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Descriptors:
Children; Dyslexia; Handwriting; Alphabets; Writing (Composition); Spelling; Comparative Analysis; Differences; Difficulty Level; Cognitive Processes

Abstract:
It is commonly assumed that children with dyslexia are slower at handwriting than other children. However, evidence of slow handwriting in children with dyslexia is very mixed. Thirty-one children with dyslexia, aged 9 years, were compared to both age-matched children and younger spelling-ability matched children. Participants completed an alphabet-writing task and a composition task on the surface of a digital writing tablet. Children with dyslexia wrote the same amount of letters per minute in the alphabet task but wrote fewer words per minute when composing their texts than children of the same age. Crucially, no differences were found between children with dyslexia and their same age peers for speed of handwriting execution, measured by the tablet, when writing the alphabet or composing their texts. However, children with dyslexia were found to pause within their compositions as often as the spelling ability matched group. Thus handwriting execution is not impaired in children with dyslexia. The slow writing that is typical of children with dyslexia is due to pausing more often when composing and is related to spelling ability. This may reflect processing problems in response to high cognitive load through having to contend with spelling and composing concurrently. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Health Services; Continuing Education; Research and Development; Theory Practice Relationship; Patients; Safety; Improvement; Differences; Stakeholders; Methods; Problems; Integrated Activities; Cooperation; Interdisciplinary Approach; Holistic Approach

Abstract:
Public and professional concern about health care quality, safety and efficiency is growing. Continuing education, knowledge translation, patient safety and quality improvement have made concerted efforts to address these issues. However, a coordinated and integrated effort across these domains is lacking. This article explores and discusses the similarities and differences amongst the four domains in relation to their missions, stakeholders, methods, and limitations. This paper highlights the potential for a more integrated and collaborative partnership to promote networking and information sharing amongst the four domains. This potential rests on the premise that an integrated approach may result in the development and implementation of more holistic and effective interdisciplinary interventions. In conclusion, an outline of current research that is informed by the preliminary findings in this paper is also briefly discussed. The research concerns a comprehensive mapping of the relationships between the domains to gain an understanding of potential dissonances between how the domains represent themselves, their work and the work of their "partner" domains. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Instructional Design; Work Environment; Corporations; Self Concept; Consultants; Problem Solving; Novices; Expertise; Differences; Decision Making; Locus of Control; Theory Practice Relationship; Time Management; Stress Management; Organizational Culture; Interpersonal Competence; Ambiguity (Context); Holistic Approach

Abstract:
This naturalistic inquiry investigated how instructional designers engage in complex and ambiguous problem solving across organizational boundaries in two corporations. Participants represented a range of instructional design experience, from novices to experts. Research methods included a participant background survey, observations of problem-solving activities, in-depth interviews, and analysis and evaluation of project documents and other tools. The findings revealed differences between experts and novices with regards to tolerance of ambiguity, expectations about their own roles in finding solutions for their clients, adaptability, attention to appropriate details, and management of workplace stress. The contrast between instructional design processes taught in universities and actual workplace practice was noted by both expert and novice participants. Experienced participants demonstrated adaptability in processes and communications to efficiently arrive at viable solutions for their clients. Expectation setting and relationship building emerged as techniques for creating environments supportive of instructional designers' problem-solving activities. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
College Freshmen; Remedial Instruction; Enrollment; College Readiness; Public Colleges; Private Colleges; Two Year Colleges; Selective Admission; Student Characteristics; Majors (Students); Associate Degrees; Bachelors Degrees; Differences

Abstract:
A primary goal of the U.S. Department of Education's Elementary and Secondary Education Act (ESEA) Blueprint for Reform is to improve the college readiness of high school graduates (U.S. Department of Education 2010). College readiness is a complex benchmark and has been measured in several ways, including transcript analysis (Adelman 2006) and standardized test scores (ACT 2005). One such measure, and the focus of this Statistics in Brief, is remedial coursework enrollment. Consistent with earlier NCES publications, this brief defines remedial courses as courses for students lacking skills necessary to perform college-level work at the degree of rigor required by the institution (Parsad and Lewis 2003). At the start of their college careers, students who are not sufficiently prepared to complete entry-level courses are often encouraged or required to take developmental or remedial courses. Results from previous surveys conducted by the National Center for Education Statistics (NCES) that collected data on the percentage of students enrolled in remedial coursework found that 28 percent of first-year students who entered 2- or 4-year degree-granting postsecondary institutions were enrolled in remedial courses in both 1995 and 2000 (Parsad and Lewis 2003). Given evidence of stable remediation rates during the late-1990s, and the current education reform context that seeks to reduce remediation in college, this Statistics in Brief provides descriptive data on the frequency of self-reported enrollment in remedial courses within and across three time points, 1999-2000, 2003-04, and 2007-08. The purpose of the brief is to update the available evidence regarding self-reported student remediation and provide descriptive information as context for policy discussions. This Statistics in Brief uses data from the National Postsecondary Student Aid Study (NPSAS) to examine the incidence of remedial coursetaking between the 1999-2000, 2003-04, and 2007-08 academic years. Specifically, this brief examines the percentages of first-year undergraduate students enrolled in institutions of higher education (IHE) who reported taking remedial courses in the 1999-2000, 2003-04, and 2007-08 academic years, by institutional characteristics, such as institutional control (public or private), level (2-year or 4-year) and selectivity. For students who attended public institutions, the brief examines enrollment characteristics, such as undergraduate degree program and field of study; and student characteristics, such as sex, race/ethnicity, age, parents' education, and dependency status. NPSAS is a nationally representative survey of all postsecondary students enrolled in Title IV institutions. Standard Error Tables are appended. (Contains 6 tables, 1 figure and 10 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Attitudes; Feedback (Response); Teacher Response; Personality Traits; Teacher Characteristics; Role; Cognitive Processes; Teacher Behavior; Confidentiality; Communication Skills; Adjustment (to Environment); Aggression; Anxiety; Student Characteristics; Differences

Abstract:
Feedback orientations refer to students' perceptions of instructional feedback utility, retention, sensitivity, and confidentiality. In this paper, we report three studies that investigated the relationships among feedback orientations and communication traits. Specifically, we examined the associations among communication adaptation traits (Study 1), aggression traits (Study 2), and apprehension traits (Study 3). The results of Study 1 (N =149) indicated that students high in cognitive flexibility and responsiveness reported retaining and using instructors' feedback and were less sensitive to feedback than other participants. Findings from Study 2 (N = 82) showed that students who were high in verbal aggressiveness, Machiavellianism, and tolerance for disagreement found their instructors' feedback less useful and retained less feedback than other participants. The results of Study 3 (N = 72) revealed that students who were high in communication apprehension and low in intellectual flexibility reported being sensitive to receiving feedback, preferred to receive feedback privately, and did not find feedback to be overly useful. Results may be used by instructors to better provide students with useful, memorable, nonthreatening, and private feedback in the classroom. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Communities of Practice; Learning; Leisure Education; Agriculture; Volunteers; Agricultural Laborers; Ethnography; Grounded Theory; Interpersonal Communication; Innovation; Preservation; Vertical Organization; Social Structure; Differences

Abstract:
The study applies situated learning and communities of practice concepts to an ethnographic study of volunteer farm work. In contrast to a traditional conceptualization of education "for" leisure, participation in farm work activities is understood as a form of education taking place "in" a leisure context. Analysis reveals that participation in volunteer farm labor may also be understood as participation in a craft-based community of practice. The Farm's community of practice exhibits the use of embodied knowledge, intimate communication, a dialectic of innovation and preservation, and a hierarchical social structure. Differences between employment and leisure-based communities of practices are explored. Situated learning and communities of practice conceptualizations promise to expand both the analysis and practice of leisure education, thereby expanding its relevance in contemporary society. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Hmong People; Immigrants; Generational Differences; Cultural Differences; Educational Attainment; Time; Differences; Acculturation; Social Work; Social Integration; Marriage; Family Planning; Language Minorities; Ethnicity; Socioeconomic Status

Abstract:
Few studies have looked at the differences in culture, language, and educational attainments among generations of Hmong in the United States since the beginning of their immigration to the United States. This study of 195 Hmong participants examines the effects of generational status on Hmong immigrants across several factors including marriage and family planning practices, cultural identity, and educational attainment. Cultural identity and family practices of immigrants lean toward increased adaptation to American culture with each successive generation; however, educational attainment was lower among second-generation immigrants when compared to their first-generation counterparts. Explanations for lower educational attainment may be due to confounding factors such as time effect. This study informs social work practice by exploring the variations in acculturation trajectories among the Hmong in the United States. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Teacher Education; Evidence; Differences; Teaching Skills; Teacher Student Relationship; Teacher Influence; Academic Achievement; Students; Research Design; Research Methodology; Educational Research; Student Characteristics; Admission Criteria; Schools of Education

Abstract:
This paper is based on a series of previous research studies looking at the impact and development of teachers in the UK and internationally. It suggests that there is no convincing evidence, in terms of test outcomes, that some teachers are more or less effective with equivalent pupils. This is not necessarily because teachers are not differentially effective, but because the calculations involved are not possible with our current methods. And, of course, this is not to suggest that teachers in general do not make a difference--only that they are not obviously differentially effective. However, there is indicative evidence, particularly from pupil reports, that there is considerable variation in the skills, even very basic skills, of teachers. This may be partly the result of variability in the process of admitting and qualifying trainee teachers. There is also good evidence that the quality of pupil-teacher interaction in schools is linked to pupils' sense of justice, trust in others, and reports of citizenship activity. Perhaps then this is the clearest difference that individual teachers make, on the wider outcomes of schooling. It may also turn out to be one of the most important. (Contains 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Teachers; Comparative Analysis; Acoustics; Voice Disorders; Differences; Prevention; Surveys

Abstract:
Purpose: This investigation compared voice performance of student teachers across an academic semester in order to examine the effect of increasing demands on their voice. Method: A repeated measures design was applied to the data analysis: all participants were tested three separate times throughout the semester. The equipments used for monitoring vocal behavior were the Ambulatory Phonation Monitor (APM), the Computerized Speech Lab (CSL), and the Phonatory Aerodynamic System (PAS), which are computer-based systems for acoustic and aerodynamic assessment of voice. Additionally, participants completed surveys related to voice usage. Results: In this study, most voice parameters of student teachers measured in a natural setting and in a controlled environment indicated changes that revealed progressive instability and noise in the course of an academic semester. Additional comparisons demonstrated differences between voice usage in the school environment and voice produced in the voice lab. Self-reported information demonstrated overall reduced awareness regarding preventive methods for voice disorders. Conclusions: Based on the results of this study, increased teaching-related voice demands associated with reduced awareness of voice production and preventive measures of voice disorders may have a detrimental impact on voice performance, leading to a risk of developing voice disorders. Learning outcomes: Participants will recognize the importance of clarifying and quantifying the relationship of vocal demands and voice performance among student teachers. (Contains 8 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Elementary School Teachers; Middle School Teachers; Mathematics; Sciences; Teacher Characteristics; Teacher Attitudes; Learning; Change; Differences; Faculty Development; Learning Experience

Abstract:
This paper examines upper elementary and middle school teachers' learning of mathematics and science content, how their perceptions of their disciplines and learning of that discipline developed through content-rich learning experiences, and the differences and commonalities of the teachers' learning experiences relative to content domain. This work was situated within a larger professional development (PD) program that had multiple, long-term components. Participants' growth occurred in 4 primary areas: knowledge of content, perceptions of the discipline, perceptions about the learning of the discipline, and perceptions regarding how students learn content. Findings suggest that when embedded within an effective professional development context, content can be a critical vehicle through which change can be made in teachers' understandings and perceptions of mathematics and science. When participants in our study were able to move beyond their internal conflicts and misunderstandings, they could expand their knowledge and perceptions of content and finally bridge to re-conceptualize how to teach that content. These findings further indicate that although teachers involved in both mathematics and science can benefit from similar overall PD structures, there are some unique challenges that need to be addressed for each particular discipline group. This study contributes to what we understand about teacher learning and change, as well as commonalities and differences between teachers' learning of mathematics and science. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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