Self-modeling as an intervention to increase student classroom participation

The effect of self-modeling as an intervention to increase individual participatory behavior in the classroom was investigated using a multiple baseline design across three second grade students with a follow-up. In addition, a control student was employed to further investigate the effects of the intervention. Self-modeling is defined as the positive change in behavior resulting from spaced viewing of oneself on edited tapes depicting exemplary behavior. Students viewed edited videotapes of themselves successfully volunteering to participate in class by raising their hand. The three students, during baseline, had a mean participation rate ranging between 8% and 24% compared with the control student's rate ranging between 53% and 63%. During intervention, the mean participation rate ranged between 28% and 60% compared with the control student's rate ranging between 43% and 46%. At follow-up, students had a mean percentage rate ranging between 44% and 64% compared with the control student's rate of 53%. Thus, they more closely approximated or surpassed the control student's mean rate of participation during intervention and follow-up, suggesting that the self-modeling intervention was effective in increasing individual participatory behavior in the classroom. © 1998 John Wiley & Sons, Inc.     

Index of science reading awareness: An interactive-constructive model,test verification,and grades 4–8 results

The purpose of this study was to develop and verify the Index of Science Reading Awareness (ISRA) based on a model of an efficient, successful interactive-constructive science reader and three independent metacognitive awareness domains. Several researchers have noted the need for efficient, reliable, and valid measures of metacognition. ISRA data collected on 532 students (Grades 4–8) were analyzed using factor analyses, linear structural modeling, and analyses of variance (ANOVAs) to help verify the model and the test. The factor analyses and linear structural modeling indicated that these data did not support the assumption about the three independent metacognitive awareness domains, but suggested that the model and the test were structured around the design features of science reading, science text, and science reading strategies. One-way ANOVAs indicated significant, predicted reading ability and gender differences but unexpected grade-level differences. The composite metacognitive awareness data indicated that most Grade 4–8 students have surface knowledge about science reading, science text, and science reading strategies, and indicated specific targets for explicit science reading instruction. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 27-51, 1998.     

Advances in Data Capture for Museum Collections

The article presents and compares three methodologies for the capture, or digitization, of data associated with specimens or artifacts in museum collections and describes the “grassroots” level application of computer technology. This approach of data capture is strategic and businesslike, uses the best tools available at the time, and is highly cost-effective. We suggest that the benefits are so significant that getting up-to-date equipment and training workers to use it should be given a high priority. Such equipment is frequently present, but is being used in a way that provides far less real benefit than is possible using the techniques described in this article.     

美国加州:阳光照耀的留学生活(三) 母语和韩国白领李尚美

与此女的认识过程显然要轻松许多,原因是我能够在一定程度上使用她的母语。除了课堂以外,和她一起工作的经历,也成了我宝贵的留学回忆。她便是赴美进修的韩国白领李尚美。     

Developing experience-based (tacit) knowledge through reflection

This investigation examined the effectiveness of reflection methods derived from Sternberg's theory of practical intelligence [Sternberg, R.J., and Hedlund, J. (2002). Practical intelligence, g, and work psychology. Human Performance 15(1/2), 143–160.; Sternberg, R.J., Forsythe, G.B., Hedlund, J., Horvath, H.A., Wagner, R.K., Williams, W.M., et al. (2000). Practical intelligence in everyday life. New York: Cambridge University Press. 2000] on the acquisition of experience-based, tacit knowledge. Two related experimental studies were conducted to test the effect of brief tacit-knowledge reflection training on practical problem solving. Reflection methods were developed based on Sternberg's conceptualized condition–action structure of tacit knowledge. In the first study, 101 U.S. Army officers participated in a reflection intervention or practice control. Results showed an effect of reflection condition on post-test tacit-knowledge scores (F [3, 91] = 3.74, p = .01, 2 = .03). In the second study, 235 college students participated in a reflection intervention or an academic-type reflection control. Results showed that the reflection condition approached significance on post-test scores (F [1, 233] = 3.47, p = .06, p = .06, 2 = .01). The investigation suggests this line of inquiry warrants continued study.     

In practice: Engaging men in violence prevention

The University of South Carolina offers an innovative academic course about men's roles in violence prevention. Learn how Changing Carolina has successfully changed students' views on men, violence, and prevention.     

Overshadowing and CS duration: counteraction and a reexamination of the role of within-compound associations in cue competition

In the present experiments, we examined the role of within-compound associations in the interaction of the overshadowing procedure with conditioned stimulus (CS) duration, using a conditioned suppression procedure with rats. In Experiment 1, we found that, with elemental reinforced training, conditioned suppression to the target stimulus decreased as CS duration increased (i.e., the CS duration effect), whereas, with compound reinforced training (i.e., the overshadowing procedure), conditioned suppression to the target stimulus increased as CS duration increased. In subsequent experiments, we replicated these findings with sensory preconditioning and demonstrated that extinction of the overshadowing stimulus results in retrospective revaluation with short CSs and in mediated extinction with long CSs. These results highlight the role of the duration of the stimulus in behavioral control. Moreover, these results illuminate one cause (the CS duration) of whether retrospective revaluation or mediated extinction will be observed.     

Assurance of Learning in the MIS Program

This article describes the development of a systematic and practical methodology for assessing program effectiveness and monitoring student development in undergraduate decision sciences programs. The model we present is based on a student's progression through learning stages associated with four key competencies: technical, analytical, communicative, and managerial. Key learning activities are embedded in major courses, resulting in clear and documented demonstrated abilities from the student. The work is based upon what is formally known about student outcomes assessment and input from our own Management Information Systems (MIS) program stakeholders and accrediting bodies. The results of the assurance of learning model can be, in turn, used to refine curriculum and to meet accreditation standards.     

Talented athletes and academic achievements: a comparison over 14 years

The purpose of this study was to gain insight into the academic achievements of 200 talented athletes in 1992/1993 and 200 in 2006/2007, aged 14–16 years. When compared with the national average, the athletes in 2006/2007 attended pre‐university classes more often (χ² = 57.001, p<.05). Of the 2006/2007 athletes, a higher percentage participated in pre‐university programs compared with that of athletes in 1992/1993 (χ² (1, n = 400) = 32.003, p<.05), whereas the national averages showed stability (χ² = .325, p>.05). Investigating self‐regulation appears relevant, as talented athletes may have developed a high sense of self‐regulation in sports, which may enable them to optimally profit from their self‐regulatory skills in their academics.