Do university students,alumni, educators and employers link assessment and graduate employability?

Within higher education literature, assessment and graduate employability are linked and co-presented, in that quality student assessment is purported to enhance employability. This research was designed to query the extent to which these same conceptual links are perceived by those actively involved in higher education. Four stakeholder groups from multiple disciplines and eight Australian states and territories (students, alumni, educators and employers) were interviewed about graduate employability (n?=?127). Interviewers intentionally omitted any mention of assessment to determine whether the various stakeholders would bring it up themselves when asked questions such as what is and is not effective for nurturing employability. The results indicated that among the educators, assessment emerged as a dominant theme. While the three other stakeholder groups infrequently used the term assessment, they did discuss related educational concepts and practices in the context of enhanced employability. All stakeholder groups identified a missing link between theory and practice, with educators specifying that link as assessment. Recommendations to improve employability through assessment are the key takeaways from this research.     

Independent evaluation of Q-Interactive: A paper equivalency comparison using the PPVT-4 with preschoolers

Pearson now uses a technology-based testing platform, Q-Interactive, to administer tests previously available in paper versions. The same norms are used for both versions; Pearson's in-house equivalency studies indicated that both versions are equated. The goal of the current study is to independently evaluate equivalency findings. For the current study, equivalency was measured using the three-part test set forth by American Psychological Association in 1986. First, the researchers examined rank order similarity; then, they examined mean score similarity; and finally, they examined score-distribution similarity. One of these equivalency standards (rank order similarity) was not met, and one other standard is debatable (mean score similarity); therefore, the authors noted concerns about the use of Peabody Picture Vocabulary Test, Fourth Edition Q-Interactive for preschoolers. New normative data should be collected.     

Comparison of hot water immersion at 37.8°C with or without salt for rapid weight loss in mixed martial arts athletes

ABSTRACT

Hot water immersion, known as a hot bath, is used by MMA athletes to produce rapid weight loss (RWL) by means of passive fluid loss. This study investigated the magnitude of body mass losses using a standardized hot bath protocol with or without the addition of salt. In a crossover design, eleven male MMA athletes (28.5 ± 4.6 y; 1.83 ± 0.07 m; 82.5 ± 9.1 kg) performed a 20-min immersion at 37.8°C followed by a 40-min wrap in a warm room. This bath and wrap was performed twice per visit. During one visit, only fresh water was used (FWB), and in the other visit, magnesium sulphate (1.6% wt/vol) was added to the bath (SWB). Prior to each visit, 24 h of carbohydrate, fibre, and fluid restriction was undertaken as part of the RWL protocol. Body mass losses induced by the hot bath protocols were 1.63 ± 0.75 kg and 1.60 ± 0.80 kg for FWB and SWB, respectively, and equivalent to ~2.1% body mass. Under the conditions employed, the magnitude of body mass loss in SWB was similar to FWB. However, further research should explore bathing in a temperature that is consistent with that habitually used by fighters, and/or higher concentrations of salt.     

Briging it all back home: some implications of recent science and technology studies for the classroom science teacher

In this paper, we support the validity of drawing from science studies to reshape science education. While true educational reform must involve alternative curricular structures, we stress that we do not propose here either a comprehensive curricular framework or a report on a pilot classroom project, as our research perspective comes from science studies rather than from education. Instead this paper is intended to encourage educators to draw from methodologies used in science studies to further their goals in education research and in classroom teaching. First, we examine theoretical connections and divergences between science studies and theories of education. Secondly, we discuss the benefits of teaching science as a social process and offer some suggestions that can be introduced by classroom teachers into pre-existing science curricula.     

Tutor and student perceptions of what makes an effective distance language teacher

This collaborative research project sought to determine the attributes, skills and expertise/knowledge needed by distance language teachers. The first phase of the project explored tutor perspectives using discussion groups, questionnaires, interviews and a yoked-subject technique. Statements and categories of expertise were identified, elaborated on and refined to produce a taxonomy of teaching expertise. The second phase explored how distance language students viewed the domains of teaching expertise put forward by tutors, and attempted to identify any gaps, differences and points of convergence. Tutor and student views were generally aligned, but differed in emphasis. Issues related to articulation of non-verbal communication, differentiation and empathy with the learner were highlighted. This article argues for the value of enquiring into student and tutor perspectives on teaching expertise, and concludes with implications for linking research and practice and for teacher professional development.     

Establishing and sustaining teacher educator professional development in a self-study community of practice: Pre-tenure teacher educators developing professionally

This paper outlines the professional development of pre-tenure teacher educators through the establishment of a self-study group. Through reflecting on three significant events, a discussion is offered as to how members contributed to the self-study of teacher education practices and experienced enhancement as a community of scholars. Evidence is presented as to how pre-tenure faculty can work together to build a culture that links teaching practice to scholarship within an organizational framework for group interactions. This work contributes to research on the induction of new professors by providing a model of professional development that is self-directed, collaborative, and empowering.     

On Fitting Nonlinear Latent Curve Models to Multiple Variables Measured Longitudinally

This article shows how nonlinear latent curve models may be fitted for simultaneous analysis of multiple variables measured longitudinally using Mx statistical software. Longitudinal studies often involve observation of several variables across time with interest in the associations between change characteristics of different variables measured within individuals. Other applications involve repeated measures for distinguishable individuals nested within small groups, such as families, with interest in the associations between change characteristics in variables for individuals within groups. This article shows how Mx can be used to carry out analysis of multiple variables measured over time where at least one variable is described by a function that includes one or more parameters that enter the model nonlinearly. An example is provided.     

Hurricane Katrina: A Longitudinal Study of the Achievement and Behavior of Displaced Students

This study examined the achievement and behavior of Mississippi children displaced by Hurricane Katrina. The analysis disclosed differences in achievement and behavior between displaced and nondisplaced students. Those who were displaced by Hurricane Katrina had lower academic performance and were more likely to engage in negative behaviors than nondisplaced students. These gaps preexisted Katrina and, in most instances, did not change significantly during the first 2 years following the storm. However, rates of suspension and expulsion increased among these students, while rates of nonpromotion decreased.     

Katrina and the Schools of Mississippi: An Examination of Emergency and Disaster Preparedness

Faculty members from the University of Southern Mississippi conducted extensive research into emergency planning and disaster preparedness in P–12 schools in Mississippi before and after Hurricane Katrina. Findings disclosed that although few schools had no crisis management plans, a significant number that had emergency plans did not include provisions for large-scale disasters. Many schools had outdated plans. Respondents rated the effectiveness of crisis management plans in relation to Hurricane Katrina. The most highly rated features included the roles played by school leaders, the effectiveness of the administrative “chain of command,” and interpreting the storm's impact to the media. The most frequently cited areas of inadequacy included communication channels for administration, staff, and parents; dealing with electrical, fuel, and other energy needs; and the inability to operate independently for a sustained period of time in the wake of the storm. Study participants made policy and action recommendations to strengthen emergency planning and disaster preparation that were analyzed and reported by the researchers.