowed us to compare across student cohorts and across schools. Findings confirmed the importance of extending research on classroom learning environments to include the learning environments of the home and the peer group. Although all three environments accounted for statistically significant amounts of unique variance in student attitudes, only the class environment (defined in terms of the frequency of use of standards‐based teaching practices) accounted for statistically significant amounts of unique variance in student achievement scores. The findings are supported by other studies of systemic reform in the United States.     

Supporting and Developing Teachers through Telecommunications

Abstract

This article looks at how knowledge can be accessed using current technologies, so that forms of alternative delivery can be made available. It examines the effect of establishing links between schools and the university producing ‘virtual institutions’, and looks to the future.