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This study was an action research project evaluating the effectiveness of selected reading strategies on student learning. The action research was conducted in an undergraduate measurement course in a teacher preparation program. Students used a pre-selected reading strategy to read assigned readings then completed a quiz on the readings and a survey on their perception of the effectiveness of each reading strategy. A mixed-method approach was employed. Results indicated the active processing strategies were effective, with the "I" graphical organizer perceived by most students as an efficient tool for quizzes and also perceived as being more efficient than reflections.

Introduction.: The aim of this study was to adapt and validate the Belongingness Scale-Clinical Placement Experience (BES-CPE) for Doctor of Physical Therapy (DPT) students in the United States. Review of Literature.: Belongingness is vital to one's mental, emotional, and physical health. Research has shown that belongingness is positively correlated with students' academic performance and achievement. An absence of belongingness may hinder students' full participation in clinical experiences and compromise clinical achievement. Subjects.: Respondents were current or former DPT students at least 18 years of age who had either completed the midterm evaluation of their final terminal full-time clinical education experience (TCE) in their DPT program or were no more than 1 year from the completion of their final TCE. Methods.: The BES-CPE was adapted for DPT students, and the scale was completed electronically by those who met the inclusion criteria. Principal component analysis with promax rotation and Cronbach's α were used to determine construct validity and reliability. Results.: One hundred fifty-nine respondents completed all items on the BES-CPE and demographic survey. A 3-component structure was identified (esteem, connectedness, and efficacy), which was aligned to the original BES-CPE scale. One item was discarded, and the final version of the BES-CPE for DPT students is a 33-item scale with satisfactory internal consistency. Discussion and Conclusion.: This study adapted and provided evidence for validity of the first known scale to measure belongingness in DPT students during their clinical education experiences (CEEs) in the United States. The 33-item BES-CPE provided valid and reliable measures of belongingness in DPT students during CEEs that can be used to provide a better understanding of the student experience in the clinical learning environment. [ABSTRACT FROM AUTHOR]

This paper reports on the effects an experimental English as a Foreign Language (EFL) program in Second Life (SL) had on Chinese student EFL learning. The study took an evaluative approach using quasi-experimental design with participants from one Chinese university and one American university in the southeastern United States. Results indicated significant main effects between a control group and the SL group on EFL measures, as well as significant gains in total score and several subcomponents between pre-test and post test. Further analysis using a post study survey, students' blog posting, and interview transcripts revealed that the SL_EFL Program had a positive impact on students' EFL learning.

We present our Lunar Phases Project, an ongoing effort utilizing students' actual observations within a mental model building framework to improve student understanding of the causes and process of the lunar phases. We implement this project with a sample of undergraduate, nonscience major students enrolled in a midsized public university located in the southeast part of the United States. To quantitatively assess our activity, we use the Lunar Phases Concept Inventory, a research-validated assessment instrument. We observe significant gains in student understanding of the lunar phases for students who complete the Lunar Phases Project. (Contains 6 figures and 6 tables.)

The purpose of this research is to examine eight of the different methods for computing confidence intervals around alpha that have been proposed to determine which of these, if any, is the most accurate and precise. Monte Carlo methods were used to simulate samples under known and controlled population conditions. In general, the differences in the accuracy and precision of the eight methods examined were negligible in many conditions. For the breadth of conditions examined in this simulation study, the methods that proved to be the most accurate were those proposed by Bonett and Fisher. Larger samples sizes and larger coefficient alphas also resulted in better interval coverage, whereas smaller numbers of items resulted in poorer interval coverage. (Contains 6 tables, 2 figures, and 1 note.)

We present our Lunar Phases Project, an ongoing effort utilizing students' actual observations within a mental model building framework to improve student understanding of the causes and process of the lunar phases. We implement this project with a sample of undergraduate, nonscience major students enrolled in a midsized public university located in the southeast part of the United States. To quantitatively assess our activity, we use the Lunar Phases Concept Inventory, a research-validated assessment instrument. We observe significant gains in student understanding of the lunar phases for students who complete the Lunar Phases Project. [ABSTRACT FROM AUTHOR]

Pedagogical practices, or methods on "how to teach", taught in teacher education programs need to be modeled (Jay, 2002) by the teacher educators to maximize the teacher candidates' learning and lay the foundation for developing a deeper understanding for effective instruction (Grossman, 1991; Shulman, 1983), a practice not typically occurring in teacher preparation programs (Donovan & Green, 2009). Course instructors reflect on the practice of using course evaluations to model self- reflection for pre-service teachers. [ABSTRACT FROM AUTHOR]