Diversity of Students' Views about Evidence,Theory, and the Interface between Science and Religion in an Astronomy Course

Arguments for teaching about the nature of science have been made for several decades. The most recent science education policy documents continue to assert the need for students to understand the nature of science. However, little research actually explores how students develop these understandings in the context of a specific course. We examine the growth in students' understanding about the nature of astronomy in a one‐semester college course. In addition to student work collected for 340 students in the course, we also interviewed focus students three times during the course. In this article we briefly describe class data and discuss in detail how five students developed their ideas throughout the course. In particular, we show the ways in which students respond to instruction with respect to the extent to which they (a) demand and examine evidence used for justifying claims, (b) integrate scientific and religious views, and (c) distinguish between scientific and nonscientific theories. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 340–362, 2000.     

Communication Intervention for Students with Severe Disability: results of a partner training program

This paper reports on the evaluation of a professional development program designed for communication partners of students with severe disability. The program aimed to facilitate the translation of reported best practice in the area of communication to classroom practice. A model of case application was used to enhance partner acquisition of targeted skills and knowledge, thereby addressing perceived concerns in this area. Participants including teachers, teacher aides, and speech pathologists completed pre‐ and post‐intervention questionnaires measuring skills, knowledge, and concerns. Data were analysed on the basis of participant role to determine the significance of change between groups. Results suggest that the professional development program was effective. Teachers and teacher aides reported increased skills and knowledge, accompanied by reduced concerns. Speech pathologists indicated minimal change in either area. These findings are explored in the context of the current research literature on partner training in communication intervention.     

Correlates of College Retention and GPA: Learning and Study Strategies,Testwiseness, Attitudes,and ACT

This study assessed unique contributions of learning, study, and test-taking strategies; students' attitudes about college; and ACT scores, and linked them to college GPA and to retention. Although several variables contributed significantly to GPA, only GPA made a significant unique contribution to attrition and retention. This suggests that learning and study strategies and students' college attitudes affect attrition indirectly through GPA.     

Assessing the Issues of Multiracial Students on College Campuses

This is a preliminary study that focuses on multiracial college students' attitudes regarding the challenges they experience on campus. Results of this study highlight counseling issues that affect multiracial college students, and how college counselors' perceptions of diversity need to be broadened in order to accommodate the rapidly growing multiracial and multiethnic student population.     

A partnership to promote teacher preparation for inclusive, urban schools: four voices

This article describes a unique partnership between a university and an urban school district. University students complete a one-year internship. Major stakeholders provided evaluation data which are shared in this article. The data from this investigation confirmed our belief in the value of an immersion program in a fully inclusive urban setting. The authors describe extended research efforts as well as make recommendations for future partnership investigations.     

CONSTRUCT VALIDITY EVIDENCE FOR BRACKEN SCHOOL READINESS ASSESSMENT,THIRD EDITION,SPANISH FORM SCORES

Convergent and discriminant validity evidence was examined for scores on the Spanish Record Form of the Bracken School Readiness Assessment, Third Edition (BSRA‐3). Participants included a sample of 68 Hispanic, Spanish‐speaking children ages 4 to 5 years enrolled in preschool programs in Puerto Rico. Scores obtained from the BSRA‐3 Spanish Record Form were compared with scores from the Nonverbal Index of the Kaufman Assessment Battery for Children, Second Edition, and the Preschool and Kindergarten Behavior Scales, Second Edition. As expected, the correlation between school readiness scores and nonverbal intelligence was significant and moderate in the positive direction and the correlations between school readiness scores and behaviors were low. Discriminant validity evidence for BSRA‐3 scores was demonstrated using Steiger's Z test to compare correlations of similar and dissimilar constructs. As hypothesized, significant results emerged.