Research Agendas and Computer Technology Visions: The Need for Closely Watched Classrooms

There are numerous research methodologies that may be applied to the study of computer technology, and each has the potential to provide insights into its usefulness. The selection of research methodologies should be driven by the nature of the questions under investigation rather than a predetermined idea that some research methods are superior to others. This article focuses on a particular methodology, case studies, and it describes their potential for making a unique contribution to our understanding of computer technology. The special value of case studies lies in helping us understand the complexities found in classrooms, where the multiple variables that influence computer use interact in complex ways. © 1999 IFIP, published by Kluwer Academic Publishers     

Functional school refusal subtypes: Anxiety,avoidance, and malingering

Chronic school refusal has traditionally been classified under broad categories such as school phobia and truancy. However, the need for improved recognition and treatment of school refusal has heightened efforts to identify subtypes of school refusal behavior. Recent efforts have focused on functional subtypes of school refusal. This article purposes to extend recent efforts by showing that the three basic subtypes of anxiety, avoidance, and malingering are not only functional, but consistent with refusal characteristics, empirical evidence from factor analysis and clinical diagnosis over the past decade, and treatment approaches. Such extension is intended to aid practitioners in further understanding and using functional subtypes. © 2000 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.     

Considered evaluation of clinical placements in a new medical school

This article suggests that quality assessment in the UK has been largely set apart from learning and teaching and reports on a pilot project at the Hull York Medical School which attempted to integrate students’ evaluation of their clinical placements into the curriculum. It outlines the operational demands of this integrated method and compares the student experience of different evaluation methods. It argues that, when properly prepared and considered, evaluation can help students to practise useful skills and suggests that integrating this type of evaluation into the curriculum could be a step towards encouraging academic staff to engage with quality processes.     

Moving PISA Results into the Policy Arena: Perspectives on Knowledge Transfer for Future Considerations and Preparations

Evidence-based policies, decisions, and practices are highly valued and underachieved in the international mathematics and science education reforms. Many in the mathematics and science education research communities lament the lack of influence that research results have on the education profession, schools, and teaching. Academic research done in isolation of end-users—with the faint hope that teachers, politicians, and bureaucrats will access and utilise these results to inform curriculum, assessment, and instruction and to influence public policy—has not worked. Some funding agencies require dissemination of research and development results to the broader political and education communities; therefore, applicants agree to these requirements without fully realizing the breadth of these demands. However, to achieve such knowledge transfer requirements, researchers need to become more (a) aware of the needs, players, and processes of ‘speaking truth to power’; (b) active in knowledge transfer and influencing public policy; and (c) alert to values and normative premises of the policy makers. This article outlines the essential principles, barriers within the academic community, international efforts, and future considerations for knowledge transfer regarding international assessments. Specific articles on PISA 2000, 2003, and 2006 included in this special issue are used to illustrate these insights into verification of curricular influences, educational opportunity and equality, regional comparisons, and direct influence on policy.     

FIRST CYCLE OF PISA (2000–2006)—INTERNATIONAL PERSPECTIVES ON SUCCESSES AND CHALLENGES: RESEARCH AND POLICY DIRECTIONS

This special edition of IJMSE focuses on the Programme of International Student Assessment (PISA) project now that it has completed a full cycle of administration—reading, mathematics, and science—to look at ways in which PISA has been used in participating countries and with what consequences, and to identify potential research and policy directions emanating from this initiative. Articles were invited to (a) reflect international perspectives on the uses and consequences of PISA to date and (b) speculate on future directions for research, curriculum, and policy using the PISA datasets. The introductory article provides a brief overview of common aspects of PISA: Evolving definitions of reading literacy, mathematics literacy, and science literacy; technical design of the instruments and data analysis procedures; the changing emphasis of administrations; and recent research using the datasets. PISA, unlike other international assessments in reading, mathematics, and science, has provided a fresh perspective on ‘what might be’ by decoupling the assessment from mandated curricula to focus on literacies needed for a 21st century economy. This unique feature of PISA brings with it possibilities and cautions for policy makers.     

A comparison of the agreement,internal consistency,and 2-day test stability of the InBody 720, GE iDXA,and BOD POD® gold standard for assessing body composition

The study compared the agreement, internal consistency, and measurement stability of the GE iDXA, BOD POD, and InBody 720. Body composition of 43 men and 37 women (31.4 ± 10.7 years; 90% Caucasian and 10% other) was assessed in triplicate using each method over two different days. Mean percent body fat (% BF) of the participants was different for all three machines (27.6 ± 10.0% [GE iDXA)] 25.6 ± 10.4% [BOD POD], and 21.3 ± 10.6% [InBody 720]; p < .05). The coefficient of variation for same day repeated measures was 1.06% (GE iDXA), 3.29% (BOD POD), and 2.97% (InBody 720). The coefficient of variation for 2-day repeated measures was 1.81% (GE iDXA), 4.61% (BOD POD), and 4.24% (InBody 720). The difference between the GE iDXA and BOD POD was within acceptable variability, while the InBody 720 significantly underestimated % BF. The internal consistency was highest for the GE iDXA, followed by the InBody 720, and then the BOD POD.     

Effectiveness of Rest,Abdominal Cold Packs,and Cold Showers in Relieving Fatigue

Abstract

The purpose of this study was to compare three methods of relieving fatigue between bouts of strenuous exercise—rest, abdominal cold packs, and cold showers. Fifteen subjects were used in the study; each subject participated in each of the three treatments, making a total of 45 measurements. The subjects ran on a treadmill which was set at 8 mph with a 10 percent elevation, until their pulse rates reached 180 beats per minute. One of the three treatments was then applied for 10 min., after which the subjects engaged in a second treadmill run until heart rates reached 180 beats per minute. The time of the second treadmill run was the main criterion measure.

A complete randomized block design was used to test the differences among the three treatments for statistical significance. The Newman-Keuls sequential range test was employed to test differences between all possible pairs of treatment. Abdominal cold packs proved to be the most effective treatment, with the cold shower second and rest third.