Mounting evidence suggests that being an old-for-grade student, as a result of grade retention or delayed school entry, is related to negative outcomes across various domains of functioning. No known study has examined the relations between old-for-grade status and specific childhood/adolescent bully and victim behaviors. The first purpose of this preliminary study was to determine whether old-for-grade students engage in significantly more relational bullying, verbal bullying, and physical bullying compared with age-appropriate-for-grade peers. The second purpose was to establish whether old-for-grade students are more likely to play passive or aggressive/provocative victim roles compared with ageappropriate-for-grade students. A total of 16 public and private school teachers completed a bullying behavior questionnaire regarding each of their students. The authors analyzed data from 276 students; of these, 67 were old-for-grade students and 209 were ageappropriate-for-grade students. Findings suggest that old-for-grade status is related to significantly more bullying behavior and victim behavior compared with age-appropriate-for-grade peers. In addition, the authors discuss the critical implications of these research findings.
This paper describes a study conducted in recognition of the increasingly widespread use of computers and the importance of exposure to instructional technologies in all aspects of poultry science curriculum. The study consisted of the distribution and analyses of two cross-sectional surveys to gather detailed information on the use of instructional technology (IT) in poultry science curricula in the US and Canada. One survey was sent to departments to obtain profiles of poultry science degree programs and the availability of IT and general support for its use. A second survey was designed to obtain individual profiles of faculty use of IT and attitudes toward the use of such technologies. Information presented in this paper includes basic demographics, estimates of survey validity, and a cross-section of instructional technologies used in poultry science education. The survey found that poultry science faculty reported higher levels of use for some instructional technologies than was expected from recent reports in the literature for higher education in general. Traditional technologies were widely used for instruction, but computers and the Internet were almost as popular. Reasons for the high levels of use may be due to an increasing user-friendliness of equipment and software applications, as well as the rapid acceptance over the past 2 yr of computers and Internet technologies among the general public. Involvement with IT projects appears to be changing from passive to active, consistent with faculty reports of high interest levels and active experimentation with technology and software.
This paper describes a study conducted in recognition of the increasingly widespread use of computers and the importance of exposure to instructional technology (IT) in all aspects of the poultry science curriculum. The study consisted of the distribution and analysis of two cross-sectional surveys. One survey was sent to departments to obtain profiles of poultry science degree programs and the availability of IT and general support for its use. The second survey was sent to faculty to obtain individual profiles of IT use and of factors which may influence IT use. Herein are reported the results and analysis of those factors that are thought to contribute to or limit the diffusion of these media among poultry science faculty. Analysis consisted of descriptive statistics and contingency table comparisons using Likelihood Ratio chi-square. Factors that appear to be most important to faculty use of IT are availability of desired IT equipment, access to adequate expert assistance, availability of knowledgeable peers willing to share their experience and expertise, and exposure to concrete examples and ideas of how to use IT. All of these factors contribute to another important factor in participation and adoption: making it as easy as possible for faculty to learn and to use advanced IT methods.
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