The Development of Measures of Individual Differences in Self-Regulatory Control and Their Relationship to Academic Performance

Two studies are reported describing the development and validation of the Strategic Flexibility Questionnaire (SFQ): a self-report instrument aimed at eliciting students’ beliefs about the need for, and conditional nature of, self-regulatory control over learning. In Study 1, 281 first-year university education students completed a 40-item pilot questionnaire. Factor analysis of responses revealed a 21-item instrument indicating three types of control beliefs: adaptive executive control, inflexible executive control, and irresolute executive control. In Study 2, the predictive validity of these conceptions was tested against the academic performance of 105 third-year university education students. Results indicated that students reporting adaptive executive control beliefs were more successful academically, while those students reporting inflexible or irresolute control beliefs were significantly less successful academically.     

A nation at risk: The economic consequences of neglecting career development

Conclusion Computer-based career systems should be the focal point of popular, and effective career development initiatives which are of tremendous benefit to individuals. Such initiatives also have the potential to significantly reduce public expenditures and enhance the nation's competitive position internationally. The key lies in helping people understand that we can no longer afford to neglect the career development needs of Americans.I am most grateful for this opportunity to share my thoughts with you. I encourage you to promote the use of computer-based career systems by defining their benefits in economic terms. However, be sure you can prove your system does more than simply entertain its users, or leave them with extensive computer printouts.Phillip S. Jarvis is Manager, Careerware Research and Product Design, STM Systems Corp., Ottawa, Ontario, Canada and the author of CHOICES. This is the text of a paper presented to the Annual Conference of the Association of Computer-Based Systems for Career Information ((ACSCI) in St. Louis, Missouri on December 2, 1988.     

Extended Test Time and postsecondary Students with Learning Disabilities: A Model for Decision Making

The most frequently requested accommodation among students with learning disabilities (LD) in postsecondary settings is extended test time. The frequency with which this accommodation is requested and granted compels disability service providers to become knowledgeable about the factors that influence the need for, and appropriateness of, the accommodation. Moreover, the synthesis of these factors becomes the basis for determining if the accommodation is reasonable under federal law. The purpose of this article is to present a step‐by‐step model to be used as a decision‐making process when considering the accommodation of extended test time for postsecondary students with LD. The model is designed to assist disability service providers in the analysis and synthesis of information collected from (1) the student's diagnostic evaluation, (2) the course or classroom test to be accommodated, and (3) student interviews. A list of diagnostic tests from the four most frequently administered test batteries used with adults is provided, along with a concise explanation of how characteristics of LD impact reading, writing, and math, and relate to the need for extended time. This information can be used to determine if extended test time is a reasonable accommodation and to estimate how much additional time to provide.     

Assessing the special education professional development needs of northern Malawian schoolteachers

This research examines special needs education professional development needs among both general and special education schoolteachers in northern Malawi. A semi‐structured questionnaire with open and close‐ended questions was used for the research. Quantitative and thematic analyses were conducted to determine the extent to which teachers believe that students with disabilities should be educated together with students without disabilities, the importance of professional development for teaching students with disabilities, prioritised professional development needs regarding special education knowledge, and self‐identified needs for successful special education classrooms. Results indicate that teachers are generally in favour of inclusive practices and identify a high need for special education professional development. Participants identified training and resources to teach students with visual impairments or auditory impairments as a high priority. Participants noted a need for improved infrastructure, more educational materials, and recognition by the government for work in special education.     

Pictures,patience, and practicalities: lessons learned from using photovoice in applied communication contexts

The unforeseen trials of arts-based research may suppress creative and innovative explorations. Photovoice, a visual method of investigation employing participatory photography, presents a host of apprehensions. Yet, photovoice is both a valid and rich methodology that can greatly expand the reach and scope of applied communication research. In this essay, we – three applied communication researchers – discuss the complexities of photovoice, highlighting areas of consideration that interested researchers should contemplate before utilizing this methodology. Briefly exploring three of our research studies and their varying topics (i.e. long-term cancer survivors, domestic violence organizational advocacy, male body culture), we discuss three broad areas of difficulty in photovoice research: analysis, control, and exposure. Despite the unique obstacles that photovoice presents, we argue that it, along with other forms of arts-based research, are profitable and definitely worth the challenge.