Using curriculum-based measurement to inform reading instruction

The focus of this article is recent CBM work that incorporates diagnostic reading assessment. The goal is to help general and special educators tailor more effective reading instruction for developing readers. The development process for this CBM diagnostic reading assessment is described; the resulting assessment is presented; and preliminary data on its technical features and utility are provided. This research was supported in part by Grant #H324C000022 from the US Department of Education, Office of Special Education Programs, and Core Grant #HD15052 from the National Institute of Child Health and Human Development to Vanderbilt University. Statements do not reflect the position or policy.     

Using Mothers versus Trained Observers in Assessing Children's Secure Base Behavior: Theoretical and Methodological Considerations

The Attachment Q-Set (AQS) has emerged as a psychometrically sound method for assessing young children's secure base behavior in the home. However, considerable disagreement exists about whether mothers versus trained observers should be used as AQS sorters. The present study examined associations between mothers' and trained observers' AQS sorts for preschoolers, and assessed mother-observer concordance in relation to observers' confidence about how representative the behavioral samples they witnessed were of the domain of AQS items. Mothers with careful training and supervision on the AQS system completed AQS sorts with regard to their children's current behavior, and the same children were assessed with the AQS during a 2–3 hour visit 1–2 weeks later by trained, "blind" observers. Trained observers provided a confidence rating regarding the degree to which the samples of behavior observed were representative of the universe of AQS items. Mothers' and observers' sorts were significantly intercorrelated; however, observer sorts converged with mother sorts as observers' confidence ratings increased. Results are discussed in relation to circumstances that affect mother-observer reliability with the AQS and to factors that should be weighed when considering whether to use mothers versus trained observers as sorters.     

Learning from Tables

Information is often tabulated, both for the general public and for students in the classroom. The relative effectiveness of tabulated data and prose for making some aspects of data and co‐variation memorable was investigated. Three types of variable (categoric, discrete and continuous) and various patterns in the data were tested on 94 Year 9 students (13—14 years old). The effect of post‐questions on recall was also studied. Tabulating data was found to be generally superior to embedding it in prose as far as recall of data and co‐variation are concerned. Other factors which particularly affected recall included the pattern in the data and the ability of the student as defined by the school. The type of variable seemed to be less important for these students and the data tested. The post‐questions used here did not enhance recall of data or co‐variation. Some aspects of mental model theory were found useful in explaining the effects.     

The automation of curriculum development using the Authoring Instructional Materials (AIM) system

The Authoring Instructional Materials (AIM) program is a set of software tools for curriculum design and maintenance for use in the Navy. Several Navy test sites are conducting cooperative development and testing of the AIM software. This paper describes the rationale for the AIM system, the development process and products, and some possibilities for further development.     

Professional equity as reported by biology teachers

In 1982, the National Association of Biology Teachers surveyed its membership in order to assess the role and status of women in biology education. Items describing roles, salaries, assignments, professional activities, and sexual bias were included in the survey. This paper compares the responses of male and female biology educators, draws conclusions from the data, and suggests implications for the science education profession. Inequality in several professional areas was revealed. More women than men were single and reported no dependent children. Women exceeded men in both the lower and upper ends of the distribution of years of experience. However, the percentage of men exceeded that of women in most salary brackets beyond $20,000 and more men reported paid consulting opportunities. Men tended to teach at larger institutions and, at all academic levels, more men taught “advanced” classes. More men than women were involved with research activities. However, neither sex felt that the other one received preferential treatment in regard to salary and promotion. The majority of education administrators as well as science and biology faculties were male. However, the recent influx of women into science education positions may produce important changes. It is recommended that a comparative study be conducted in five years.     

Mitigation of light-induced damage on modern digital prints: Photographs and documents

This study is part of a larger research project dedicated to digital print preservation issues – the Digital Print Preservation Portal (DP3). This work quantifies the potential of glazing materials to mitigate different types of light-induced damage – colorant fade, paper yellowing, changes in paper gloss, and loss of optical brightening agent (OBA) function – that occur to digitally printed photographs and documents when on display. Prints were subjected to xenon lighting to simulate daylight through window glass in a series of arrangements: without glazing, with plain framing glass (soda-lime) in a sealed or unsealed package, and with UV blocking glass in a sealed or unsealed package. Sealed packages served the purpose of isolating the samples from atmospheric pollutants, known to contribute to the deterioration of certain print types. In this study, the use of UV-filtering glass protected prints from colorant fade, paper yellowing, and paper gloss change to an extent. Protection conveyed by plain glass was less comprehensive and less effective than UV glass. Neither type of glazing was able to keep the OBAs functional by the end of the light exposure. It was also seen that light-induced damage to digital prints is due not only to UV radiation, but also to visible light, and that different digital prints may be more vulnerable to one or the other. Protecting sensitive prints from UV radiation and budgeting the amount of light they may be exposed to should be essential to any print display policy in order to ensure longevity.     

Normative concerns for endurance athletes

Endurance athletes work at creating habits and lifestyles which correspond to Aristotle’s notion of eudomania (human flourishing). They spend time and energy dedicating themselves to their craft. They relinquish other interests in pursuit of excellence. They fully accept William James’ notion of precipitousness as they create goals and work toward achievement. In this paper, we examine normative issues related to endurance sport participation, the potential dark side of this pursuit of excellence. Our overriding concern is how best to work toward and experience human flourishing while simultaneously remaining attentive to relationships and responsibilities. In terms of potential perils associated with endurance sport, we address questions of autonomy, authenticity and identification. We contend that endurance athletes concerned with these questions benefit from transcendental and pragmatic notions of the good life.     

Maslow's hierarchy of needs revisited

The paper reviews Maslow's hierarchy of prepotent needs and his characterization of the self-actualizing personality. It suggests that since so few among the general population meet Maslow's own criteria for self-actualization, an educational system designed to produce such personalities must fail of its object in an overwhelming percentage of cases. The goal being unreachable, teachers tend to lower their sights and attend only to the lower stages of the hierarchy (security, self-esteem), and thus dilute the cognitive content of learning. Moreover, Maslow's hierarchy is not dialectical, in the sense that the completion of each stage does not necessarily lead to the next level. The self-actualizing personality appears as a mysterious leap from one stage to another, and cannot be engineered from without. As an alternative, the paper suggests a more logical sequence of needs based on the development of rationality.     

Financial challenges in higher education: community college leadership style and ranking

A large number of new community college presidents will be hired in the next 5 years due to vacancies. New leaders must be prepared to lead their institutions through the challenges facing community colleges. Forty-one community college presidents in North Carolina participated in our research (70.7% response rate). We found that community college presidents’ perceptions of their management styles all fall within the “team management” orientation according to the Blake and Mouton Managerial Grid (Blake & Mouton, 1964). We then examined the financial management challenges faced by community college presidents and found empirical evidence regarding how community college presidents rank six of the most critical financial challenges identified in the literature. Presidents’ rankings of the six most critical financial challenges showed that the three most pressing concerns are maintaining student access during times of increasing educational costs, managing enrollment during times of decreasing state funding, and lowering costs without damaging academic quality.