Using the theory of successful intelligence as a framework for developing assessments in AP physics

A new test of Advanced Placement Physics, explicitly designed to balance both content and cognitive-processing skills, was developed using Sternberg’s theory of successful intelligence. The test was administered to 281 AP Physics students from 10 schools during the 2006–2007 school year. Six empirically distinguishable profiles of strengths and weaknesses emerged from an exploratory Q-type factor analysis across the four cognitive-skill areas assessed (i.e., memory, analytical, creative, and practical skills). These profiles replicated those found in previous research in the domains of AP Psychology and AP Statistics. Furthermore, achievement differences between ethnic groups on various cognitive subscales were reduced as compared with traditional estimates. The results provide evidence of the importance of integrating modern theories of cognitive processing into large-scale assessments.     

Sexuality education： Analysis of Moroccan teachers＇ and future teachers＇ conceptions

Conceptions are analyzed as being the emergences from interactions between three poles： scientific knowledge （K）, values （V） and social practices （P）. The teachers＇ beliefs and values have a direct influence on the way of understanding and teaching a topic. These beliefs must be taken into account in the content and strategies of the teacher＇s formation. In this paper, the authors discuss the importance of studying and analyzing these conceptions and present the results of the research on teachers＇ and future teachers＇ conceptions about sexual health education. In this topic, the conceptions could be deeply rooted not only in scientific knowledge but also in value systems and social practices, because teachers often refuse to teach the ethical, psychological, economic and social issues not strictly reducible to biology, such as sexuality health. The authors used a questionnaire prepared jointly within the European project Biohead-Citizen.     

Spelling well despite developmental language disorder: what makes it possible?

The goal of the study was to investigate the overlap between developmental language disorder (DLD) and developmental dyslexia, identified through spelling difficulties (SD), in Russian-speaking children. In particular, we studied the role of phoneme awareness (PA), rapid automatized naming (RAN), pseudoword repetition (PWR), morphological (MA), and orthographic awareness (OA) in differentiating between children with DLD who have SD from children with DLD who are average spellers by comparing the two groups to each other, to typically developing children as well as children with SD but without spoken language deficits. One hundred forty-nine children, aged 10.40 to 14.00 years, participated in the study. The results indicated that the SD, DLD, and DLD/SD groups did not differ from each other on PA and RAN Letters and underperformed in comparison to the control groups. However, whereas the children with written language deficits (SD and DLD/SD groups) underperformed on RAN Objects and Digits, PWR, OA, and MA, the children with DLD and no SD performed similarly to the children from the control groups on these measures. In contrast, the two groups with spoken language deficits (DLD and DLD/SD) underperformed on RAN Colors in comparison to the control groups and the group of children with SD only. The results support the notion that those children with DLD who have unimpaired PWR and RAN skills are able to overcome their weaknesses in spoken language and PA and acquire basic literacy on a par with their age peers with typical language. We also argue that our findings support a multifactorial model of DLD.     

Stability of total and free prostate specific antigen in serum submitted to intermittent cold storage conditions

The goal of this study was to determine the stability of Total Prostrate Specific antigen (PSA-T) and Free Prostrate Specific Antigen (PSA-F) in archival serum stored at 4°C and −20°C and subjected to temperature shift due to interruption in power supply. Our study showed that PSA-T was stable up to 285 days and PSA-F was stable for 158 days under these conditions. Since power supply interruption is an unavoidable problem in developing nations, our study has implication on the validity of measurement of PSA-T and PSA-F in serum that was not properly stored due to emergency situations and for certain types of retrospective studies.     

The socially skilled teacher and the development of tacit knowledge

Skilled interpersonal relations are crucial for effective teaching and learning but much professional knowledge here is tacit and thus not easily communicated. This article presents the results of a study that examined the tacit knowledge of trainee and experienced teachers in relation to various problematic interpersonal aspects of school life. Trainee (n = 501) and experienced (n = 163) teachers in secondary schools were presented with a series of hypothetical vignettes and asked to rate each of 128 potential response options. Trainees completed the survey at the beginning and end of their professional training year. It was found that experience appeared to be related to the capacity to identify ‘bad’ responses, but there was little difference in relation to the identification of ‘good’ responses. Further differences between novice and experienced teachers in relation to preferred strategies are reported. Implications for teacher education and for future research are identified and discussed.     

Intellectual giftedness: Economic,political, cultural,and psychological considerations

The concept of intellectual giftedness has had a long history in the literature of psychology and education. However, though the existence of the phenomenon underlying this concept has never actually been disputed, there are multiple ongoing debates regarding its definition, methods for its identification, and subsequent programming. This essay is conceived to contribute to the discussion on intellectual giftedness and to provide a global context for the other articles in this issue. The essay is comprised of three major parts. First, we review the defining terms, contexts and theories historically and currently applied to the understanding of intellectual giftedness. Second, we comment on models used to identify it. Third, we discuss the major influences that directly shape the treatment of giftedness in a number of international settings.     

CHANGES IN SOIL BIOLOGICAL PROPERTIES WITH THE ADDITION OF METSULFURON-METHYL HERBICIDE

ＩＮＴＲＯＤＵＣＴＩＯＮＴｈｅｍａｉｎｔｅｎａｎｃｅｏｆｓｏｉｌｆｅｒｔｉｌｉｔｙｄｅｐｅｎｄｓｏｎｔｈｅｓｉｚｅａｎｄａｃｔｉｖｉｔｙｏｆｓｏｉｌｍｉｃｒｏｂｉａｌｂｉｏｍａｓｓ(Ａｌｅｘａｎｄｅｒ,1 977) ,ｗｈｉｃｈｉｓｏｆｆｕｎｄａｍｅｎｔａｌｉｍｐｏｒｔａｎｃｅｉｎｔｈｅｂｉｏｌｏｇｉｃａｌｃｙｃｌｅｓｏｆａｌｍｏｓｔａｌｌｍａｊｏｒｐｌａｎｔｎｕｔｒｉｅｎｔｓ (ＲｏｂｅｒｔａｎｄＣｈｅｎｕ ,1 992 ) .Ａｌｔｈｏｕｇｈｔｈｅｓｏｉｌｍｉｃｒｏｂｉａｌｂｉｏｍａｓｓｒｅｐ ｒｅｓｅｎｔｓｏｎｌ…