Measuring the attitudes of human service professionals toward deafness

The Attitudes to Deafness Scale is a 22-item measure of attitudes toward people who are deaf designed for use with human service professionals. Attitude statements were generated from personal accounts by deaf people in the literature and from a focus group in which deaf people discussed their experience of hearing people's attitudes toward them. A 60-item scale was administered to a group of 121 clinical and forensic psychologists during their training. Item analysis was conducted to select items that effectively distinguished participants with a positive attitude from those with a negative attitude toward deaf people. The scale may be used in any context where a professional group comes into contact with people who are deaf.     

A Professional Development System as a Catalyst for Changing Science Teachers

Journal of Science Teacher Education -     

The nature of discrimination learning in pigeons

The results from five experiments are considered in relation to two of Spence's (1937, 1938) proposals concerning discrimination learning. In Experiments 1 and 2, we investigated whether his ideas about the interaction between excitatory and inhibitory generalization gradients can be used to understand how animals solve a complex patterning discrimination. The results supported a development of his proposals as put forward by Pearce (1994), provided a modification was made to Pearce's rulefor determining the shape ofthe generalization gradient. In Experiments 3, 4, and 5, we examined whether animals would pay more attention to stimuli that are relevant, rather than irrelevant, to the solution of a discrimination. The results supported this proposal for stimuli comprising visual patterns, but not for those comprising plain colors. The results also indicated that change of attention was a consequence of preliminary receptor-exposure acts, as envisaged by Spence, and not of more central changes in attention.     

AN ASSESSMENT OF THE CONTENT OF MEDICAL PRACTICE IN THE UNITED STATES: PROFILES OF PHYSICIANS IN FIVE SPECIALITIES

The University of Southern California has conducted a series of 24 surveys of the professional activities of physicians and surgeons in the United States. The surveys encompass more than 10,000 respondents representing 65.8% of all practising physicians in the United States and its territories. Using a specially‐developed “log‐diary” recording instrument, these physicians reported data on the care they provided during hundreds of thousands of encounters with their patients. This article provides an exposition of the study's unique methodology, presents illustratative data for 5 of the 24 specialities surveyed (cardiology, family practice, general internal medicine, orthopaedic surgery and psychiatry), and discusses the study's relevance and implications for medical education.     

Organizational culture and effectiveness in two-year colleges

The central purpose of this study is to determine the extent to which the effectiveness of a nationally representative sample of two-year colleges differs in terms of their dominant type of organizational culture. The findings demonstrate wide differences in the effectiveness of two-year colleges that exhibit the traits of clan, adhocracy, hierarchy, and market cultures, and the differences are consistent with their conceptual rationale. The research, policy, and practical implications of the findings in terms of our efforts to understand and improve the management and institutional performance of two-year colleges are discussed.Presented at the Association for Institutional Research Annual Forum, Atlanta, Georgia, May 10–13, 1992.     

Active Learning Strategies for the Mathematics Classroom

Active learning involves students engaging with course content beyond lecture: through writing, applets, simulations, games, and more (Prince, 2004 Prince, M. 2004. “Does Active Learning Work? A Review of the Research.” Journal of Engineering Education 93: 223–232.[Crossref], [Web of Science ®] , [Google Scholar]). As mathematics is often viewed as a subject area that is taught using more traditional methods (Goldsmith &; Mark, 1999 Goldsmith, L. T., &; J. Mark. 1999. “What is a Standards-Based Mathematics Curriculum?”. Educational Leadership 57: 40—44.[Web of Science ®] , [Google Scholar]), there are actually many simple ways to make undergraduate mathematics courses more active, starting with the discussion of the syllabus. This article describes simple ways to turn course introductions, review of prior knowledge, and formative assessment into active learning experiences for students.