As online and hybrid courses are becoming a wide-spread option for higher education, researchers are exploring various delivery methods. Hybrid courses involve blending two modes of interaction--both face-to-face as well as online. The exact distribution and timing of face-to-face meetings verse online delivery is a question that instructors have…

This study identified the feelings and beliefs that rural educators possess about the options of school choice, via vouchers, as currently discussed by federal and state governments. The sample of this study consisted of 250 educators, representing 10 different schools, who completed a school choice survey developed by the researcher. A comparison…

A diverse sample of 1,143 high school seniors and 182 students who were part of the same cohort but who left high school without graduating were interviewed during late adolescence (Time 1 [T1]) as well as 2 (Time 2 [T2]) and 4 years later (Time 3 [T3]). Perceived self-development, peer support, and prior levels of depressive symptoms (T2) were…

This empirical study was undertaken to test the Involvement Load Hypothesis (Laufer and Hulstijn, 2001) by examining the impact of three tasks on vocabulary acquisition. It was designed to test and develop the involvement load hypothesis by examining the impact of different reading tasks on the L2 vocabulary acquisition. The results show that…

Career development is relevant for employees and employers, as well as a vital discipline for connecting school-to-work as educators struggle to facilitate the transition into employment for millions of students (Hoyt & Lester, 1995). The landscape of the world-of-work is ever changing, both in terms of economic stability and instability, and…

A basic question of instructional interventions is how effective it is in promoting student learning. This paper presents a study to determine the relative efficacy of different instructional strategies by applying an educational data mining technique, learning decomposition. We use logistic regression to determine how much learning is caused by…

This study examines the relationship between computer self-efficacy and intended uses of technology of student teachers (N=1094) at a teacher training institute in Singapore. Self-efficacy was assessed by three factors: Basic Teaching Skills (BTS), Advanced Teaching Skills (ATS), and Technology for Pedagogy (TP), and intended use of technology was…

This paper has five objectives: (a) to review the scientific background of, and major findings reported in, Medical Problem Solving, now widely recognized as a classic in the field; (b) to compare these results with some of the findings in a recent best-selling collection of case studies; (c) to summarize criticisms of the hypothesis-testing model…

Objective: The present article tests the hypothesis of a sustained attention deficit in children and adults suffering from ADHD. Method: Vigilance and sustained attention of 52 children with ADHD and 38 adults with ADHD were assessed using a computerized vigilance task. Furthermore, the attentional performance of healthy children (N = 52) and…

This study tests the hypothesis that dyslexia and dyscalculia are associated with two largely independent cognitive deficits, namely a phonological deficit in the case of dyslexia and a deficit in the number module in the case of dyscalculia. In four groups of 8- to 10-year-olds (42 control, 21 dyslexic, 20 dyscalculic, and 26…

Background: Kinship theory suggests that genomic imprinting could account for phenotypic behaviors that increase (in the case of Angelman syndrome) or decrease (for Prader-Willi syndrome) the drive to access social resources (adult contact) depending on the imprinting parent-of-origin. Difficult to manage behaviors, such as aggression that is…

Multiple comparison procedures for controlling familywise Type I error and the false discovery rate are described and compared, including the traditional Bonferroni correction, a sequential (step-up) Bonferroni procedure (Hochberg, 1988), and a sequential false discovery rate procedure proposed by Benjamini and Hochberg (1995). Motivation for…

The Z-variance and Box-Scheffe tests for homogeneity of variance are both relatively simple to perform and readily utilized in complex, multi-factor designs. The Z-variance test is not robust against non-normality; the Box-Scheffe test is robust against non-normality but is not nearly as powerful as the Z-variance test. (Author/BJG)

The treatment of covariance matrices given by McDonald (1974) can be readily modified to cover hypotheses prescribing zeros and equalities in the correlation matrix rather than the covariance matrix, still with the convenience of the closed-form Least Squares solution and the classical Newton method. (Author/RC)