This paper describes prenatal education classes offered at Teen Pregnancy Service. Outcome data for 66 pregnant teens shows significant changes in prenatal knowledge following the classes. (Author/MT)

The requirement of large sample sizes for calibrating items based on item response theory (IRT) models is not easily met in many practical pretesting situations. Although classical item statistics could be estimated with much smaller samples, the values may not be comparable across different groups of examinees. This study extended the authors'…

The relationship between a subject's awareness of the intent of the experimenter and attitude change is investigated. (PR)

Paper presented at the Council of Academic Societies Conference, Washington, D.C., October 2-5, 1968.

Several phonological manipulation skills were taught to 35 Head Start preschool children and the degree to which learning 1 of these skills resulted in improved skill performance and learning of a second skill was studied. Results imply that the class of phonological manipulation skills does not have a simple structure. (SLD)

Describes a study that was conducted to examine the instructional effectiveness with which different types of job aids facilitated learner achievement of different types of learning objectives, and to identify the degree to which learners possessing different levels of prior knowledge profited from different types of job aids. (Author/LRW)

Describes a method for disentangling changes in persons from changes in the interpretation of Likert-type questionnaire items and the use of rating scales. The procedure relies on anchoring strategies to create a common frame of reference for interpreting measures taken at different times. Illustrates the use of these procedures using the FACETS…

Parents of 27 preschoolers completed pretests and 14 completed posttests assessing nutrition knowledge, food purchases, and children's food intake. Children who received snacks and soybean-related instruction found both soy and nonsoy snacks acceptable, compared to those who did not receive instruction. Home eating habits did not change. (SK)

This exploratory study investigated whether the process of constructing an expert system model promotes the formation of expert-like mental models. Discusses expert systems as mindtools, expert systems as learning tools, the assessment of mental models, results of pretests and posttests, and future research. (Contains 56 references.) (Author/LRW)

Describes and compares useful and unified power formulas for analysis of covariance and change-score analyses, indicating the implications of each for sample size requirements. Contains practical recommendations for evaluations and outlines a simple spreadsheet approach. (SLD)

Explored whether a technology-rich environment that promotes a constructivist approach to learning has a significant effect on the learning styles of freshmen high school students. Results of pre- and post-tests on a learning style inventory suggest that a technology-rich environment that promotes collaborative, project-based learning can have an…

The issue of live bibliographic instruction (BI) versus electronic BI is a matter many libraries are facing as more technology becomes available to afford such an option. At the University of Oklahoma Government Documents Collection, a study was administered in March 2001 to determine the relative advantages between these two teaching techniques.…

Research indicates that the acquisition of phonemic awareness and phonic skills is highly correlated with later success in learning to read. Numerous studies support the hypothesis that deaf and hard-of-hearing children are able to utilize alternative systems to develop phonological awareness that are not dependent on the ability to hear sounds or…

Perspective-taking is an ability that requires a child to emit a selection response of informational states in himself or herself and in others. This study used an extended version of the Barnes-Holmes protocol developed in a series of studies by McHugh, Barnes-Holmes, and Barnes-Holmes (2004) to teach typically developing children between the…

Vocal folds undergo osmotic challenge by mouth breathing during singing, exercising, and loud speaking. Just 15 min of obligatory oral breathing, to dry the vocal folds, increases phonation threshold pressure (P[subscript th]) and expiratory vocal effort in healthy speakers (M. Sivasankar & K. Fisher, 2002). We questioned whether oral breathing is…