Competency and interpersonal ratings of teacher specialties: What teachers think of each other

The perceptions of 135 teachers of elementary, secondary, and mentally retarded students on the competency and interpersonal skill characteristics of teachers within their teacher subgroup and toward the two other subgroups were assessed by a semantic differential instrument. Two-factor (3×3) analysis of variance indicated that teachers of mentally retarded students and teachers of elementary students were rated higher than secondary teachers on the Competency and Interpersonal scales. Teachers of mentally retarded students were rated higher than elementary teachers on the Interpersonal scale. Professional self-esteem of teachers and its implications for school psychologists was discussed in light of these findings, and additional research was urged to determine the generalizability of the results.     

Metacognition as a Basis for Learning Support Software

In order to understand the task of instructional designers who produce learning support software, this paper reviews the influence of learning theory on instructional design, recent developments in computer technology, and the evolving role of the instructor as a facilitator of higher-order thinking. Constructivist principles of learning and an appreciation for the fact that the learner must become more independent and skilled in metacognitive self-assessment and self-management are fundamental to this changing role. Two cognitive tools that provide learner/user support for personal construction of knowledge systems are “MindMap” and “Learning FourMat Processor.” These tools are examined in the light of current learning theory and a recent study comparing the work of novice and expert writers using different forms of performance support. Recommendations are made for the development of a more complete set of cognitive tools that enables users to construct their own multimedia knowledge systems based on higher-order thinking and problem solving.     

Detecting potential hucksterism in meta-analysis using a follow-up fail-safe test

Meta-analysis is an analysis of analyses. It is a technique widely used by researchers and practitioners to aggregate and summarize statistically reported empirical educational research. In 10 years, meta-analysis appeared more than 600 times in research journals and dissertation abstracts. Although most meta-analyses were reported as significant, few of the findings determined how many unpublished “no-effect” studies, if sampled, would have invalidated significance. If significant meta-analysis results are over represented through selective sampling, hucksterism in the form of sampling bias exists. An explanation for using a follow-up test called the fail-safe N is provided with tables constructed to assist researchers and practitioners to estimate, without calculation, the relative stability of meta-analysis results. The implication is that failsafe N should routinely be used and reported in meta-analysis research.     

The retrograde motion of planets and children: Interpreting percentile rank

A common method used to interpret raw scores is to convert them into percentile rank. The broad application of percentile rank in almost all norm-referenced tests, and the exclusive use in some tests, requires the conversion of raw scores. Because percentile rank is not a linear transformation of raw scores, percentile-rank transformation in the lower and upper part of the raw-score distribution relates percentile rank and raw scores differently than in the center of the raw-score distribution. This paper describes the popularity of using percentile rank and offers an interpretation of the use of percentile rank with normal and skewed score distributions.     

Teachers' attitudes and policies regarding play in elementary schools

Research and theory concerning the value of play for children's development as well as current factors reducing the amount of play time that children experience are discussed. To ascertain play opportunities occurring in the schools, teachers' attitudes toward play, and provision of play for children in grades 1–6 were surveyed. The amount of recess time provided ranged from 0 to 65 min., with a mean of almost 19 min. Findings indicated that teachers from rural areas provided more play time than teachers from suburban areas, who in turn provided more play time than teachers in urban areas. Further, the amount of play time provided was influenced by the teachers' attitudes. That is, teachers who indicated generally positive attitudes toward play tended to allot more time for play in school. However, teachers from upper grade levels, who were more likely to perceive greater pressure to provide highly structured academic instructional programs, tended to de-emphasize the role and value of play and in turn allotted less time for play in school. The results of the present investigation demonstrate that children who are given less recess time are also likely to have teachers who report less positive attitudes toward play. It is recommended that school psychologists be aware of the adverse impact that restricted play opportunities may have on children's development. © 1996 John Wiley & Sons, Inc.