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Patterns of Response and Nonresponse from Teachers to Traditional and Web Surveys

A study was conducted to compare the psychometric qualities of two identical forms of a survey administered in paper-and-pencil format and in Web format to 197 teachers randomly split into two paper and Web groups. While the rates of response were quite discrepant, the respective measures of reliability were extremely similar for the two versions of the survey. A followup study was conducted with the nonrespondents in the Web group to investigate reasons behind their decision not to complete the survey. Several methodological issues are raised as a result of the followup. (Contains 3 tables and 16 references.) (SLD) Reproductions supplied by EDRS are the best that can be made from the original document. WHAT...ANOTHER SURVEY??? PATTERNS OF RESPONSE AND NONRESPONSE FROM TEACHERS TO TRADITIONAL AND WEB SURVEYS PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 1 Craig A. Mertler, Ph.D. (mertler@bgnet.bgsu.edu) Division of Educational Foundations & Inquiry School of Educational Leadership & Policy Studies College of Education & Human Development Bowling Green State University Bowling Green, OH 43403 U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement ED&4CATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. 0 Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. Paper presented at the annual meeting of the Mid-Western Educational Research Association, Columbus, OH (Oct. 15-18, 2003) Running head: PATTERNS OF RESPONSE AND NONRESPONSE... 2 BEST COPY AVAILABLE PATTERNS OF RESPONSE AND NONRESPONSE... 2 Abstract This paper discusses the results of a study comparing the psychometric qualities of two forms of an identical survey: one administered in paper-and-pencil format and the other administered in Web format. Two groups of teachers were surveyed. One group received a paper-and-pencil version of the survey; the other group was directed to a Webbased version of the survey. While the rates of response were quite discrepant, the respective measures of reliability were extremely similar for the two versions of the survey. A follow-up survey was conducted with the nonrespondents in the Web group in order to investigate reasons behind their decision not to complete the survey. Several methodological issues are raised as a result of the follow-up.This paper discusses the results of a study comparing the psychometric qualities of two forms of an identical survey: one administered in paper-and-pencil format and the other administered in Web format. Two groups of teachers were surveyed. One group received a paper-and-pencil version of the survey; the other group was directed to a Webbased version of the survey. While the rates of response were quite discrepant, the respective measures of reliability were extremely similar for the two versions of the survey. A follow-up survey was conducted with the nonrespondents in the Web group in order to investigate reasons behind their decision not to complete the survey. Several methodological issues are raised as a result of the follow-up.

Women and Feminism in Higher Education Scholarship: An Analysis of Three Core Journals

This study examined the response of higher education to the increased presence of women in the academy through an investigation of academic literature. A feminist framework was used to guide the analysis, which focused on 5 years of three leading journals in higher education: (1) The Review of Higher (RHE); (2) The Journal of Higher (JHE); and (3) in Higher (ResHE). Research articles were selected that had titles that indicated that the article concerned women or a subject especially associated with women. Data show that some scholars do use a feminist frame to guide their research in spite of the limited use of the word in an article title or in the text of the article. Over two-thirds of the articles coded as gendered from their titles were identified as feminist in nature, but when the larger picture was examined, only 8.4% of all the articles appeared grounded in feminist theory. Gender was most salient in JHE, coded in 22.7% of the article abstracts, and least salient in RHE, coded in 15% of the abstracts. Thirty-five percent of the title-gendered articles were not identified as feminist in ResHE; gender only served as a research variable in those articles. Women and feminism were explicitly included in only 84 articles of those selected, and a comparison with a previous study by B. Townsend (1993) indicates that over time, the number of times women and feminism have been included in articles has remained relatively stable. (Contains 4 tables and 38 references.) (SLD) Reproductions supplied by EDRS are the best that can be made from the original document. PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 1 U.S. DEPARTMENT OF EDUCATI.ON Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) his document has been reproduced as . received from the person or organization originating it. 0 Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. Women and Feminism in Higher Education Scholarship: An Analysis of Three Core Journals Jennifer L. Hart Center for the Study of Higher Education University of Arizona Paper presented at the Association for the Study of Higher Education National Conference, Richmond, VA, November 2001 2 BEST COPY AVAILABLE

Cross-Cultural Predictors of Teachers’ Attitudes Toward Gifted Education

This study compared the culture-dependent attitudes of Finnish teachers (N.147) and American teachers (N.160) toward gifted education. The teachers from both countries represented preservice teachers, regular classroom teachers, and teachers of the gifted. Emphasis was on the relationship of attitude to culture from which the teacher came. The relationship of attitude to demographic variables such as age, gender, having a gifted family member, and giftedness of respondents were also examined. The instrument used was the Attitude Scale toward Gifted Education developed by Gagne and Nadeau (1985). A new method to identify cross-cultural predictors of attitude based on Bayesian analysis was also applied. The study found that Finnish teachers were more concerned about the possible negative social and affective effects of special classes or other services for the gifted outside the regular classroom. In addition, the new statistical methodology used was able to predict culture-dependent attitudes with 87.6 percent accuracy. Contains 14 references. (DB) ******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******************************************************************************** (,) Cross-cultural predictors of teachers' attitudes toward gifted education Kirsi Tirri, University of Helsinki Mary Tallent-Runnels Texas Tech University A paper presented at the Annual Meeting of the American Educational Research Association in Montreal, Canada, April 1999. Running head: CROSS-CULTURAL PREDICTORS OF TEACHERS' ATTITUDES TOWARD GIFTED EDUCATION U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. 0 Minor changes have been made to improve reproduction quality. PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES Points of view or opinions stated in this INFORMATION CENTER (ERIC) document do not necessarily represent 1 official OERI position or policy.

Rethinking the Urban School Superintendency: Nontraditional Leaders and New Models of Leadership

This paper discusses the 21st century urban school superintendency, noting new challenges for urban superintendents. Currently, schools are much larger, media coverage is extensive, racial minorities settle most often in the city, and cities cope with vast social problems. School boards have an enormous effect on the success or failure of superintendents. The composition of school boards in many cities has changed significantly. In most urban districts, school boards are more diverse and representative of changed demographics. The old corporate paradigm of school board service is no longer operable in most urban school systems. One of the advantages of the earlier trusteeship boards was their interlocking political and economic connection with the city's power structure. Efforts were made to reconnect schools with the aforementioned power brokers with mixed success. A new politics of education preempted traditional school leadership, with business and political leaders increasingly pushing for standards and accountability measures. A new leadership model evolved with stronger mayoral involvement and employment of noneducators as superintendents. Urban school superintendents were held responsible for improving education. Cities are now rethinking the urban superintendency. Strategies used to improve urban school governance include increasing mayoral involvement; altering the selection and composition of school boards; appointing nontraditional superintendents; increasing involvement of business leaders; and creating new teaming arrangements. (SM) Reproductions supplied by EDRS are the best that can be made from the original document. RETHINKING THE URBAN SCHOOL SUPERINTENDENCY: NONTRADITIONAL LEADERS AND NEW MODELS OF LEADERSHIP PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY HA). 0scicuA____ Insti.2_ftuy04. stu TO THE EDUCATIO AL S URCES INFORMATION CENTER (ERIC) 1 U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) his document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. ° Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. A paper presented at the 2003 Annual Meeting of the American Educational Research Association, Chicago, Illinois, April 21, 2003 A condensation of a chapter found in American Educational Governance on Trial: 2003 Yearbook of the National Society for the Study of Education. BEET COPY MARLENE Michael D. Usdan Senior Fellow The Institute for Educational Leadership Joseph M. Cronin Senior Fellow Nellie Mae Educational Foundation

Growing up and Growing Older Books for Young Readers

Early children's literature plays a major role in the development of attitudes. This annotated bibliography is a compilation of early children's literature that contains positive portrayals of elders. Selected for the bibliography were books that portray aging as a natural and lifelong process of growing and developing, present similarities between young and old, show young and old enjoying each other and learning from each other, and view older adults as valuable and contributing members of society. The annotated bibliography contains 95 current titles. It also pinpoints 14 favorite books and lists 9 now out-of-print favorites. Includes a literature analysis form for promoting positive attitudes about aging with young children. (NKA) Reproductions supplied by EDRS are the best that can be made from the original document. Growing Up and Growing Older: Books for Young Readers An Annotated Bibliography of Nonageist Literature for Preschool-Primary by Dr. Sandra L. McGuire The author would like to acknowledge The University of Tennessee Professional Development Award program for its support of this project. U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as CA received from the person or organization Noriginating it. Minor changes have been made to improve reproduction quality. 't7:1 C/) Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. BEST COPY AVAlLABLE 2 PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Growing Up and Growing Older: Books for Young Readers An Annotated Bibliography of Nonageist Literature for Preschool-Primary by Dr. Sandra L. McGuire INTRODUCTION Early children's literature plays a major role in the development of attitudes. This annotated bibliography is a compilation of early children's literature that contains positive portrayals of elders. Books were selected that portray aging as a natural and lifelong process of growing and developing, present similarities between young and old, show young and old enjoying each other and learning from each other, and view older adults as valuable and contributing members of society. Books have not been included that deal extensively with death, dying and disability. These topics are not synonymous with aging. Unfortunately, there are many gaps in children's literature in relation to aging. Elder heroes, role models, workers, leaders, famous older people, planning for old age and similarities beyond young are essentially missing. When elders are portrayed they are most often in the role of a grandparent. Many portrayals of older adults are stereotypic in nature. Many children's books have no older characters in them. To assist in locating and ordering book only books-in-print have been listed. When two book prices are listed, the first price is for the hardbound edition and the second for the paperback edition. Unfortunately, many children's books quickly go out-of-print, and a short booklist of some favorite OOPS (out-of-print stories) is given. We need to work with authors and publishers to keep excellent stories, such as those on the OOPS list, in print. All books should be reviewed for appropriateness prior to use. If the reading level of a book is beyond that of the child you can the story. Having an read the book to the child can be a great experience. Who better to talk about growing up and growing older than an elder. Whether the children read the books themselves, or have the books read to them, the stories can stimulate interesting discussions. Use the books to help children think in terms of lifespan activities and see their elder within.* It is hoped that both adults and children will enjoy the books listed, and that the books will make a significant contribution to promoting positive attitudes about aging with children. Some of the author's favorite in print books are given at the end of the booklist. Aging education units have to accompany the booklist are available through the National Academy for Teaching and Learning About Aging (NATLA) at the University of North Texas (http://www.unt.edu/natla). A form to use for analyzing children's books for ageism is included at the back of the booklist. Please contact the author: Dr. Sandra L. McGuire, Associate Professor, College of Nursing, University of Tennessee, Knoxville, TN 37996, phone: (865) 974-7589 or 966-8832 with questions. *Elder within is a term used by Ken Dychtwald and Joe Fowler in their book Age Wave (1990). New York: Bantam Books.

Working but Poor: How are Families Faring?

This study used data from a cross sectional sample of families with children in New York City to describe the characteristics and well-being of families and to compare them to nonworking and nonpoor families. Data were obtained through 20to 30-minute telephone surveys conducted in 1997 as part of the New York Social Indicators Survey with a random sample of 2,224 households in New York City and the surrounding Standard Metropolitan Statistical Area. The findings indicated that while families were doing somewhat better than nonworking families, they continued to experience substantial levels of material hardship. Working families were also much less likely than nonworking families to receive food, housing, or health insurance assistance from the government. As reform transforms the welfare poor into the working poor, families may find themselves only marginally better off in terms of financial security and material well-being. Based on findings, it was concluded that policies to raise the floor under earnings and to increase the availability of other assistance could provide critical support for families who go to work but do not earn enough to escape poverty. (Contains 30 references.) (KB) Reproductions supplied by EDRS are the best that can be made from the original document. U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) .IAThis document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. Working But Poor: How Are Families Faring? Marcia K. Meyers Columbia University School of Social Work Judy M. Lee Columbia University School of Social Work For information contact: Revised August 2000 PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Marcia K. Meyers Associate Professor Columbia University School of Social Work 622 W. 113th Street New York, NY 10025 212-854-3358 mkm36 @columbia.edu Data for this study were collected as part of the New York Social Indicators Study, Irwin Garfinkel and Marcia K. Meyers, Principal Investigators. Partial support for this research V't was provided by the Foundation for Child Development. We would like to thank Lee Chung, Chien-Chung Huang, and Christopher Herbst for their work in the preparation and analysis of data, and Andrew Gelman for assistance with sample weighting and CZ) analysis. 01) Co) BEST COPY AVAILABLE ABSTRACT In this paper we use data from a cross sectional sample of families with children in New York City to describe the characteristics and well-being of working-poor families, and to compare them to non-poor and non-working families. We find that while working-poor families were doing somewhat better than non-working families, they continued to experience substantial levels of material hardship. Working-poor families were also much less likely than non-working families to receive food, housing, or health insurance assistance from government. As reform transforms the welfare poor into the working poor, families may find themselves only marginally better off inIn this paper we use data from a cross sectional sample of families with children in New York City to describe the characteristics and well-being of working-poor families, and to compare them to non-poor and non-working families. We find that while working-poor families were doing somewhat better than non-working families, they continued to experience substantial levels of material hardship. Working-poor families were also much less likely than non-working families to receive food, housing, or health insurance assistance from government. As reform transforms the welfare poor into the working poor, families may find themselves only marginally better off in terms of financial security and material well-being. Policies to raise the floor under earnings and increase the availability of other assistance could provide critical support for families who go to work but do not earn enough to escape poverty.

Perceptions of Advertising in the Newly Independent States: Kazakhstan Students' Beliefs about Advertising

This study attempts to answer Andrews' (1991) question, do perceptions of advertising in general vary cross-culturally? Eighty-two undergraduate students from the former Soviet Union republic of Kazakstan were questioned about their beliefs about advertising. The analysis revealed predominantly negative feelings toward advertising in general. Findings indicate unfamiliarity or general distrust of advertising and uncertainty about the role and potential of advertising to improve the quality of life in the country. A discussion about advertising in Kazakstan's emerging capitalist economy is also included. (Contains 29 references and 2 tables of data.) (Author/RS) Reproductions supplied by EDRS are the best that can be made from the original document. Perceptions of Advertising in the Newly Independent States: Kazakstani Students' Beliefs About Advertising Jami A. Fullerton, Ph.D. (University of North Texas) Assistant Professor of Advertising School of Journalism and Broadcasting Oklahoma State University 206 Paul Miller Building Stillwater, Oklahoma 74078 ph. 405/744 6848 fax: 405 / 744-7104 e-mail: jamia@okstate.edu Tom Weir, Ph.D. (University of Missouri) Assistant Professor of Advertising School of Journalism and Broadcasting Oklahoma State University 206 Paul Miller Building Stillwater, Oklahoma 74078 e-mail: tweir@okstate.edu PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY A. Fultelion T. v411 TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) March 2001

A technology crisis facing minority students

The digital divide is a commonly used term in today's society, but few truly understand the impact that it has on minority students. This issue is one that goes beyond access to technology, but encompasses issues of equity in use. This paper examines the data on home and school computer use by minority students. It discusses the College Reach-Out Program (CROP), a collaborative effort of 3 mid-Florida institutions of higher education; the CROP 2000 Technology Project, including some student feedback; and the Our Kids After-School Program at the Community Technology Center, Jacob Riis Neighborhood Settlement House, 2 programs which are giving minority at-risk students non-traditional experiences with technology. (Author/AEF) Reproductions supplied by EDRS are the best that can be made from the original document. PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY

A Comparison Of Role/Task/Environment Stress Experienced By Beginning Academic and Career-Technical Teachers In Southwestern Ohio Career-Technical Schools

This study investigated whether academic or career-technical teachers perceived greater role, task, and environmental stress in a career center setting. Participants were academic and career-technical teachers employed by a career center schools district in southwest Ohio. A total of 24 academic and 50 career-technical teachers, all of whom had fewer than 4 years of teaching experience, completed the Teacher Stress Measure Instrument. A subgroup of participants also completed discussions about their feelings surrounding the topic of teacher stress. Results indicated that careertechnical teachers reported greater role stress and task stress in the career-center setting, while academic teachers reported greater schoolenvironmental stress. The paper recommends that career-technical teacher preparation programs implement strategies and techniques to address the role and task stress factors identified in the study. Traditional academic teacher preparation programs need to incorporate additional information and teaching strategies for their students who teach in diverse employment settings, such as career centers and urban schools. (Contains 14 references.) (SM) Reproductions supplied by EDRS are the best that can be made from the original document. A COMPARISON OF ROLE/TASK/ENVIRONMENT STRESS EXPERIENCED BY BEGINNING ACADEMIC AND CAREER-TECHNICAL TEACHERS IN SOUTHWESTERN OHIO CAREER-TECHNICAL SCHOOLS PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY

Global Demands for Quality: Realities and Myths in the Improvement of Initial Teacher Preparation

This article is based on experiences in the field of teacher education and attempts to induce institutional change from a ministerial (hence, political) location. The first section considers the international context in relation to education and discusses how quality is conceptualized in policy documents. The second section looks at how concerns for quality are inserted in policy formulations regarding teacher education reform. It outlines what real issues are in teacher education but also notes myths about what might support or hinder the effectiveness of change in this area. In the third section, these issues (realities and myths) are examined in relation to the experience of reforming 17 teacher education institutions in Chile. The article finishes with reference to lessons and open questions arising from this experience of change. (Contains 27 references.) (Author/SM) Reproductions supplied by EDRS are the best that can be made from the original document. Global Demands for Quality: Realities and Myths in the Improvement of Initial Teacher Preparation Beatrice Avalos Higher Education Division Ministry of Education Av. Bulnes 107, Of. 89 Santiago Chile FAX (56-2) 696 3545 e-mail: bavalos@chilesat.net 2 PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy.

Raising standards in mathematics through effective classroom practice

This paper reports some of the results of the Standards in Numeracy project which was funded by the Welsh Assembly during 1999-2000. Schools in which pupils achieved standards significantly higher than would have been expected from their prior attainment were identified as using value-added analyses in order to explore factors and strategies that might contribute positively towards standards in mathematics. Two primary and two secondary schools were identified in each of five Welsh local education authorities (LEAs). Pedagogical factors contributing to high attainment were then explored through extended interviews with LEA advisors, head teachers, mathematics subject leaders, and classroom teachers. These factors were triangulated at classroom level through participant observation. This paper focuses on features of classroom practice, making only brief mention of factors at the level of whole school and subject leader. These features are contrasted with findings from other projects and analyzed to provide a rationale for good practice. (Contains 42 references.) (Author/ASK) Reproductions supplied by EDRS are the best that can be made from the original document. Raising Standards in Mathematics through Effective Classroom Practice. Sonia Jones Howard Tanner Mike Treadaway U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) O This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY

Multicultural Picture Books: Perspectives from Canada

(1999). Multicultural Picture Books: Perspectives from Canada. The Social Studies: Vol. 90, No. 4, pp. 183-188.

An examination of racial/ethnic and gender bias on curriculum-based measurement of reading.

A study examined racial/ethnic and gender bias on curriculum-based measurement (CBM) of reading with African-American and Caucasian male and female regular education students across grades 2-5. Simultaneous multiple regression analyses were conducted by grade to examine group differences on CBM as an estimate of reading comprehension. Regression equations were estimated with CBM, gender, race/ethnicity, and the interactions of gender and race/ethnicity with CBM. Results indicated that CBM is a biased indicator of reading comprehension. Although no evidence of bias was found at the second and third grades, intercept bias was found for racial/ethnic groups at the fourth and fifth grades, and intercept and slope bias were found for gender at the fifth grade. Implications suggest that the meaning of CBM scores differs across race/ethnicity or gender, or both, at certain grade levels. CBM performance over-estimates the reading comprehension of African American students and under-estimates that of Caucasians; and at grade 5, CBM performance overestimates the reading comprehension of girls and under-estimates that of boys. Mean differences between boys and girls were also much greater at lower levels of CBM performance than at higher levels. These findings raise issues concerning the use of CBM as a screening measure and in determining eligibility for and termination of special education and related services. (Author/RS) Reproductions supplied by EDRS are the best that can be made from the original document. An Examination of Racial/Ethnic and Gender Bias on Curriculum-Based Measurement of Reading John H. Kranz ler, M. David Miller, & Lu Ann Jordan University of Florida U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) INYThis document has been reproduced as received from the person or organization originating it. If) Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this CD) document do not necessarily represent official OERI position or policy. C/1 BEST COPY AVAILABLE PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY

Changes of the Human Mind

Five books, representing a small selection of possible readings on necessary changes of the human mind, point to a convergence of interest from different fields of study toward the need for modern society to develop the capacity to respond to the complexity of modern life and the newly acquired ability to destroy life on an unprecedented scale. Those books are as follows: Web of Life: A New Scientific Understanding of Living Systems (F. Capra); Common Fire: Lives of Commitment in a Complex World (L.A.P. Daloz et al.); In Over Our Heads: The Mental Demands of Modern Life (R. Kegan); Protean Self: Human Resilience in an Age of Fragmentation (R. J. Lifton); and Evolution of Consciousness: The Origins of the Way We Think (R. Ornstein). Despite the differences in the five authors' approaches, they describe a consciousness that is: (1) capable of developing a more inclusive world view and forming allegiances beyond the local; (2) cognizant of the interdependence among humans and between humankind and the earth; (3) able to cope comfortably with ambiguity; and (4) able to value complexity and diversity. All five authors call for changes in the way humans think, the way humans relate to the rest of the world, and the way humans identify with all of humanity. Study of these authors leads to building a curriculum for a new consciousness. (KC) Reproductions supplied by EDRS are the best that can be made from the original document. N rn Capra, F. (1996). The web of life: A new scientific understanding of living systems. New York: U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. 0 Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. 1 PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) CHANGES OF THE HUMAN MIND 1

Student Advertising Competitions: Faculty Advisor Beliefs concerning the AAF National Student Advertising Competition

A study examined American Advertising Federation (AAF) National Student Advertising Competition (NSAC) team faculty advisor beliefs regarding the value of the competition for themselves and students. The value for the advisors is assessed according to intrinsic and extrinsic rewards, career goals, and tenure, promotion, and/or merit prospects. The value for students is assessed according to the educational, experiential, and career-orientation benefits afforded students who participate in the competition. A survey of 121 faculty advisors from all AAF districts contained 15 statements with responses to those statements arranged on a continuum interval scale from disagree to strongly agree, plus 4 open-ended questions regarding issues of, for instance, benefits and drawbacks for student competition. Results indicated that advisors believe an equitable extrinsic reward structure does not exist for them and suggest faculty advisor dissatisfaction or skepticism regarding extrinsic rewards attached to career advancement. Findings also suggest the strength of intrinsic rewards for both students and advisors. (Contains 5 tables of data and 12 references.) (Author/CR) *********************************************************************** Reproductions supplied'by EDRS are the best that can be made from the original document. *********************************************************************** Student Advertising Competitions: Faculty Advisor Beliefs Concerning the AAF National Student Advertising Competition U.S DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) iThis document has been reproduced as received from the person or organization originating it. CI Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. James L. Marra Department of Journalism Temple University Philadelphia, PA 19122 PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Jim Avery Department of Journalism and Public Communications University of Alaska Anchorage Anchorage, AK 99508 Maria Elizabeth Grabe School of Journalism Indiana University Bloomington, IN 47405 Submitted for consideration as part of the Advertising Division Professional Freedom & Responsibility paper presentations, AEJMC, August, 19%

A postal survey of OU students’ reading skills

Noting that the use of a postal test for literacy measurement is an innovation, this paper describes the four reading tests used to measure the reading skills of a sample of students starting their studies in the Open University at the foundation course level. The paper also discusses reading skills and their assessment, followed by a rationale for the choice of test materials. The survey instrument is reprinted in the appendix. Contains 19 references. (Author/RS) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** Text & Readers Programme Technical Report #2 PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY t-nl, i TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) U.S DEPARTMENT OF EDUCATION Othce ci Educauonai Research and morovemen EDUCATIONAL RESOURCES INFORMATION CENTER IERICI This document has been reproduced as received t rom the person or organization originating it O Minor changes have been made to improve reproduction quality Points ol view or opinions stated in this document clo not necessarily represent &ticket OERI position or policy A postal survey of OU students' reading skills Bernard Scott Michael Macdonald-Ross Institute of Educational Technology The Open University Milton Keynes MK7 6AA

FACTORS LEADING TO GAINS IN MATHEMATICS DURING THE FIRST YEAR OF COLLEGE: AN ANALYSIS BY GENDER AND ETHNICITY

Research studies generally focus on mathematics achievement in college across various ethnic and gender subpopulations and have suggested that various factors such as mathematical ability, persistence, anxiety, attitudes, backgrounds, and exposure have been explanatory factors of mathematics achievement. This study explores nontraditional associating factors for the accruement of mathematical skills during the first year of college, including the role of factors pertaining to academic and social involvement, student study behavior, student perceptions of the quality of teaching, financial support, and awareness of prejudice. It involved testing a model of mathematics gain on a nationally representative sample of first-year college students by both gender and ethnicity. Results indicate that although many of the factors tested contributed to math gains for the entire sample, there were many marked differences when analyzed by gender or ethnicity. Measures of commitment and enrollment in higher level mathematics courses was found to best explain gains in mathematics. An interesting link between gains with full-time enrollment and commitment to completing the degree was also found. Another finding was that an environment perceived to be free of racial and gender related prejudices had positive implications toward mathematical gains for most students. Contains 50 references. (JRH) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** Gains in First Year College Mathematics 1 File=c: \my document\nctla\valifin: date of last revision: November 20, 1996 Factors Leading to Gains in Mathematics During the First Year of College: An Analysis by Gender and Ethnicity* Linda Serra Hagedorn Center for Higher Education Policy Analysis University of Southern California School of Education Waite Phillips Hall 701 E Los Angeles, CA 90089-0031 M. Vali Siadat Department of Mathematics Richard J. Daley College 7500 S. Pulaski Chicago, IL 60652 Amaury Nora College of Education Farish Hall 401 University of Houston Houston, TX 77204-5872 PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY At ./ TO THE EDUC IONAL RESOURCES INFORMATION CENTER (ERIC) U.S. DEPARTIVENT OF EDUCATION (Mice of Educational Research and Improvement UCATIONAL RESOURCES INFORMATION I CENTER (ERIC/ document has been reproduced as received from the person Or organization originating it. O Minor changes have been made to improve reproduction quality o Points of view or opinions stated in thiS docu. ment do not necessarily represent Offic.al OERI position or policy Ernest T. Pascarella University of Illinois at Chicago Policy Studies ('M/C 147) 1040 W. Harrison St. Chicago, IL 60607-7133 * This investigation was conducted as part of the National Study of Student Learning (NSSL) at the University of Illinois at Chicago. NSSL was supported by Grant No.: R117G10037 from the U.S. Department of Education to the National Center on Postsecondary Teaching, Learning, and Assessment. Paper presented at the annual meeting of the American Educational Research Association, New York City, April 1996. Running head: Gains in First Year College Mathematics BEST COPY AVAILABLE 2 Gains in First Year College Mathematics 2

COMPARABILITY OF TESTING USING LAPTOP AND DESKTOP COMPUTERS

ETS Research Report SeriesVolume 1996, Issue 1 p. i-15 ArticleFree Access COMPARABILITY OF TESTING USING LAPTOP AND DESKTOP COMPUTERS Donald E. Powers, Donald E. PowersSearch for more papers by this authorMaria T. Potenza, Maria T. PotenzaSearch for more papers by this author Donald E. Powers, Donald E. PowersSearch for more papers by this authorMaria T. Potenza, Maria T. PotenzaSearch for more papers by this author First published: June 1996 https://doi.org/10.1002/j.2333-8504.1996.tb01693.xCitations: 3AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume1996, Issue1June 1996Pages i-15 ReferencesRelatedInformation

Preterm infants' responses to aversive stimuli

Irritability levels and activity reactivity to aversive tactile stimuli were compared for 144 full-term neonates and 191 preterm infants. Irritability ratings increased across the five trials both during and post stimulation for full-term females and males and for preterm females, but not for preterm males. Activity ratings decreased across trials during stimulation for all groups except preterm males, and post stimulation for all groups. Females were more irritable than males during stimulation and full-term infants were more active than preterm infants on the initial trial. No other sex or term group differences were observed during or post stimulation. Findings have implications for future studies of infant brain development and stimulation. (Author/AA) ******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******************************************************************************** Preterm Infants' Responses to Aversive Stimuli Marilyn L. Riese, Ph.D. University of Louisville School of Medicine U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. Child Development Unit Health Sciences Center University of Louisville Louisville, Kentucky 40292-0001 PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY

A search for inflectional priming reveals an effect of discourse type on the lexical access of inflected verbs

A cross-modal priming experiment was conducted to test the hypothesis that lexical access of verbs marked with a specific inflectional suffix would be facilitated by immediately prior exposure to semantically and contextually unrelated verbs with the same suffix. It was hypothesized that while listening to spoken -ed sentences, subjects would respond more quickly to target words in the -ed form than in the -s or bare root form. Subjects were 15 university students, all native speakers of English, who responded to 60 visually presented target words, all based on one-syllable verb roots, while listening to aurally presented sentences of two types, one with and one without -ed verb morphology to provide a past tense environment. The predicted priming did not occur. Instead, bare root forms showed an absolute advantage over inflected forms in this experimental paradigm. However, an unanticipated finding was that responses to inflected forms were affected by the kind of discourse that was being attended to auditorily at the time of the visual lexical decision. There was no such effect of discourse context on responses on uninflected verbs. Results lend some support to the view that inflection triggers discourse integration. Contains 37 references. (MSE) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. A Search for Inflectional Priming Reveals an Effect of Discourse Type on the Lexical Access of Inflected Verbs PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY