The effect of the handwriting without tears program on student cursive writing achievement at Central Institute for the Deaf (CID)

Handwriting Without Tears (HWT) is a multi-sensory program that provides a simpler approach to the instruction of cursive handwriting. It was administered to a sample of third graders to assess the effectiveness of the program and determine if it would be a viable option for handwriting instruction at CID.

Student musicians' perception of loudness and how it correlates to the measured level

The purpose of this project was to evaluate student musicians’ perception of loudness and see how it relates to the measured sound level when playing an instrument alone and when playing in an orchestra. Perhaps by examining this relationship, strategies can be developed to educate musicians on the risk of excessive noise exposure and hearing protection options.

Ovenbird (Seiurus aurocapilla) Territory Placement Near Seismic Lines is Influenced by Forest Regeneration and Conspecific Density

The boreal forest of western Canada is being dissected by seismic lines used for oil and gas exploration. The vast amount of edge being created is leading to concerns that core habitat will be reduced for forest interior species for extended periods of time. The Ovenbird (Seiurus aurocapilla) is a boreal songbird known to be sensitive to newly created seismic lines because it does not include newly cut lines within its territory. We examined multiple hypotheses to explain potential mechanisms causing this behavior by mapping Ovenbird territories near lines with varying states of vegetation regeneration. The best model to explain line exclusion behavior included the number of neighboring conspecifics, the amount of bare ground, leaf-litter depth, and canopy closure. Ovenbirds exclude recently cut seismic lines from their territories because of lack of protective cover (lower tree and shrub cover) and because of reduced food resources due to large areas of bare ground. Food reduction and perceived predation risk effects seem to be mitigated once leaf litter (depth and extent of cover) and woody vegetation cover are restored to forest interior levels. However, as conspecific density increases, lines are more likely to be used as landmarks to demarcate territorial boundaries, even when woody vegetation cover and leaf litter are restored. This behavior can reduce territory density near seismic lines by changing the spatial distribution of territories. Landmark effects are longer lasting than the effects from reduced food or perceived predation risk because canopy height and tree density take >40 years to recover to forest interior levels. Mitigation of seismic line impacts on Ovenbirds should focus on restoring forest cover as quickly as possible after line cutting.

Student projects: plagiarism and assessment

Within the Information Technology degree programme of the University of Reading, the students undertake a major project in their final year. The module is both a hurdle to an honours degree and significant in terms of assessment weighting. The two year history so far has shown that bad citation and plagiarism are issues, and in one case called for the due referral of a project report. In the light of experience to date, we are focusing firstly on plagiarism prevention, giving generic advice on report writing and citation practice, and secondly on detection. In the longer term, I believe we need to reflect on what capabilities we should be creating in our undergraduates and therefore what and how we should be assessing them.

Student-teachers' perspectives on positive and negative social processes in schools

In recent years, the Standards for Qualified Teacher Status in England have placed new emphasis on student-teachers' ability to become integrated into the 'corporate life of the school' and to work with other professionals. Little research, however, has been carried out into how student-teachers perceive the social processes and interactions that are central to such integration during their initial teacher education school placements. This study aims to shed light on these perceptions. The data, gathered from 23 student-teachers through interviews and reflective writing, illustrate the extent to which the participants perceived such social processes as supporting or obstructing their development as teachers. Signals of inclusion, the degree of match or mismatch in students' and school colleagues' role expectations, and the social awareness of both school and student-teacher emerged as crucial factors in this respect. The student-teachers' accounts show their social interactions with school staff to be meaningful in developing their 'teacher self' and to be profoundly emotionally charged. The implications for mentor and student-teacher role preparation are discussed in this article.

Student perceptions of their IEP targets

The 2001 Code of Practice for Special Educational Needs (DfES, 2001) explicitly states that students with IEPs should have an active role in the writing and implementing of them. A research project was conducted in which 19 Year 8 students in three schools were interviewed, with the findings cross-referenced against an examination of their individual education plans (IEPs) and interviews with the SENCos. Very few students were able to communicate a clear understanding of IEPs. Students' stated targets mostly reflected mainstream target-setting: very few stated targets matched with those in their IEPs. Consistent with these findings is literature which argues that meaningfully involving students in the IEP process takes considerable time and effort, which would appear to imply that the number of students with IEPs in any one school must be limited. Against this are pressures, particularly from OFSTED but also from examination boards, to have IEPs available as evidence that students' needs are being met. The article concludes by suggesting that SENCos look to limit the number of IEPs issued, alongside a robust defence of the school's special educational needs policy within the school evaluation form to ensure that students' needs are met and also are seen to be met.