This study investigated social studies achievement as a result of utilizing a multimedia-based American history software program (Ignite Early American History, 2003) to augment textbook and lecture materials for seventh-grade middle school history students in an ethnically and linguistically diverse urban school district. The instructional…

This article describes qualitative case studies of two teachers who integrated student-created digital documentaries into their social studies classrooms. Thornton's (2001a) concept of the teacher as curricular gatekeeper and Mishra and Koehler's (2006) Technological Pedagogical Content Knowledge framed the study. The teachers worked within the…

This mixed method case study provides insights about how the professional development of middle school teachers is facilitated through their participation in content-focused online communities of practice. A key finding from this research reveals that the online community provided teachers with enhanced opportunities to share ideas, to discuss…

A controlled experiment tested the effects of lottery incentives using a prospective college applicant Web survey, with emails sent to more than 9,000 high school students. Found minimal effect of postpaid incentives for increasing levels of incentive. (EV)

Examined response rates and nonresponse bias across four groups administered the survey "Your First College Year": paper only, paper with Web option, Web only with response incentive, and Web only without response incentive. Found that response rates vary by mode of administration; moreover, predictors of response differed by administration group.…

Investigated longitudinal effects of being a first-generation college student on attrition. Results indicated that first-generation students were more likely to depart than their counterparts over time. After controlling for factors such as race, gender, high school grade point average (GPA), and family income, the risk of attrition was 71 percent…

Uses data from the 1992 follow-up to the High School and Beyond longitudinal study to identify the percentage of the observed earnings premium attributable to a bachelor's degree, extent to which this percentage varies based on characteristics taken into account in the analyses (e.g., ability, job tenure and experience, industry, and occupation),…

Developed and validated the Ideal Mentor Scale (IMS), a new measure designed to help graduate students consider the qualities they as individuals most value in a potential mentor. Found that two universal qualities were central to students' definitions of a mentor: communication skills and provision of feedback. Three individual differences…

Assessed effects of college selectivity and control on earnings and indebtedness. Found evidence of a substantial earnings return to college selectivity and control, and that enhanced earnings for graduates from selective private colleges quickly offset their associated heavier debt. Problematic issues include a mix of high debt loads and sub-par…

Identified the institutional and college experience variables influencing end-of-first-year educational degree plans of community college students. Found that the average precollege degree plans at a community college had a significant effect on students' end-of-first-year degree plans. In the prediction of end-of-first-year degree plans, there…

Found that community college students randomly assigned to receive instruction at a distance via a two-way interactive telecourse demonstrated learning equivalent to that of students assigned to on-campus, face-to-face instruction. However, students choosing to take the course via telecourse had significantly higher course learning than either…

Examined to what extent students' ability, achievement striving, and situational optimism influence performance outcomes and the interactive effects of ability and achievement striving, as well as ability and situational optimism, on student performance outcomes. Found that achievement striving and situational optimism may be as important as…

Examined students' beliefs about the nature of knowledge and learning--epistemological beliefs--across domains that vary according to Biglan's classification of academic disciplines (hard vs. soft, pure vs. applied). Results support the idea that epistemological beliefs are moderately domain general. (EV)

Found that faculty at honor-code schools have more positive attitudes toward their schools' academic integrity policies and allow the system to take care of monitoring and disciplinary activities. Faculty in noncode institutions have less positive attitudes and are more likely to take personal actions designed to deal with cheaters. Faculty in…

Describes a study of the influence of the Cognitive Acceleration through Science Education (CASE) program on the scientific creativity of secondary school students. Scientific creativity is measured by the Scientific Creativity Test for Secondary School Students. Results indicate that the program did promote the overall development of scientific…