Test-Wiseness and Multiple-Choice Accounting Questions: Implications for Instructors

This study examines “test-wiseness” rules-of-thumb accounting students may use when they cannot answer a multiple-choice question. The effectiveness of the rules is poorly understood, but they rely largely on preventable flaws in question design. After identifying eleven relevant rules, we had graduate research assistants employ the rules on unfamiliar material, to test whether the rules can be effective when used by capable students who have not studied the material. Three of the rules demonstrate positive results, and participants are able to recognize the more valuable ones. Additionally, we survey accounting majors at two universities to assess general familiarity and belief in the rules. We find that they have well-formed ideas of the relative usefulness, which are consistent between universities. The results provide some insights into the issues question writers should consider, so as to avoid vulnerability to test-wiseness or even turn the rules to their advantage when composing questions.

THE ORGANISATION OF RESEARCH IN FOREIGN LANGUAGE TEACHER PREPARATION IN THE US UNIVERSITIES

Although research has been shown to expedite the professional growth and development of prospective specialists, less is known about the effective world practices in undergraduate and graduate research that could be applied in Ukrainian language teacher education. The present article explores the characteristics of student resear ch in US foreign language teacher education. The study focused on the analysis of academic literature, normative resources and the practical experience of language teacher preparation with the aim of extrapolating good practices into the Ukrainian system of language teacher education. It was shown that student research integrates didactic approaches with elements of creative activity, individual research projects, culminating projects, the study of specialised disciplines, individual and group scientific inquiry, not included in the curricula of educational programmes. The organisational forms of the latter are research symposia, seminars, workshops, conferences, preparation of scientific publications and some others. Among the central tasks of undergraduate and graduate research is the preparation of highly qualified, autonomous specialists, who are capable of accumulating and generating scientific knowledge, skillful application of professional knowledge in approaching the task of teaching; familiarising students with the methodology for organising and conducting research in the field of foreign language education; increasing motivation for scientific inquiry and professional development, intensification of learning; promotion of critical and reflective thinking, professional self-identification and self-realisation; stimulating the need for continuous self-development; implementation of individualisation and differentiation principles in language teacher education; replenishment of the cohort of scientific and pedagogical staff. The research competence is developed through diverse didactic forms and approaches; it is characterised mainly by electiveness at the undergraduate level and is a mandatory component of the graduate programmes’ curricula in foreign language teacher education.

Effect of Pre and Post Emergence Herbicides Application on Economics of Pearl Millet (Pennisetum glaucum L.)

An experiment was conducted during kharif 2020 at Post Graduate Research Farm, Agronomy Section, College of Agriculture, Dhule to study the effect of pre and post emergent herbicides application on economics of pearl millet production. Experiment consisted of nine treatments namely weedy check (T1), weed free (T2), atrazine @ 500 g/ha PoE (T3), 2,4-D (Dimethyl amine) @ 500 g/ha at 25-30 DAS PoE (T4), 2,4-D (Na Salt) @ 500 g/ha at 25-30 DAS PoE (T5), atrazine @ 500 g/ha PE fb 2,4-D (Dimethyl amine) @ 500 g/ha at 25-30 DAS PoE (T6), atrazine @ 500 g/ha PE fb 2,4-D (Na Salt) @ 500 g/ha at 25-30 DAS PoE (T7), pendimethalin 750 g/ha PE fb 2,4-D (Dimethyl amine) @ 500 g/ha at 25-30 DAS PoE (T8), pendimethalin 750 g/ha PE fb 2,4-D (Na Salt) @ 500 g/ha at 25-30 DAS PoE (T9) laid out in randomized block design with three replications. Among the herbicidal treatments, grain yield (kg/ha) and straw yield (kg/ha) was observed better with application of pendimethalin @ 750 g/ha PE fb 2,4-D (Na Salt) @ 500 g/ha at 25-30 DAS PoE (T9). Among the chemical weed management treatments, application of pendimethalin @ 750 g/ha PE fb 2,4-D (Na Salt) @ 500 g/ha at 25-30 DAS PoE (T9) observed higher gross and net monetary returns (₹/ha). However, the gross and net monetary returns (₹/ha) were maximum under weed free treatment but lower B:C ratio as compared to sequential application of pendimethalin @ 750 g/ha PE fb 2,4-D (Na Salt) @ 500 g/ha at 25-30 DAS PoE (T9) and pendimethalin @ 750 g/ha PE fb 2,4-D (Dimethyl amine) @ 500 g/ha at 25-30 DAS PoE (T8) due to higher cost for labour weeding.

Picturing the researcher: Using photovoice to document the research assistant experience during the COVID-19 pandemic

The article is a reflection by two graduate research assistants (GRAs) who experienced the effects of the COVID-19 pandemic on the in-person interactions through which qualitative researchers usually learn about human experiences. With in-person research curtailed, the authors were compelled to think creatively and find other ways to continue their research and develop meaning. The researchers reflected on their experiences as GRAs for the study ‘Thriving in Canada: Learning from the (photo) voices of women living on a low income engaged in action research to improve access to health and social services’. Taking advantage of pandemic-related study delays, the researchers explored the photovoice method in more depth and used photovoice to document their own lived experience as GRAs, and their learning. They practised self-reflexivity and worked to improve their visual-based photovoice facilitation skills. This illustrated essay is the story of the authors’ experiences over the past year working as GRAs during the COVID-19 global pandemic.

Challenges Adapting a Backpack Harness for Use on Gray Hawks (Buteo plagiatus)

ABSTRACT Raptor biologists have successfully used backpack-type harnesses to attach transmitters to a wide range of raptor species for research. As part of a graduate research project with Gray Hawks (Buteo plagiatus) in south Texas, we attached harnesses to 58 individuals and experienced problems with seven birds removing the harnesses and with all females covering the solar panels of the OrniTrack-10 GPS-GSM transmitters, preventing them from functioning properly. We appear to have resolved these issues by trimming nape feathers (short-term solution), switching to a different harness material, stitching through the knots, switching to a different brand of glue, and using a transmitter with an elevated solar panel for females, which are typically larger than males.

Knowledge is em(power)ing: Historically underrepresented groups benefit from exposure to information about advanced degrees in psychology

Despite the growing interest in Science, Technology, Engineering, and Mathematics (STEM) educationand careers, the “leaky pipeline” continues to disproportionally exclude underrepresented minorities from STEM fields. One feature of the leaky pipeline is unequal access to guidance surrounding graduate education and careers in STEM fields. Disparities in representation can be diminished by making this guidance more accessible, which may be particularly beneficial at the transition from undergraduate to post-graduate research experience and education. Here, we sought to investigate the value of large-scale, open access programming as a mechanism for achieving this objective, by using survey data from a 2020 Yale University Research Psychology Bootcamp as a case study. We found that this programming increased confidence and understanding of how to navigate the field of research psychology in all survey respondents, with a targeted benefit for Black and First Generation/Low-Income participants. Based on these findings, we argue that large-scale, open-access programming offers a unique and practical utility toward eliminating disparities in STEM higher education and STEM fields.

Improving the Accessibility of Federal Graduate Research Awards in Canada

Canadian federal graduate research awards provide graduate students with support that impacts both their experience during their degree and their future career progression. Obtaining federal funding during graduate education qualifies students for additional awards, provides financial security, and increases their research independence. However, the number and value of awards have remained unchanged for almost two decades and the evaluation and eligibility criteria are not designed to encourage applications from students from historically underrepresented groups (URGs). The three federal research funding agencies (the Tri-Agency) have recently released an Equity, Diversity, and Inclusion (EDI) Action Plan to better support early-career individuals from these groups, with a commitment to “identify and address barriers to equitable participation of members from underrepresented groups” (Initiative 1.2.2) and increase participation of URGs in the post-secondary research system (Objective 2). In this memo, we propose three changes to broaden the eligibility and evaluation of federal student awards, as well as increase and standardize the award values. Ultimately, these recommendations will reduce the barriers faced by URGs in applying for and obtaining these awards in a manner not currently addressed by the Tri-Agency’s EDI plan.