William M. Timpson

Frameworks for Comprehending Discourse: A Replication Study:

This study replicates findings of a study reported by Anderson, Reynolds, Schallert, and Goetz (1977). Interpretation of ambiguously worded paragraphs was related to sex and interests of the participants. Interests were determined by subject matter major of the participants. Titles on the paragraphs reduced the ambiguity although the presence of a title did not determine the interpretation of all participants exposed to the title.

Mentoring Experiences and Latina/o University Student Persistence

This study examined the experiences of 17 Latina/o students who participated in a university mentoring program that included academic and cultural resources, involvement, and leadership opportunities. The goal was to understand their lived experiences and their own perceptions of their academic success and persistence. An interpretive phenomenological analysis was used with one-on-one interviews, revealing the following emergent themes: (a) common experiences providing benefits of mentoring, (b) common challenges, and (c) lessons learned.

Individual differences and associational strategies within whole-list, mastery paired-associate learning

Learning efficiency was studied as a function of instructed learning strategies and individual differences in anxiety and achievement motivation. Within a self-paced whole-list design, college subjects learned to mastery a paired-associate list under one of three experimental conditions: rote repetition, mediation, and an uninstructed control. Although mediation proved superior to rote repetition, both techniques were inferior to the control. Anxiety was positively correlated with performance under rote repetition. No relationships emerged for achievement motivation. The evidence suggests that the learning styles of college students may be too sophisticated to be improved by any one learning technique and that the interrelationships of personality variables and individual learning styles may be difficult to extract.

Building cultures of peace: transdisciplinary voices of hope and action

Building Cultures of Peace adds important, diverse, and, all too often, missing perspectives to our understanding of conflict and peace. We hear about challenges to traditional thinking and calls for transdisciplinary thinking, innovation and action, whether in teacher education or art education, in reading, literacy, moral education, sports, or music. This book then goes beyond schooling to look at hopeful examples from police practices, the role of the media, how we need new thinking about economics, what we can learn from an international context and the United Nations, and more. The opening and closing comments issue welcome calls by the editors to recognize the need for holistic thinking, for seeing the interconnectedness of forces which impact societies, people, and the environment.

A Comparison of Male and Female Student Issues that Affect Enrollment and Retention in Electronics Programs at a For-Profit Institution - Part II

Studying the enrollment and retention of electronics students could improve female enrollment and retention rates, which would help meet the future SMET work-force needs. This paper compared men and women in terms of approachability, concern, and fairness (ACF) of electronics professors and satisfaction with electronics programs. Surveys were administered to 576 students in electronics programs at a for-profit institution. The response rate was 63.9%. The study used 2times3 factorial ANOVAs. There was no statistically significant interaction between gender and program levels or main effects in regard to ACF of electronics professors. Also there was no significant interaction between gender and program levels in regard to satisfaction with electronics programs. Although there was no significant main effect of gender, there was a significant main effect of program level on satisfaction. Both genders at the beginning program level had significantly higher satisfaction ratings than at the middle and at the end program levels