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Descriptors:
Narration; Concept Mapping; Experiments; Learning; Reading; Evaluation

Abstract:
An animated concept map represents verbal information in a node-link diagram that changes over time. The goals of the experiment were to evaluate the instructional effects of presenting an animated concept map concurrently with semantically equivalent spoken narration. The study used a 2 x 2 factorial design in which an animation factor (animated vs. static) was crossed with a representation factor (concept map vs. text). Students (N = 140) were randomly assigned to study one of four presentations on the human nervous system. The dependent measures were tests of free recall, knowledge and transfer. The concept map groups significantly outperformed the text groups on free recall and transfer. The animated concept map group did not significantly outperform the static map group. The authors hypothesize that the animated concept map provided no advantage over the static concept map because participants in both conditions were able to use the spoken narrative to sequence their reading. (Contains 2 figures and 1 table.) 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:
Evaluation; Research Libraries; Information Literacy; Interdisciplinary Approach; Feedback (Response); Research Methodology; Communication Research; Research Skills; Case Studies; Outcomes of Education; Scores; Partnerships in Education; Cooperation; Higher Education; Librarians

Abstract:
This report offers an interdisciplinary approach for conducting assessment on learning outcomes in undergraduate communication research skills where information literacy is embedded in the expected outcome. A Communication Studies department and the University Library piloted a two-year program to develop strategies for coordinated assessment that give feedback to both the Department and the Library. This collaborative model could be applied to any type of communication learning outcome that is related to information literacy. (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:
Anxiety Disorders; Fear; Responses; Psychological Patterns; Responsibility; Hygiene; Evaluation; Females; Undergraduate Students; Predictor Variables; Foreign Countries

Abstract:
Background: The recent expansion of interest in contamination-related obsessive-compulsive disorder (OCD) has fostered the description of mental contamination and a series of experiments designed to understand associated factors. This supports a cognitive approach to the understanding and treatment of contamination-related OCD--especially when the contaminant is mental, rather than contact based. Appraisals associated with responsibility, violation, and immorality have been shown to predict mental contamination responses to an imagined negative event which included negative moral elements in the absence of imagined physical dirt. Imagined physical dirt can be a highly distressing component of contamination fear and is often used in OCD research. The aim of this study was to assess whether specific appraisals could predict mental contamination responses in the context of an imagined event involving both an immoral person and physical dirt. Methods: Female undergraduate students (N = 59) imagined experiencing a non-consensual kiss from a man described as physically dirty. Results: Consistent with predictions and with previous findings, appraisals generally accounted for significant unique variance in mental contamination indices above and beyond other predictor variables. Conclusions: Further development of assessment/treatment strategies focusing on appraisals will likely improve therapeutic outcomes for mental contamination. (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:
Part Time Faculty; Outcomes of Education; College Faculty; Higher Education; Intellectual Disciplines; Mentors; Accreditation (Institutions); Pretests Posttests; Adjunct Faculty; Community Colleges; Two Year Colleges; Evaluation

Abstract:
Part-time faculty need to be brought into the student learning outcomes assessment loop not only to help accreditation, but because they, like full-time faculty, can benefit from assessment. When part-time faculty are not participating in assessment, a sizable percentage of courses are being less effectively taught than they could be. In an attempt to increase part-time faculty in discipline-level assessment at Norco College, we experimented with several assessments that required varied levels of effort by part-time faculty. This piece discusses our experience. We found that peer mentoring and communication were better predictors of part-time faculty participation than stipends, adaptable assessment prompts, or administrative pressure. 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:
Teachers; Teaching Methods; Learning Processes; Professional Development; Personal Narratives; Evaluation; Foreign Countries; Social Psychology; Theories; Cultural Context; History; Formative Evaluation

Abstract:
Analysis of the impact of professional learning and development (PLD) programmes for educators is complex. This article presents an analysis of a PLD initiative in which classroom teachers learned to use narrative assessment for students with "high" and "very high" learning needs. Using Cultural Historical Activity Theory (CHAT), the analysis showed how various tensions arose across the activity system of participants during the initiative. Tensions were associated with the roles of those involved, the narrative assessment approach, and the rules of the initiative. While the new narrative assessment approach resulted in benefits for the students and their parents, role conflict emerged in relation to established assessment approaches already used by the educators. It is argued that CHAT enables a more nuanced understanding of the complex ways in which teachers actually engage with official curriculum, pedagogy or assessment PLD initiatives, than do theories that position teachers as simply resistant to change. (Contains 2 figures.) 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:
Art Therapy; Painting (Visual Arts); Evaluation; Parent Child Relationship; Psychotherapy; Developmental Tasks; Child Development; Psychological Patterns; Motivation

Abstract:
A basic assumption in psychotherapy with children is that the parent-child relationship is central to the child's development. This article describes the Joint Painting Procedure, an art-based assessment for evaluating relationships with respect to the two main developmental tasks of middle childhood: (a) the parent's ability to monitor and supervise the child while experiencing the child's newly developing capacity for self-management, and (b) the ability of the parent and child to maintain a positive and close relationship with each other. Case examples illustrate the Joint Painting Procedure in art therapy and three of the scales used to evaluate the results. Joint painting enables multidimensional expression and representation of implicit characteristics of a relationship that cannot be expressed verbally. (Contains 2 tables and 3 figures.) 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:
Academic Achievement; Graduate Students; Research Universities; Self Concept; Measurement; Foreign Students; College Students; Higher Education; Doctoral Degrees; Graduate Study; Acculturation; Doctoral Programs; Scores; Professional Development; Evaluation; Tests

Abstract:
International doctoral students in the United States face challenges of acculturation in academia yet complete graduate school at higher rates and more quickly than their domestic counterparts. This study examined advisor support, sense of belonging, and academic self-concept among international and domestic doctoral students at a research university in the Midwestern United States. International students placed a higher value on research-related and other academic experiences than domestic students; they also reported a stronger sense of belonging. Advisor support was associated with a stronger sense of belonging and academic self-concept for both groups. However, while sense of belonging was related to academic self-concept among domestic students, there was no relationship between the two among international students. (Contains 2 figures and 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:
Community Colleges; Internet; Video Technology; Protocol Analysis; Usability; Higher Education; Two Year Colleges; Web Sites; Vocational Education; Careers; Enrollment; College Students; Testing; Evaluation; Interviews; Disadvantaged Youth; Minority Group Students; Educational Attainment; Graduation; Student Personnel Services

Abstract:
This study explored whether community college websites are a useful medium for providing knowledge relevant to degree completion. Ten community students used one of three community college websites to answer 10 questions about occupational degree programs. A facilitator asked participants to think aloud while using the website to answer these questions; their responses were video-recorded and coded in terms of correctness of answers and types of usability problems encountered. The findings suggest that participants frequently encountered problems with finding and understanding information needed to understand degree selection and completion. The content analysis of these problems yields several suggestions for improving the usability of community college websites for answering common questions about degree completion. (Contains 3 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:
Validity; Intervention; Measures (Individuals); Student Behavior; Undergraduate Students; Generalizability Theory; Rating Scales; Higher Education; Interaction; Evaluation; Reliability; Psychology

Abstract:
The current study served to extend previous research on scaling construction of Direct Behavior Rating (DBR) in order to explore the potential flexibility of DBR to fit various intervention contexts. One hundred ninety-eight undergraduate students viewed the same classroom footage but rated student behavior using one of eight randomly assigned scales (i.e., differed with regard to number of gradients, length of scale, discrete vs. continuous). Descriptively, mean ratings typically fell within the same scale gradient across conditions. Furthermore, results of generalizability analyses revealed negligible variance attributable to the facet of scale type or interaction terms involving this facet. Implications for DBR scale construction within the context of intervention-related decision making are presented and discussed. (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:
Special Education; Depression (Psychology); Developmental Disabilities; Burnout; Preschool Teachers; Workshops; Young Children; Special Education Teachers; Self Efficacy; Early Childhood Education; Teacher Burnout; Anxiety; Faculty Mobility; Pilot Projects; Preschool Education; Evaluation; Intervention; Evidence; Feedback (Response)

Abstract:
High stress and burnout are common for early childhood special educators, contributing to high rates of attrition, diminished educational effectiveness, and high turnover. Acceptance and Commitment Therapy (ACT) is a promising approach for the prevention and treatment of a wide variety of problems. Using a randomized wait-list control design, this pilot study evaluated whether ACT workshops delivered to preschool teachers who serve children with developmental disabilities would improve stress-related problems of teachers (i.e., stress, depression, and burnout) and increase collegial support. At pretest, measures of "experiential avoidance" (EA) and "mindful awareness" (MA) showed significant relationships to reports of depression, stress, and burnout. The intervention reduced staff members' EA, increased teachers' MA and "valued living" (VL), and improved teachers' sense of efficacy. This suggests that ACT workshops can help influence factors affecting depression, stress, and burnout in an early childhood special education setting. (Contains 6 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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