Graphing in Physics: Processes and Sources of Error in Tertiary Entrance Examinations in Western Australia

Interpretation and construction of graphs are central to the study of physics and to performance in physics. In this paper, I explore the interpretation and construction processes called upon in questions with a graphical component, in Western Australian Physics Tertiary Entrance Examinations. In addition, I list errors made by students as reported by examiners and offer explanations for the errors. Outcomes of the inquiry are the identification of sources of challenge in the graphing questions, including requirements to calculate gradient and analyse experimental data. I also identify question structures that could be barriers to students' understanding the examination questions. The micro-analysis of graphing in one jurisdiction can inform assessment of high-school physics in general.     

Presenting technical information: A survey of research findings

This paper reviews research investigations into various aspects of the presentation of technical information. It considers the objectives of different readers who may be consulting the information as a reference work or who may need to assimilate the information in its entirety. Ways of using headings, summaries and questions to achieve these differing objectives are discussed. The review also considers the usefulness of alternatives to prose, such as flow charts, tabulation schemes and graphic presentations. It is concluded that although there is no single best presentation format, and although the research literature is in many places incomplete, nevertheless there are a number of studies demonstrating the advantages of particular presentation formats in specific circumstances. The results of these studies need to be given due weighting where decisions are taken about the appropriate way of presenting any technical information.     

Approaches to Collaboration: Experiences of the Early Head Start-Child Care Partnerships

ABSTRACT

This study examined how partnerships between early care and education providers were developed and how they worked together to deliver comprehensive, high-quality services to infants and toddlers from low-income families. Survey data were collected from 220 Early Head Start (EHS) program directors and 386 child care center directors and family child care providers participating in EHS-child care partnerships. Research Findings: Nearly half of EHS programs chose partners with whom they had prior relationships, and most engaged them early (often before receiving the grant). Both EHS programs and child care providers described their relationships as mutually respectful and focused on similar goals. Through the partnerships, child care providers had access to professional development opportunities and offered children and families comprehensive services, such as health screenings. Practice or Policy: This study provided a nationally representative picture of EHS-child care partnerships. The findings suggest that strong relationships are foundational to the implementation of early care and education collaborations aimed at expanding access to high-quality care for infants and toddlers from low-income families. Collaborations are a potentially important policy lever that can help support the expansion of high-quality early care and education.     

Affective education for “at-risk” students: The view of urban principals

A sample of principals (N=116) was drawn from a large, urban school district to determine their viewpoints on the academic needs of high-risk students. Principals participated in focus groups designed to establish a common set of definitions and educational objectives for students with chronic achievement problems. Survey data were subsequently gathered for the sample to identify areas where educational delivery systems could be supplemented or enhanced. Factor analysis of the data revealed five critical areas for improving educational outcomes for at-risk students, including academic transitions, affective interventions, content-oriented programs, alternative structures, and social-needs programs. The common theme identified in the responses of these principals was a belief that more attention should be given to the affective resources, including counseling personnel, transitional programs, and alternative classroom structures.     

A Multidimensional Investigation of Deep-level and Surface-level Processing

This study examines the moderating effects of a situational factor (i.e., text type) and an individual factor (i.e., subject-matter knowledge) on the relation between depth of processing and performance. One-hundred and fifty-one undergraduates completed measures of subject-matter knowledge, read either an expository or persuasive text about the existence of extraterrestrials while thinking aloud, and then completed a passage recall task and an open-ended task. Results indicated that the relation between depth of processing and the open-ended tasks was moderated by the type of text participants read (i.e., expository or persuasive). Moreover, there was a significant interaction between the passage recall measure and open-ended task for depth of processing and type of text.     

A model plan for coordination and management of child abuse services

There are few reports concerning an overall management plan for child abuse services throughout an entire county. This paper describes the different components of child abuse services including child advocacy/legislation, prediction and prevention, detection and diagnosis, intervention and treatment, and education and training, within a California county and includes a discussion of each component, with an assessment of needs and a delineation of gaps in service. The necessity of overall goal setting is defined and various management techniques are discussed. The county selected for the study was San Mateo County with a population of approximately 500,000. Results indicate agreement as to the comprehensiveness of the plan and the need for further coordination. The favored management scheme called for the hiring of a “Director of Child Protection Services” at the county management level. Subsequent to the completion of this child abuse and neglect project, a task force was appointed by the Board of Supervisors and is now in the process of making recommendations regarding priorities and a course of action to follow to ensure that coordinated services are available throughout the county.     

The role of naming speed within a model of reading acquisition

That symbol naming speed is an importantcorrelate of reading skill has been generallyacknowledged. Just what contribution it makesand why is a much more difficult question. Wesuggest that the search for such answers isbest developed within a broad model of readingskill acquisition. We propose an informalmodel and review evidence for several of itslinks. The major lines of influence arehypothesized to flow from cognitive abilities(mediated by instructional factors) tointermediate and final reading outcomes. Theoutcomes at each level, however, are affectedby outcomes at other levels, and in other wayscombine to complicate the picture. Use of sucha model may focus our research questions morefinely and lead to a more preciseconceptualization of the basis for naming speed– reading relationships.     

The obligations of privilege

Pat King argues that it is higher education's obligation to help students, in particular white students, understand that with privilege and opportunity come special responsibilities and obligations.