David M. Shannon

School gardens: an experiential learning approach for a nutrition education program to increase fruit and vegetable knowledge, preference, and consumption among second-grade students.

OBJECTIVE To examine the effects of a school garden on childrens fruit and vegetable knowledge, preference, and consumption. DESIGN Self-report questionnaires, interview-style taste and rate items, lunchroom observations. SETTING An elementary school. PARTICIPANTS Second-grade students (n = 115). INTERVENTION Participants were assigned to one of 3 groups: (1) nutrition education and gardening (NE+G) treatment group, (2) nutrition education only (NE) treatment group, or (3) control group (CG). Both treatment groups received classroom instruction, and the NE+G group also received a school gardening experience. MAIN OUTCOME MEASURES Fruit and vegetable knowledge, preference, and consumption. ANALYSIS Analyses of variance (alpha = .05). RESULTS Participants in the NE+G and NE treatment groups exhibited significantly greater improvements in nutrition knowledge and taste ratings than did participants in the CG. Moreover, the NE+G group was more likely to choose and consume vegetables in a lunchroom setting at post-assessment than either the NE or CG groups. CONCLUSIONS AND IMPLICATIONS School gardens as a component of nutrition education can increase fruit and vegetable knowledge and cause behavior change among children. These findings suggest that school administrators, classroom teachers, and nutrition educators should implement school gardens as a way to positively influence dietary habits at an early age.

A Comparison of Response Rate, Response Time, and Costs of Mail and Electronic Surveys.

Abstract Response rates, response time, and costs of mail and electronic surveys were compared. The survey sample consisted of college faculty in the southeastern United States. Mail surveys yielded a higher response rate and a lower rate of unde-liverable surveys. However, receipt of responses was significantly quicker for those delivered electronically, with over 80% of initial responses arriving before receipt of the 1st returned mail survey. The costs associated with distribution of surveys and preparation of data for analysis were much lower with the electronically delivered surveys.

Students' Characteristics, Self-Regulated Learning, Technology Self-Efficacy, and Course Outcomes in Online Learning.

The purpose of this study was to examine the relationship among students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning settings. Two hundred and fifty-six students participated in this study. All participants completed an online survey that included demographic information, the modified motivation strategies learning questionnaire, the online technology self-efficacy scale, the course satisfaction questionnaire, and the final grades. The researchers used structural equation modeling to examine relationships among student characteristics, self-regulated learning, technology self-efficacy, and course outcomes. Based on the results from the final model, students with previous online learning experiences tended to have more effective learning strategies when taking online courses, and hence, had higher levels of motivation in their online courses. In addition, when students had higher levels of motivation in their online courses, their levels of technology self-efficacy and course satisfaction increased. Finally, students with higher levels of technology self-efficacy and course satisfaction also earned better final grades. Based on the findings, we recommend that instructors design courses in a way that can promote students’ self-regulated learning behaviors in online learning settings and that students in online classes, as in traditional classes, set aside a regular time to concentrate on the course. Also, institutions should provide user-friendly online learning platforms and workshops for instructors and students to facilitate the teaching and learning experiences.

The Patterns of Adaptive Learning Survey: A Comparison across Grade Levels

The Patterns of Adaptive Learning Survey (PALS) was developed to assess a trichotomous achievement goal structure, which included the following subscales: Task Goal Orientation, Performance-Approach Goal Orientation, and Performance-Avoid Goal Orientation. The use of the PALS in making inferences about these goal orientations was originally validated with a middle school sample of students. In this study, the authors computed Cronbach’s alphas and employed confirmatory factor analytic procedures to provide statistical evidence of the reliability and validity of inferences based on scores from the PALS at the fourth-grade and college levels.

NGTA and IGTA Training and Experience: Comparisons Between Self-Ratings and Undergraduate Student Evaluations.

Undergraduate student ratings and corresponding graduate teaching assistant (GTA) self-ratings of nine teaching effectiveness factors were evaluated to determine the extent to which math and science GTAs who speak English as their native language (NGTA) differ from their international counterparts (IGTA). Overall, GTA self-ratings were consistently higher than corresponding student ratings. Differences in ratings between the two groups of GTAs were dependent upon specific teaching effectiveness factors and the source of the rating. GTA self-ratings were generally higher for IGTAs while student ratings were consistently higher for NGTAs.

Professional service involvement of leadership faculty: An assessment of gender, role, and satisfaction

This study explored gender differences among educational administration faculty and their participation in and satisfaction with professional association activities. The study population would be characterized as overwhelmingly male and white, but with women and minority candidates beginning to enter the faculty ranks. Women faculty reported involvement in more professional service activities and a slightly higher satisfaction with their involvement than their male colleagues. However, women participated in different types of and more professional association activities than men.

Using FAX Technology to Survey Professionals and Organizations.

Abstract This study was conducted to investigate the usefulness of the facsimile (FAX) machine in survey research. Specifically, the FAX machine was used to send two-page surveys to professionals at higher education institutions while other institutions received surveys by mail. Follow-up reminder letters were also sent by both FAX and mail. Response rates were highest among institutions receiving surveys and reminder letters by FAX. Sending surveys and follow-up letters via FAX was also cost-effective. The cost was lowest when the surveys and follow-up letters were sent by FAX on a Sunday. The cost of sending by FAX on a business day was comparable to that of using regular mail service. Implications for the use of FAX technology in survey research are discussed.

Individual Learner Variables and Their Effect on Mathematics Achievement as Students Advance From Fifth to Sixth Grade

A total of 761 students (58.1% female) from selected fifth- and sixth-grade mathematics classrooms in Alabama were examined to investigate the relationships between individual learner variables (gender, ethnicity, socioeconomic status [SES]) and mathematics performance. Specifically, this portion of the study examined individual learner variables and their effects on mathematics achievement as students advance from fifth to sixth grade. The two-group path analysis resulted in differences in the degree to which individual learner variables (i.e., gender, ethnicity, SES) affect self-regulated learning, motivation, anxiety, and mathematics achievement as students move from fifth to sixth grade. Path analysis results indicated that the constrained and unconstrained models were statistically different (p < .001), meaning that the findings were not consistent for the fifth- and sixth-grade students.