Comparison of three instructional strategies in food and nutrition education: developing a diet plan for a diabetic case

This study examines the performance of dietitians-in-training on developing a diet plan for a diabetic patient either independently or after peer discussion. Participants (n?=?58) from an undergraduate program in food and nutrition were divided into two groups based on their prior knowledge before being randomly assigned into three conditions: (1) peer discussion with just-in-time information (JIT information), (2) peer discussion without JIT information), and (3) independent performers. The learners’ performance in the three conditions was analyzed. The results presented here describe the role of prior knowledge and JIT information across the conditions and the interaction of the two factors as well as the instructional implications of the findings.     

Statistical models for college admission and enrollment: A case study for a selective liberal arts college

In making admission decisions, selective colleges make choices that allow them to improve the quality of the college. Desired student attributes include leadership, noteworthy achievements and talents, and cultural and geographical diversity, as well as high academic performance. Since few applicants dominate in all these attributes, a delicate balancing act must be forged.In this study we construct probability models for college admissions and student enrollment. We have chosen a selective liberal arts college as a case study over a four-year period. In the first stage we estimate the probability of acceptance to the college for individual applicants. The logit model includes a number of academic factors as well as nonacademic components. In the second stage we estimate the probability of enrollment for an accepted student.The first stage results show that the actual outcome of the admissions decision does match the broader institutional goals of the college. However, in the second stage, the discrepancy between the acceptance and enrollment decisions frustrates the efforts of the institution to achieve its diversity goals and highlights the difficulty that admission officers have in targeting their efforts toward special groups of applicants.     

A scheme for assessing unmet educational needs: The American Samoa example

From 1960 onwards the U.S. Government set out to improve the schools in American Samoa. During the period 1971–75 educational leaders there carried out a series of studies of the islanders' educational needs in order to assess the suitability of existing learning goals and the degree to which they were being achieved. Approaches used were a community-opinion survey, a classroom-problems survey, an evaluation of the school system's specific instructional objectives, a program of standarized testing, a bi-lingual testing of academic achievement, a physical performance testing programme and a system of teacher-parent conferences and ratings of pupils progress. Ten critical unmet needs were identified: better command of English; greater mastery of Samoan language and culture; better opportunities to learn according to the pupil's individual abilities and background; better command of mathematics; increased vocational-education opportunities; improved physical-education skills; better command of social sciences; better command of health and science knowledge; more consistent school attendance, and better social skills. These needs were investigated in detail so that specific steps might be planned to fulfil them. The teacher/parent conferencing program, based on a Californian model, was a failure.

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Zusammenfassung Seit 1960 ist die Regierung der USA bestrebt, das Schulwesen in Amerikanisch Samoa zu verbessern. In den Jahren 1971–75 haben führende Pädagogen eine Reihe von Untersuchungen über die Bildungsbedürfnisse der Inselbewohner durchgeführt, um festzustellen, ob die bestehenden Lernziele angemessen sind und inwieweit sie erreicht werden. Als Erhebungsinstrumente wurden benutzt: eine Meinungsumfrage in der Gemeinschaft, eine Erhebung über Unterrichtsprobleme, eine Bewertung der spezifischen Unterrichtsziele des Schulsystems, ein standardisiertes Testprogramm, ein Lehrer/Eltern-Konferenzsystem und Beurteilungswerte für Schülerleistungen. Es ergaben sich zehn kritische Erfordernisse: bessere Beherrschung der englischen Sprache; vertieftere Kenntnisse der Sprache und Kultur von Samoa; erweiterte Lernmöglichkeiten entsprechend den individuellen Fähigkeiten und der Herkunft der Schüler; bessere Mathematikbeherrschung; mehr Möglichkeiten zur Berufsausbildung; bessere Leibeserziehung; bessere Beherrschung der Sozialwissenschaften; mehr Kenntnisse über Gesundheitspflege und Naturwissenschaften; regelmässiger Schulbesuch; und besseres Sozialverhalten. Diese Erfordernisse wurden eingehend untersucht, damit spezifische Massnahmen zu ihrer Erfüllung geplant werden können. Das auf einem kalifornischen Modell basierende Lehrer/Eltern-Konferenzprogramm erwies sich als Misserfolg.

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Résumé A partir de 1960 le Gouvernement des Etats-Unis commença à améliorer les écoles dans les Samoa Américaines. De 1971 à 1975, des dirigeants pédagogiques menèrent dans ce pays une série d'études sur les besoins en éducation des insulaires, de sorte à estimer si les buts d'apprentissage existants étaient en accord avec les besoins et et jusqu'à quel point ces buts étaient atteints. On aborda ceci par une étude de l'opinion de la communauté, une étude sur les problèmes de la salle de classe, une évaluation des objectifs spécifiques d'instruction du système scolaire, un programme de l'épreuve standardisé, une épreuve bilingue de performance académique, un programme d'épreuve de performance physique et un système de conférences entre parents et maîtres et d'évaluations du progrès des élèves. Dix besoins critiques non satisfaits furent identifiés: meilleurs maîtrise de l'anglais, maîtrise plus grande de la langue et de la culture des Samoa; meilleurs possibilités d'apprendre conformément aux capacités individuelles et au passé de l'élève; meilleure maîtrise des mathématiques, possibilités accrues d'éducation professionnelle; aptitudes améliorées pour l'éducation physique; meilleure maîtrise des sciences sociales; meilleure maîtrise des connaissances sur la santé et la science; fréquentation plus régulière de l'école et meilleures aptitudes sociales. Ces besoins ont été étudiés en détail, de sorte que des mesures spécifiques puissent être projetées pour résoudre ces besoins. Le programme de conférence entre parents et maîtres, basé sur un modèle californien, s'est avéré être une erreur.

     

Sleepy and hostile: The effects of REM sleep deprivation on shock-elicited aggression

Two studies were conducted to assess the effects of rapid eye movement (REM) sleep deprivation on shock-elicited aggression. REM deprivation periods of 0, 24, 48, and 72 h were used in the first study, while 48-, 72-, 96-, and 120-h periods were used in the second study. Both studies indicated that increases in REM deprivation (up to 96 h) resulted in increases in the number of aggressive responses. A decrease was shown by the 120-h group. A drive-energization or motivational-effects model is suggested.     

A program for excellence in physics and physical science teaching

Conclusion It seems reasonable to conclude that the impact of these projects has been extensive and that we have met our basic objectives regarding the improvement of science education for the target teachers and students. The long-term goal of improved scientific literacy of at least a part of the citizens of this country and world can only be assessed by some form of longitudinal study that is beyond the scope and funding for these projects. But our assessment of what has been accomplished in the short term efforts seems to indicate very positive gains in those areas of knowledge, confidence, and pedagogical capability that we believe will enable the participants to make contributions to the improvement of scientific literacy for the students with whom they work. In short, we believe we have had two successful and worthwhile programs that have been useful and effective.     

Departmental morale as a function of the perceived performance of department heads

The object of this paper is to analyze some of the factors underlying differing levels of morale in university departments. Morale is conceived to be primarily a product of perceived department-head performance, although it is also suggested that environmental and satisfaction variables may be important. Morale is seen as a potential symptomatic attribute which might be used in diagnosing organizational difficulties. The authors did indeed find, using multiple discriminant analysis on departmentally aggregated data, that the perceived performance of department heads was more important in predicting levels of morale. In addition, department size was also found to be useful. The conclusions drawn were that morale could be used as a symptom of departmental (or organizational) well being and that such data could be useful to those managing department heads both in the selection of department heads and in their ongoing supervision.The authors were designated by Western Kentucky University to supervise the collection and analysis of the data described. The data were used with the permission of the Office of the President, Western Kentucky University.     

Early word decoding ability as a longitudinal predictor of academic performance

This study, using a longitudinal design with a Swedish cohort of young readers, investigates if children’s early word decoding ability in second grade can predict later academic performance. In an effort to estimate the unique effect of early word decoding (grade 2) with academic performance (grade 9), gender and non-verbal cognitive ability were controlled for in hierarchical regression models. Results show that even after accounting for these factors, word decoding successfully predicted subject marks as well as attendance in advanced courses and language classes. The authors conclude that children’s early ability to decode words could be an important factor for predicting performance in school and, thus, stress the importance for schools to investigate children’s early word decoding ability.     

Building an online community to support the professional development of casual teachers

Abstract

With the burgeoning casualisation of the higher education workforce, the precarious nature of casual teaching has become increasingly well documented. Universities are recognising that enhancing quality learning and teaching must include attention to the provision of services, support, and professional development for teachers employed on a sessional or casual basis. This paper presents a study investigating an online course for supporting and connecting dispersed and diverse casual teachers at an Australian university. The study explores the role of community and the impact of professional development for casual teachers across discipline boundaries in an institution-wide online course.     

Concerns about research and prevention strategies in Munchausen Syndrome by Proxy (MSBP) abuse

There would seem to be three motives for research into Munchausen Syndrome by Proxy (MSBP) abuse; first to enhance treatment; second to enhance our understanding of the psychopathology of those who carry out the abuse; and third to find interventions to prevent its occurrence. We will argue that only the first justification is valid. The second and third should be questioned for several reasons including: MSBP abuse is the wrong kind of event to think of in terms of categorical diagnosis; rare events are inherently difficult to predict; and better research targets are available. We propose that research energy would be more productively directed towards furthering our understanding of somatization and certain problematic aspects of modern pediatric practice. We offer suggestions as to appropriate areas for research.