Effective inclusive education: Equipping education professionals with necessary skills and knowledge

As a result of educational reforms, students with disabilities are educated in inclusive settings to a greater degree than ever before. Regrettably, many teachers report that they feel unprepared to work effectively with these students. Because teacher effectiveness is strongly linked to student outcomes, these perceptions of inadequacy are clearly problematic. Improved teacher preparation is a necessity. Yet, teacher educators face their own challenges when trying to keep up with current literature and a rapidly expanding knowledge base. Web-based technology offers solutions to some of these challenges, yet not all Web-based resources are valid or reliable. The IRIS Center for Training Enhancements, funded by the U.S. Department of Education, provides free online resources for those working with struggling learners and students with disabilities. The resources are developed in collaboration with leading educational researchers, are highly rated, and are heavily used in multiple countries to improve the quality of teacher education.     

On cross‐cultural bridges and gaps: identity transitions among trailblazing Druze women

The emotional conflicts and evolving Identity of the first Druze women who turned to study in Israeli universities is explored in this paper. While the benefits of higher education are widely discussed, this article wishes to focus on the different, more complex effects of education on the lives and identities of women. The study examines the complex identity patterns of these pioneering women after returning to their villages on completing their studies – influenced by their uniqueness as the first women in their community to achieve academic degrees and by the intercultural transitions they experienced along the way. The narrative identity and emotional processes are derived through interview analysis of 34 first Druze women that entered universities. The findings are viewed in light of modern and postmodern psychological theories of identity discussing lacunæs in western identity theories that cannot entirely account for certain aspects of interviewees’ identities.     

An investigation of whether fantasy books,compared to same topic nonfiction,promote second graders' creativity

Narrowing of the curriculum because of standardised testing has caused creativity to be neglected in many schools; integration into reading instruction may provide a solution. This repeated measures study incorporated figural transformation drawings after a read-aloud of a book highlighting nutrition information as a way to both review book comprehension and integrate creativity. Nineteen second graders, aged 7–9 years from Iowa, USA, participated in 16 weekly trials, alternating between a nonfiction nutrition book and a fantasy book presenting true nutrition concepts. Results showed significantly greater creativity generally and in specific creative skill areas under the fantasy condition.     

Using the Standards to Evaluate the Redesign of the U.S. Naturalization Tests: Lessons for the Measurement Community

In 2001, the U.S. Citizenship and Immigration Services (USCIS) began the process of redesigning the U.S. naturalization tests due to concerns that the current testing procedure may not be sufficiently uniform, and that the test content may not be appropriate. A National Research Council committee issued recommendations, based largely on the Standards , to ensure that the redesigned tests would be scientifically and politically defensible; however, USCIS chose not to follow much of the committee's advice. This article summarizes some lessons for the measurement community and possible strategies for getting policymakers to pay more attention to the Standards .     

A method of measuring information in language,applied to medical texts

In this study, quantitative measures of the information content of textual material have been developed based upon analysis of the linguistic structure of the sentences in the text. It has been possible to measure such properties as: (1) the amount of information contributed by a sentence to the discourse; (2) the complexity of the information within the sentence, including the overall logical structure and the contributions of local modifiers; (3) the density of information based on the ratio of the number of words in a sentence to the number of information-contributing operators.Two contrasting types of texts were used to develop the measures. The measures were then applied to contrasting sentences within one type of text. The textual material was drawn from narrative patient records and from the medical research literature. Sentences from the records were analyzed by computer and those from the literature were analyzed manually, using the same methods of analysis. The results show that quantitative measures of properties of textual information can be developed which accord with intuitively perceived differences in the informational complexity of the material.     

The development of children's ability to fill the gaps in their knowledge by consulting experts

This research investigated children's ability to recognize gaps in their knowledge and seek missing information from appropriate informants. In Experiment 1, forty-five 4- and 5-year-olds were adept in assigning questions from 3 domains (medicine, firefighting, and farming) to corresponding experts (doctor, firefighter, or farmer). However, when given the options of answering the same questions themselves or assigning them to an expert (Experiment 2), only 6-year-olds were consistently able to recognize when they did not know answers and then assign test questions correctly. Four- and 5-year-olds tended to overestimate their own knowledge or assign questions to the wrong expert. This result was replicated in Experiment 3, in which 5-year-olds were given incentives for correct answers.