Health discussions on the Internet: A study of knowledge communication through citations

The Internet is a convenient but complex source for health information used by an increasing number of health consumers. Especially for people suffering from a chronic illness (e.g., diabetes), information seeking forms a part of the daily management of the disease, a “project of life.” This study of Web texts examines the citation patterns for a specific and controversial health issue: the beneficial or hazardous use of dietary chromium supplementation in diabetes self-management. Texts from different categories of Web sources (scientific, professional, educational, and commercial sources, as well as diabetes discussion groups) were analyzed in order to study how knowledge is transferred between sources, and how diabetics participating in discussion groups refer to and make sense of the information from different sources on the Internet. The citation patterns suggest that deviations from the traditional models of scientific knowledge dissemination can occur in the Internet environment.     

A randomized controlled trial of a home-visiting intervention aimed at preventing relationship problems in depressed mothers and their infants

This study examined the effect of a mother–baby intervention on the quality of mother–child interaction, infant–mother attachment security, and infant socioemotional functioning in a group of depressed mothers with infants aged 1–12 months. A randomized controlled trial compared an experimental group ( n = 35) receiving the intervention (8–10 home visits) with a control group ( n = 36) receiving parenting support by telephone. There were assessments pre, post, and follow-up after 6 months. The intervention had positive effects on the quality of mother–infant interaction. Infants in the experimental group had higher scores for attachment security and for one aspect of socioemotional functioning, namely, competence. The intervention proved successful in preventing deterioration of the quality of mother–child interaction.     

Comparing preservice,elementary, and junior high teachers' perceptions of school psychologists: Two decades later

One hundred eighty-one experienced teachers (elementary and junior high), and 189 preservice teachers were surveyed regarding their perceptions of school psychologists. The survey instrument used essentially the same categories as Styles in 1965, including: (a) level of training, (b) effectiveness, (c) qualifications for tasks, and (d) usefulness in specific duties. Analysis of the survey data showed there were significant differences between preservice and experienced teachers' effectiveness ratings of school psychologists on eight tasks typically performed by school psychologists. Significant differences also were found between preservice and experienced teachers on their ratings of school psychologists' qualifications to undertake specific tasks, although almost half of the experienced teachers were unable to rate the effectiveness of school psychologists. There was a small, but significant, negative relationship between the amount of contact with the school psychologist and the perceived effectiveness. Limitations inherent in survey methodology and the need to foster greater teacher awareness of the school psychologist's role are discussed.     

Troubling the discourse of teacher centrality: a comparative perspective

The belief in the central role of the teacher has a long and comparative history. This article aims to critically analyse the discourse of the centrality of the teacher by both historicising and problematising the ideas and practices associated with this discourse. First, the article describes the discourse as it was taken up during the twenty‐first century when the teacher was viewed as the linchpin to building universal education systems. The idea that the ‘master makes the school’ is examined and the policies that stemmed from this thinking (e.g., the establishment of formal teacher training, teacher testing and certification) are outlined. The contemporary manifestations of this discourse are then described to show how the pervasive belief in the central role of the teacher has influenced education policy reforms, which like teacher policy reforms in the nineteenth century operate to shape and regulate the profession. Further discursive effects are analysed including the de‐contextualisation of educational reform and the de‐professionalisation and de‐politicisation of teachers and their work. The relationship between effective schools research and the centrality of the teacher discourse is also considered within the contemporary moment. This comparative study refers to the discourse of the centrality of the teacher in Australasia, Europe, Great Britain and North America, and suggests that our collective focus on the teacher has had some serious, unexpected effects on teachers and the work they do.     

The interplay of cognitive and relational social capital dimensions in university-industry collaboration: Overcoming the experience barrier

The use of university-industry collaboration in the innovation process is viewed as a major driver of firm competitiveness. The organizational dynamics underlying successful external relationships, however, remain poorly understood. Using longitudinal case studies of 15 innovation projects, we examine how firms with varying degrees of experience in collaborating with universities and public research organizations rely on different social capital dimensions to achieve successful collaborations. We find that experienced firms establish external collaborations on the basis of cognitive social capital, but this basis is reinforced by relational social capital over time. Conversely, less experienced firms initially base their university collaborations on relational social capital, which is reinforced by cognitive social capital over time. Based on these findings, we theorize on the interplay of different dimensions of social capital in university-industry collaborations over time. Our study has important implications for the management of collaborative innovation projects. In particular, it provides guidance to enable less experienced firms to develop successful collaborations with university partners.     

Employment and Achievement in a Problem‐Based Curriculum

The purpose of this study is twofold: first, to examine to what extent the time students work on paid jobs is related to study‐time (class attendance and time devoted to self‐study) and second, to what extent the time students work on paid jobs is related to achievement. A number of 120 students from the problem‐based Faculty of Health Sciences in the Netherlands kept a time‐diary. Academic achievement was measured by using scores on the block‐test. The results showed that working about four to eight hours per week on paid jobs (as opposed to working less than four hours per week or to working intensively, more than 8 hours per week) actually is positively related to study‐time. Test‐scores are not significantly different among students who are not working on jobs, work some hours, or work a lot.     

Using a Problem-Solving Approach to Teach Classroom Skills to a Student with Moderate Intellectual Disabilities within Regular Classroom Settings

We examined the use of a problem-solving intervention to teach classroom skills to a student with moderate intellectual disabilities. She was receiving her education in regular classrooms at her local primary school. The student was taught the targeted skills in a resource room removed from the regular classroom. She successfully generalised the skills to regular classrooms. The problem-solving intervention was evaluated using a multiple baseline design across classrooms. Regular classroom teachers indicated that the student's behaviour significantly improved during the intervention.