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The authors have found the data presented in the C. Schooler, E. Neumann, L. J. Caplan, and B. R. Roberts (1997) article to be interesting and of potential value in constraining the further development of detailed theoretical models of Stroop performance. However, the authors have found that the relative speed of processing account of stimulus onset asynchrony (SOA) effects given by Schooler et al. in Experiment 1 fails to address several important and vexing issues faced by such accounts, which have been highlighted by existing formal models. The authors also have expressed concerns about Schooler et al.'s, interpretation of the reduction in Stroop interference observed among individuals with schizophrenia in Experiment 2. Whereas the authors have acknowledged that it is plausible to relate this to a dysfunction of prefrontal cortex, they have pointed to equally plausible alternative explanations, which are not addressed by the experiment or in the discussion in the Schooler et al. article.

Purpose-The purpose of this paper is to examine a cohort of educators' perspectives of a semester-long, maker-based university course. Design/methodology/approach-This qualitative study utilized participants' weekly and endof-semester written reflections to illustrate participants' perceptions of a semester-long university course focused on the role of maker principles and technologies in a variety of educational contexts. Findings-Participants' perceptions of learning following the semester-long maker experience viewed learning as a more collaborative experience, and noted the benefits of a classroom community that arose from the collaboration. Originality/value-This study adds empirical research to the literature base on the use of maker tools and strategies in formal educational environments. While other studies have examined similar environments, they tend to focus on short-term, single experiences. This study followed the development of educators' perceptions of a maker-based learning experience over a longer duration of time. Findings of this study provide a research-based foundation for teacher educators to build upon when developing maker-based learning activities.

This qualitative study examined pre-service teachers' beliefs about using maker activities in formal educational settings. 82 pre-service and early career teachers at three different universities in the United States took part in one-time workshops designed to introduce them to various maker tools and activities applicable to K-12 educational environments. Data was collected from 16 focus groups conducted during the workshops in Spring 2016. Researchers analyzed the data using the Theory of Planned Behavior (Ajzen, 1985, 1991) to better understand the teachers' attitudes, subjective norms, and perceived behavioral control related to making activities, with the ultimate goal of using this information to assist teacher preparation programs in preparing their students to implement maker tools and strategies in their future classrooms.

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