Evaluation of curricula in higher education: challenges for evaluators

Evaluation of teaching at universities is traditionally realized in terms of student ratings. Curriculum evaluation is rarely done in a systematic manner. More often, the emphasis is placed on a particular aspect, which is only of little help in terms of modifying education. A very prominent example is that of medical education. Here, evaluations of curricula primarily focus on new curricula by contrasting them to traditional ones. The article at hand deals with a different evaluation approach, in which five phases have to be considered and contrasting results to other teaching formats are not the main focus. In this article, the authors concentrate on the first phase (baseline evaluation) of the systematic evaluation of a medical curriculum. They describe several challenges of such an evaluation approach and illustrate the strategies used to overcome them. In addition, associated relevant empirical findings from this evaluation study are presented.     

The "quality " of early care and education settings: definitional and measurement issues

There is a widespread belief that high-quality early care and education can improve children's school readiness. However, debate continues about the essential elements of a high-quality experience, about whether quality means the same things across different types of care settings, about how to measure quality, and about the level of quality that might make a meaningful difference in outcomes for children. Are the aspects of the child care environment that researchers measure the ones that are most strongly related to children's development? This article argues that the ways in which researchers currently measure early care environments are flawed and that the conclusions drawn about the relationship between these measures and outcomes for children are frequently incorrect or overstated. The article addresses four questions: How is the quality of the child care environment commonly defined and measured? Do the most commonly used measures capture the child's experience? Do they work well across all settings? Are researchers drawing the correct conclusions from studies that relate the child care environment to child outcomes? Finally, the article discusses some possible directions for future research.     

Parental Depression and Child Outcomes: The Mediating Effects of Abuse and Neglect

Using longitudinal data on 1,813 children and parents from a nationally representative child‐welfare sample, National Survey of Child and Adolescent Well‐Being (NSCAW), this study investigated physically abusive and neglectful parenting as mediating the effects of parent depression on child mental health by developmental stage. Findings from latent growth models indicated that parental depression had a significant impact on child outcomes for all youths, but of the 2 types of parenting behaviors, only neglectful parenting mediated the relationship for preschool and school‐aged children. Neither parenting behavior mediated the effects of parental depression for adolescents.     

Manipulating motivating operations to facilitate the emergence of mands for a child with autism

Research on the functional independence of verbal operants (Skinner, 1957) has demonstrated inconsistent findings. One explanation may be that these studies have not manipulated the motivating operation (MO) to facilitate the emergence of mands (Hall & Sundberg, 1987; Lamarre & Holland, 1985). In the current study, 1 participant, diagnosed with autism, was taught to tact high-preference and low-preference leisure items, and emergence of mands was tested under varying MO conditions. Results showed the emergence of mands following periods of arranged deprivation, and greater maintenance for a highly preferred relative to a less preferred stimulus. However, mands only emerged when presession tact trials were conducted. These results suggest that in a state of deprivation, transfer of stimulus control from discriminative to motivational conditions may occur without direct training.     

Marriage Delay,Time to Play? Marital Horizons and Hooking Up in College

Previous research suggests that an increasing age at first marriage has contributed to the prevalence of sexual hookups on U.S. college campuses. In this article, we use life course and marital horizons theories to analyze the influence of ideal age at first marriage on hooking up among unmarried heterosexual college students. Analyses of the Online College Social Life Survey (N = 17,981) show a positive association between ideal age at first marriage and hookups for most students, but not for students whose mothers have no post‐secondary education, Asian men, Asian women, and Latina women. Variation in ideal marriage timing does not account for gender, racial/ethnic, and class gaps in hookup participation. Results are discussed with reference to the role of sexuality in processes of stratification throughout young adulthood.     

Migration and fuel use in rural Zambia

Population and Environment - What is the effect of migration on fuel use in rural Zambia? Opportunities to increase income can be scarce in this setting; in response, households may pursue a...     

Emotional Triggers: Listening Barriers to Effective Interactions in Senior Populations

Given the scarcity of scholarly studies on the impact of effective listening and senior populations, this study sought to explore senior participants' interactions especially as they related to emotional triggers and listening effectiveness. Participants with a mean age of 84 participated in one of four focus groups. Results suggest that emotional reactions inhibiting effective listening can be language or behaviorally based. The four primary language triggers gleaned from the data included words that implied false familiarity, made assumptions, indicated poor topic choice, or demonstrated poor grammar. Behavioral triggers included use of pause fillers, repetition, ineffective vocal cues, and poor turn-taking skills.     

Problems and good practice in post-compulsory educational provision for Travellers: The Wakefield Kushti project

This paper considers the work of the Wakefield Local Education Authority (LEA) Kushti Project in the UK. This project, focused on the Traveller population in England, is aimed specifically at the post-16 Traveller population in Wakefield, West Yorkshire. Generally, the paper considers the project in three broad areas: recruitment, retention and achievement and progression. The results of the project point to the very complex challenges that educators face in their attempts to improve educational provision for Traveller families.     

Mutual Contributions of Individuals, Partners, and Institutions: Planning to Remember in Girl Scout Cookie Sales

This paper argues that planning entails distributed, mutual contributions of individuals, their social partners, and their community institutions. We suggest that these mutually involved contributions can be viewed through shifts in focus of analysis, contrasting with analyses of cognitive development that treat individuals as though they exist apart from their social and cultural worlds. We illustrate this argument with a study examining the distributed nature of planning to remember in a complex everyday task. We investigated the personal, interpersonal, and institutional cognitive contributions of 16 Girl Scouts, their mothers and customers and other companions, and institutions (the national organization and the cookie company) in keeping track of deliveries and planning collection of money in Girl Scout cookie sales and deliveries. The article also discusses an analytic methodology (Functional Pattern Analysis) for abstracting findings from the details of rich ethnographic data. Individual scouts, their mothers, customers, and the scouting organization and cookie company all played significant roles in keeping track of progress. In particular, tools and supports provided by the cookie company played a key role in organizing the cognitive tasks, and the scouts collaborated in planning with other people (usually their mothers and customers). Our findings illustrate the importance of examining contributions beyond those of the individual, while still recognizing the active roles of individuals in thinking. We argue that conceiving of individual, interpersonal, and institutional/cultural contributions as mutually constituting aspects of cognitive activities supports this aim beyond the usual focus on separate individual and ‘external’ factors.     

Perceptions and expectations of price changes and inflation: A review and conceptual framework

Drawing on relevant literature from a diverse range of academic disciplines we present a conceptual framework intended to further our understanding of perceptions and expectations of price changes and inflation. Based on this framework, we provide a detailed review of the literature and an analysis of open issues in current research. The review is primarily concerned with individuals’ perceptions and expectations of price changes and inflation, which can influence individuals’ economic behaviour (e.g. spending and saving decisions). The main insight from the review is that while consumers may have a limited ability to store and recall specific prices, and even succumb to a number of biases in the way in which they form perceptions and expectations of global price changes, they do seem to have some feel for, and ability to judge and forecast, inflation. How they achieve this, however, is still an open question, although plausible explanations have been proposed. While much important research has been undertaken and significant progress made in our understanding of the psychology of inflation, there remain many unanswered questions and interesting avenues for future research, which are discussed in the final part of the paper.