Daniel F. McCleary

Sociopolitical and Personality Correlates of Militarism in Democratic Societies

This article synthesizes research on the sociopolitical and personality constructs that most frequently correlated with militarism in the published social science research literature between 1931 and 2007. The reviewed research includes diverse definitions and assessment measures for each highlighted construct featured in studies conducted with various types of participants in several different democratic societies. The principal sociopolitical correlates of militarism included conservatism, nationalism, religiosity, patriotism–blind patriotism, and internationalism–worldmindedness. The major personality correlates of militarism were authoritarianism, dominance–power, ethnocentrism, masculinity, and punitiveness. All of these variables, except internationalism–worldmindedness, positively correlated with militarism. Meta-analysis reveals that the correlations between militarism and each set of comparison variables typically yielded an average effect size in the small to medium range.

Balancing Participation Across Students in Large College Classes via Randomized Participation Credit

The study examines the effects of randomized credit on the percentage of students participating at four predefined levels. Students recorded their comments on specially designed record cards, and days were randomly selected for participation credit. This arrangement balanced participation across students while cutting instructor time for recording participation in half.

Using Taped-Problems and Rewards to Increase Addition-Fact Fluency in a First Grade General Education Classroom

We used a multiple baseline design across math facts to evaluate classwide use of a taped problem (TP) intervention on first graders’ digits correct per minute in a general education classroom. During TP, students attempted to respond to each math fact before they heard the answer on an audiotape. As problems were repeated, response intervals were varied and individual and group feedback and rewards were provided contingent upon improved performance. Across all 3 sets of problems, digits correct per minute increased following the use of TP. We discuss the efficacy of TP as an instructional (as opposed to remedial) procedure, practical implications for teachers, and areas for future research.

Interventions for Learning Disabilities Does a Journal-Based Change in Focus and Article Type Reflect or Influence Legal Mandates?

We investigated whether there was a noticeable shift in focus from general to specific learning disabilities, and in the types of articles (narrative or empirically based) in the Journal of Learning Disabilities (JLD) between 1995 to 2000. A pilot study had revealed an increase in empirically based articles and a shift toward specifically delineated learning disabilities across three journals focusing on learning disabilities between 1995 and 2000. To attempt to delineate a specific year for the change, we examined all JLD articles from 1995 to 2000. We found a dramatic increase in articles focusing on specific learning disabilities (designating area of academic weakness) and on the percentage of empirically based articles beginning in 1999. We speculate on the relationship between this increase and evolving practices emphasizing research-based interventions, particularly those that predated No Child Left Behind and the reauthorization of the Individuals with Disabilities Education Act.