Many school-aged children have experienced the cruelty of bullying. The impact and effects of bullying have been described extensively in scholarly literature. Unfortunately, the impact of bullying has also made contemporary headlines with the recent rash of school shootings and other forms of school-based violence. The current body of students brings an additional threat to bullying. Due to their sophisticated use of technology, today's students are using contemporary delivery systems to taunt, tease, and threaten their classmates. Cyberbullying is the newest form of bullying, and it brings additional challenges for school personnel. Because of the unique aspects of cyberbullying, school psychologists need strategies to guide school communities faced with this threatening behavior. C 2008 Wiley Periodicals, Inc.
This article presents a case study of the implementation of ePortfolios as authentic assessments in a school library preparation program at a mid-sized university located in the southeastern region of the United States. It documents how the use of ePortfolios evolved from show-and-tell PowerPoint presentations into powerful, reflective, Web 2.0-enhanced learning experiences that demonstrate school library candidates' mastery of professional standards. The case study focuses on the programmatic approach to process, product, and final assessment. Examination of the ePortfolio experience led to faculty interest in the concept of transparency in online learning, and to the decision for formal integration of peer review in the ePortfolio process.
This study investigated demographic, personality, and attitude differences between students enrolled in online courses and students enrolled in traditional, lecture courses. Subjects were 120 education majors enrolled in required Master's of Education core courses. Students enrolled in either online (n = 51) or traditional course format (n = 69) during summer and fall semesters 2001. The two groups of students were compared on an author-designed questionnaire assessing students' demographic characteristics and attitudes toward both online and traditional instruction and the Cattell Sixteen Personality Factor Questionnaire. Analysis indicated high demographic and interpersonal similarity between students enrolled in online course formats and students enrolled in traditional, face-to-face course formats. Significant differences in attitude were found between the two groups; online courses were rated higher by online students but viewed with considerable ambivalence by students enrolled in traditional section courses.
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