The effects of learning partners and retests on pretest-posttest scores,final course grades,and student attitudes

The present study investigated the effect of three peer monitoring and retest conditions on student quiz scores, attitudes, study time, final course grades, and independent pretest-posttest scores. Three introductory special education classes were randomly assigned to treatments. Students in Group One used a learning partner system similar to one used in a study reported earlier by Fraser, Beaman, and Kelem (1972). Group Two used a system which permitted an unlimited number of retests. The students in Group Three were assigned a combined learning-partner-retest system. All three treatments resulted in significant posttest gains. However, there were highly significant differences in the distribution of course grades. Based on this data it is possible that some behavioral techniques serve more to inflate grades than actually increase overall mastery. Results are discussed in terms of the effectiveness of the learning partners procedure and the implications of this study on the choice of dependent variables for future studies comparing innovative instructional procedures. Several aspects of the data such as study time and student attitudes which tend to contradict results reported earlier by Fraser, Beaman, and Kelem (1972) are documented and discussed.     

Teachers' beliefs about the effects of child abuse

OBJECTIVE: Teachers' expectations about the effects of physical and emotional abuse on children's classroom behaviors were examined in this study. Not only do teachers have to decide if a particular child is the victim of abuse, they may also have to contend with changes in that child's classroom behavior. METHOD: Teachers generated what they thought were typical outcomes of physical and emotional abuse on children's classroom behavior. RESULTS: Responses generally fell into the following categories: lowered self-esteem, heightened aggression, academic difficulties, and poor social interaction skills. Teachers who mentioned lowered self-esteem were more likely to generate it as the result of emotional abuse rather than physical abuse. CONCLUSIONS: Teachers' expectations generally mirrored research findings as to the actual effects of child abuse. Suggestions are made to incorporate the results in training programs designed to increase teachers' self-confidence in reporting potential cases of child abuse.     

The respiratory time and flow profile at volitional exercise termination

In this study, we examine the effect of exercise on the time and flow characteristics of the respiratory cycle profile at the point of volitional exercise termination. Eight males (mean age 29 years, s = 10; body mass 74 kg, s = 7; height 1.75 m, s = 0.04) undertook a cycle test to volitional exhaustion on a cycle ergometer, which allowed peak oxygen uptake (VO(2peak)) to be measured (mean 51 ml x kg(-1) x min(-1), s = 7). At a later date, two sub-maximal tests to volitional exhaustion were completed in a random order at 76% (s = 6) and 86% VO(2peak) (s = 7). As expected, the magnitude of the respiratory flow and time characteristics varied with the three exercise intensities, as did the point of exercise termination and terminal ventilation rates, which varied from 7 to 27 min and 112 to 132 litres x min(-1) respectively. More importantly, however, at exercise termination some of the characteristics were similar, particularly the breathing frequency (at termination 49 breaths x min(-1)), the ratio between inspiration and total breath time (0.5), and the later occurrence of peak inspiratory flow (0.24-0.48 s). The coincident unity of these time and flow profile characteristics at exercise termination illustrates how the integration of timing and flow during breathing influence exercise capacity in non-elite athletes.     

Starting small: Building preschool teacher knowledge that supports early literacy development

A growing body of research is emerging that investigates the teacher knowledge base essential for supporting reading and writing development at the elementary school level. However, even though increasing recognition is given to the pivotal role that preschool teachers play in cultivating children’s early literacy development, considerably fewer studies have examined the knowledge base of these early childhood educators. This paper will discuss the existing research literature and then examine a recent study that investigated the knowledge constructs of 20 preschool teachers. Findings indicate that preschool teachers lack the disciplinary knowledge required to promote early literacy and, in fact, tend to overestimate what they know, creating a potential obstacle for seeking additional knowledge. Recommendations for strengthening professional development programs and developing more robust measures of preschool teacher knowledge are proposed.     

Potential of one-to-one technologies in the classroom: teachers and students weigh in

Increased efforts to promote 21st century learning emphasize the central role of technology in instructional delivery in order to advance the multifaceted abilities and skills required for student success in an increasingly technology-rich learning and work environment. A qualitative study was conducted in a large, economically diverse, mid-Atlantic school district to examine the implementation of six technology devices in 18 elementary, middle, and high school classrooms. The purpose was to understand teachers’ and students’ experiences related to the instructional implications of each device to inform long term, one-to-one implementation of an appropriate technology device to meet the district’s strategic goals for a 21st century learning environment. Teacher interviews and student focus groups revealed several themes related to technology integration, factors influencing implementation, impact on instruction, and impact on student motivation and engagement. Findings are discussed in relation to the district infrastructure and other considerations to support a one-to-one teaching and learning environment and how each of the six devices support the establishment of 21st century learning environments.     

Rearing Difficult Children: Parents' Personality and Children's Proneness to Anger as Predictors of Future Parenting

OBJECTIVE: This multi-method study of 102 mothers, fathers, and children examined children's difficult temperament as a moderator of the links between parental personality and future parenting. METHODS: Parents described themselves on the Big Five traits and Optimism. Children's difficult temperament was observed at 25 and 38 months in paradigms that assessed proneness to anger. Each parent's responsive, affectively positive parenting was observed in lengthy naturalistic interactions at 67 months. RESULTS: Regardless of child temperament, for mothers, low Neuroticism, and for fathers, high Extraversion predicted more positive parenting. For difficult, anger-prone children, mothers' low and high Optimism and fathers' low and high Openness were associated, respectively, with less or more positive parenting. CONCLUSIONS: Challenges due to children's difficult temperaments appear to amplify links between parental personality traits and parenting.