Instructors' uses,experiences, thoughts and suggestions regarding Calibrated Peer Review

This paper presents a qualitative study conducted with faculty members who participated in a project funded by the National Science Foundation focusing on student development with Calibrated Peer Review (CPR)?, a web‐based tool created to promote writing and critical‐thinking skills. The purpose of the study was to gain an understanding of faculty members' thoughts and opinions about CPR. Interviews with 12 faculty members – six in biology, three in physics and three in mathematics – were audiotaped, transcribed and analysed. Findings revealed various aspects of instructors' experiences, thoughts and opinions regarding CPR. Findings provided information about how instructors used CPR, how CPR helped their teaching and enhanced students' critical‐thinking skills and writing skills, and positive and challenging aspects of CPR, as well as various observations and suggestions for others using CPR.     

Evidence-Based Methods for Children and Youth with Autism Spectrum Disorders: Stakeholder Issues and Perspectives

Despite variable interpretations of the meaning and nature of specific effective practice methods and research-supported strategies, such approaches are generally considered essential for children and youth with autism spectrum disorders (ASDs). Indeed, there is general consensus that only by qualified professionals using effective methods in an approved fashion will optimal student outcomes be achieved. Related to this need, this article presents perspectives of stakeholders connected to use of effective practices with children and youth diagnosed with ASD. A parent, educational practitioner, and program administrator each share their unique perspectives on the subject of effective practice methods for learners with ASD.     

The 1994 Unified Medical Language System Knowledge Sources

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Comparing effects of different writing activities on reading comprehension: A meta-analysis

The purposes of this review were to determine: (1) if different writing activities were more effective than others in improving students’ reading comprehension, and (2) if obtained differences among writing activities was related to how reading comprehension was measured? Meta-analysis was used to examine these questions across studies involving students in grades 1–12. Nineteen studies were located that met inclusion criteria, resulting in 4 writing activities comparisons with 4 or more studies per comparison: summary writing versus answering questions (k = 5), summary writing versus note taking (k = 7), answering questions versus note taking (k = 4), and answering questions versus extended writing activities (k = 6). Effect sizes calculated for each writing activities comparison indicated there were no statistically significant differences for any of these comparisons when effects were averaged over all reading comprehension measures, excluding treatment-inherent measures. However, statistically significant differences were found for two of the comparisons on specific measures. Extended writing enhanced reading comprehension better than question answering on measures where comprehension was assessed via an extended writing activity, whereas summary writing enhanced reading comprehension better than question answering on a free recall measure. The results provide limited support for the theoretical viewpoint that writing activities are differentially effective in improving reading comprehension based on how closely the writing activities are aligned with a particular measure.     

Mentoring the Experienced Teacher

New teachers have a structured induction programme when they first begin teaching and there are systems in place for new headteachers, but for those teachers who are moving to a new post there is often little support. This article looks at mid-career induction. It explores the formal and informal induction acculturation processes that operate and a model of mentoring new staff in a behaviour support unit where staff are working with several agencies. It identifies that opportunities for development to facilitate growth within a learning organisation can occur when the potential of newcomers is recognised.     

Investing in people: The support of farmer learning,creativity and local social networks in the Project Pisciculture Familiale,Zaïre

Abstract

For over fifteen years the U.S. Peace Corps provided technical and administrative support for a widely successful aquaculture development initiative in the (former) Republic of Zaïre. Until internal political tensions led to the dissolution of the effort in the early 1990s, the programme helped thousands of farmers across the country add a new, highly profitable enterprise to their portfolio of productive activities. The successes generated by this effort highlight the powerful role that extension programmes can play when their design and implementation liberates both farmers and field agents from the confines of their traditional roles as the simple ‘receivers’ and ‘purveyors’ of information. By building upon the reinforcing features of sound production principles, human capacity development and supportive local social organization, this programme created ‘windows of opportunity’ for farmers to become increasingly involved in developing innovations, spreading the programme's messages and independently powering a farmer-led promotion of aquaculture development. This example demonstrates that given the tools and opportunity, extension practice that builds farmers' knowledge, engages farmers' creativity and allows for their active involvement in outreach activities is capable of producing results that far exceed and outlast those possible through more traditional approaches.     

Electronic Reserve on a Regional Campus: The Evolution of the Service

Since the introduction of university regional campuses in Ohio, providing library services has been challenging. Because of new technologies, restricted budgets, and fewer staff, even recently implemented methods and procedures must be reexamined and revised. This article provides an overview of one regional campus library's evolving relationship with the main campus during the implementation and evolution of an electronic reserve system. The history and current use of a course management system is discussed along with the challenges faced by staff in the evolution of reserve services.     

1. CBQ Review Essay: Tintin As An Unproductive Journalist,But A Wholesome Hero

TIME PASSAGES: COLLECTIVE MEMORY AND AMERICAN POPULAR CULTURE by George Lipsitz (Minneapolis: University of Minnesota Press, 1990—$14.95, paper, ISBN 0-8166-1806-2)

THE VOICE OF THE CITY: VAUDEVILLE AND POPULAR CULTURE IN NEW YORK by Robert W. Snyder (New York: Oxford University Press, 1989—$19.95, ISBN 0-19-505285-4)

IN THE NINETIES by John Stokes (Chicago: University of Chicago Press, 1989—$29.95, ISBN 0-226-77538-0) is complementary to Snyder's study (or vice-versa)

LITERACY AND POPULAR CULTURE: ENGLAND 1750-1914 by David Vincent (New York: Cambridge University Press, 1989—price not given, ISBN 0-521-33466-7)

APPALACHIAN IMAGES IN FOLK AND POPULAR CULTURE edited by W.K. McNeil (Ann Arbor: UMI Research Press, 1989—$44.95, ISBN 0-8357-1972-3)

POPULAR CULTURE by Albert Goldbarch (Columbus: Ohio State University Press, 1990—price not given, paper, ISBN 0-8142-0499-6)

POPULAR CULTURE: SCHOOLING AND EVERYDAY LIFE by Henry A. Giroux and Roger I. Simon (New York: Bergin &; Garvey, 1989—price not given, paper, ISBN 0-89789-186-4)

NO RESPECT: INTELLECTUALS AND POPULAR CULTURE by Andrew Ross (New York: Routledge, 1989-$13.95, paper, ISBN 0-415-90037-9)

BECOMING FEMININE: THE POLITICS OF POPULAR CULTURE edited by Leslie G. Roman and Linda K. Charistian-Smith (London: Falmer Press, 1988—$18,00, paper, ISBN 1-85000-329-7)

WARRIOR WOMEN AND POPULAR BALLADRY, 1650-1850 by Dianne Dugaw (London: Cambridge University Press, 1989—price not given, ISBN 0-521-37254-2)