The high‐school science library

Student behavioral and emotional difficulties, often comorbid with each other and with learning difficulties and academic underachievement, have become an increasing concern to educational settings. This article first provides a conceptual framework for child assessment and highlights the role of behavior rating scales and personality inventories. This article reviews the role of behavior rating scales and personality inventories as a tool for screening students whose behavioral and emotional difficulties may affect their learning, their interpersonal relationships at school, and students who may pose significant management problems for teachers. The utility of specific uni- and multidimensional scales is reviewed relative to major behavioral and emotional difficulties shown by school students. Issues with using these tools are discussed. The Student Behavior Survey (SBS), a teacher-report scale, is described to illustrate the relative contributions of these scales.     

Streamlining high‐school homework

Western Youth Meets Eastern Culture. By Frances G. Sweeney, Emily Fanning Barry, and Alice E. Schoelkopf. Columbia University, 1932. Pp. xvi + 335.

Journalistic Vocations. By Charles Elkins Rogers. New York: D. Appleton and Company, 1931. Pp. ix + 354.

Educational Views of Benjamin Franklin. By Thomas Woody. New York: McGraw‐Hill Book Co. 1931. Pp. ix + 270.

The Austrian Educational Institutes. By Beryl Parker. Vienna and Leipzig : Austrian Federal Publisher for Education, Science, and Art, 1931. Pp. 12 + 184.

Secondary Education. By Herbert G. Lull. New York: W. W. Norton and Company, Inc., 1932. Pp. xxii + 356.

Case Studies of Normal Adolescent Girls. By Elsie M. Smithies. New York: D. Appleton and Company, 1933. Pp. ix + 284.

The Road to Health. Books I and II. By Bundesen &; Manry. New York: Laidlaw Brothers, 1932. Pp. 96 + 127.

Our Neighbors Near and Far. By Carpenter. Book One. American Book Company.

English Practice Books. Books 3, 4, and 6. By Fennek and Madden. The American Book Company.

The Art of Educational Research. By Harold H. Abelson. New York: World Book Company, 1933. Pp. xi + 332.

Educational Psychology. By Harry L. HoixingsworTh. New York: D. Appleton and Company, 1933. Pp. xvi + 540.

Arithmetic Workbook, Grade I. By Clifford B. Upton. New York: American Book Company, 1933. Pp. 128.

Clothing. By Friend and Shultz. Pp. x + 300. Living in Our Homes. By Friend and Shultz. Pp. xviii + 274. New York : D. Appleton and Co., 1933.

Lina Sarger. By Marque Maier. Boston: The Christopher Publishing House, 1932. Pp. 249.

Study Guide in Secondary Education. By Edgar M. Draper and Alexander G. Roberts. New York : The Century Co., 1933. Pp. xi + 151.

Survey of Higher Education in Maine. By the University of Maine. Pp. x + 430.

Archery Simplified. By Phillip Rounsevelle. New York: A. S. Barnes and Company, 1931. Pp. vii + 120.

The Dawn of Literature. By Cam, Holliday. New York : Thomas Y. Crowell Company. Pp. 377.

Problem Solving in Arithmetic. By Leon Nelson Neulen. New York City: Bureau of Publications, Teachers College, Columbia University, 1931. Pp. v + 87.

A Text‐Book of Physics. Fourth Edition. By Louis Bevier Spinney. New York: The Macmillan Company, 1931. Pp. v + 679.

The Junior College. By Walter C. Eells. Boston : Houghton Mifflin Company, 1931. Pp. xxviii + 833.

Realism in American Education. By William Setchel Learned. Cambridge : Harvard University Press, 1932. Pp. 2 + 70.

Paraguay. By Arthur Elwood Elliott. New York City : Teachers College, Columbia University, 1931. Pp. v + 210.

Modern Business Geography. By Ellsworth Huntington and Sumner W, Cushing. New York : World Book Company. Pp. xii + 352.

The World We Live In. By Gertrude Hartman. Macmillan.

The Measurement of Certain Aspects of Personality Among Hard of Hearing Adults. By Henry Hunter Welles, III. New York : Columbia University, 1932. Pp. viii + 77.

The Educational and Occupational Preferences of College Seniors. By Marlin Ray Chauncey. New York: Columbia University, 1932. Pp. 72.

Making the Most of Books. By Leal A. Headley. Illinois: American Library Association, 1932. Pp. 342.

Relations of Religious Training and Life Patterns to the Adult Religious Life. By Luther Ellis Woodward. Teachers College, Columbia University, 1932. Pp. v + 75.     

The Internet in the everyday life‐world: a comparison between high‐school students in China and Norway

Based on in‐depth interviews, this study offers a comparison of how high‐school students in China and Norway are actively constructing the Internet as an element of their everyday lives. Through the Schutzian notions of everyday life‐world, social‐biographical situation and relevance, the study has revealed striking differences between the Chinese and Norwegian participants concerning their relationship with the Net, although both have been referred to as members of the Net Generation. These are summarised in four interrelated themes that highlight the differences. Together, they shed light on the different places and meanings the Net has acquired in the young people’s lives in the two cases and how they negotiate their identities as students within the Internet‐transformed context. It is argued that these differences cannot be explained merely by the material resources in the two societies. More importantly, they have to do with the individuals’ and their families’ relevance systems.     

The affective domain of junior high school students in an audio‐tutorial biology setting

The learning unit, ‘The Cell’, was implemented in a ninth grade junior high school biology course using an individualized audio‐tutorial (IAT) method of instruction. Students’ learning environment their attitudes toward the method and toward science and the understanding of the process of science were investigated. The sample consisted of 105 students in the experimental group and 65 in the control group which was instructed in a traditional lecture‐laboratory method. Data were treated by analysis of covariance and the t‐test results indicate that aspects of the learning environment, such as cooperation and cohesiveness did not diminish in the IAT group, and that factors such as cliqueness, favouritism and competition did not increase. While students expressed favourable attitudes toward some aspects of the IAT method (performing experiments individually, development of independent thinking, self‐examination, rate of learning and self‐achievement), no changes occurred in their attitudes toward science and their understanding the processes of science as a result of being instructed in an IAT setting. Regarding differences between girls and boys, girls expressed more favourable attitudes than boys toward the individualized aspects of the IAT method.     

The multilayered character of newcomers’ academic identities: Somali female high‐school students in a US school

Drawing from the findings of a qualitative study with female refugee high school students from Somalia in the US, this paper attempts to provide a window to understanding the multilayered character of newcomer students’ academic identity construction. The students’ micro‐level processes of creating spaces for belonging at school are linked to their macro‐level extra‐educational connections at the societal and global levels. The framework presented attempts to sensitise educators to increase their attention to the global‐socio‐cultural contexts of education and strive to create spaces within schools for the recognition and facilitation of students’ complex identities.     

How we train high‐school teachers in colleges and universities

History of Ancient and Medieval Philosophy. By Horatio W. Dresser. New York: Thomas Y. dwell Co., 1926. Pp. xii + 338. Price, $2.50.

Readings in Civic Sociology. By Edward Alsworth Ross (University of Wisconson) and Mary Edna McCaull. Yonkers, N. Y.: World Book Co., 1926. Pp. xxi + 398. Price, $1.80.

Better Teaching. By Frank Leslie Clapp (University of Wisconsin) and Thomas M. Risk (University of Wisconsin). Newark: Silver, Burdett &; Co., 1926. Pp. iv + 58. Paper bound. Price, 68 cents.

Texas Flag Primer. By Karle Wilson Baker. Yonkers, N. Y.: World Book Co., 1926. Pp. iv + 124. Price, 72 cents.

The Puppet as an Elementary Project. By Emma Pettey (Dallas City Schools). Fort Worth: Pioneer Publishing Co., 1925. Pp. 76.

Better Dress Charts. By Florence Bigelow. St. Paul, Minn.: Webb Publishing Co., 1925.

Seventeenth‐Century Essays (edited by Jacob Zeitlin), The Patrician (John Galsworthy), and Ethan Frome (Edith Wharton). New York: Charles Scribner's Sons, 1926. The Modern Student's Library. Price, $1 each.

A Child's Map of the Ancient World. Originated by Alice York. Designed by Ilonka Karasz. New York: The John Day Co., 1926. Price, $1.50.

Rewards of Reading. By Frank Luther Mott. New York: Henry Holt &; Co., 1926. Pp. x + 208.

The Constitution of the United States. By William B. Guitteau and Hanson Hart Webster. Boston: Houghton Mifflin Co., 1926.

Fundamentals of Human Physiology. By R. G. Peaece and J. J. R. Macleod (University of Toronto). St. Louis: The C. V. Mosby Co., 1924. Pp. 349.

The Foundation of Health. By William Barnard Sharp (University of Texas). Philadelphia: Lea and Febiger, 1924. Pp. vi + 256.     

The Chinese high school student’s stress in the school and academic achievement

In a sample of 466 Chinese high school students, we examined the relationships between Chinese high school students’ stress in the school and their academic achievements. Regression mixture modelling identified two different classes of the effects of Chinese high school students’ stress on their academic achievements. One class contained 87% of the students. In this class, the students’ stress negatively predicted their academic achievements. For the other 13% of the students, their stress did not predict their academic achievements. Furthermore, we found that gender did not moderate the relationships between Chinese high school students’ stress in the school and their academic achievements.     

The appeal of rough‐and‐tumble play in televised professional football

In a factorial design varying (1) the degree of roughness/violence of a play (low, intermediate, and high), (2) several particular plays within this classification, and (3) sex of viewer, the enjoyment of televised plays of professional football was investigated. The plays were taken from a large pool of plays drawn from numerous games and involving numerous teams. In a pretest, a strong differentiation in the selection plays' degree of roughness/violence was secured. At the same time, the plays were matched on several other, potentially contaminating stimulus dimensions. The enjoyment of plays was found to increase with the degree of their apparent roughness/violence. However, this relationship was significant for male viewers only. It was not reliable for females. There were no appreciable sex differences in the enjoyment of plays featuring low and intermediate levels of roughness. Highly violent plays, in contrast, were significantly more enjoyed by males than by females. The findings suggest that, at least for male viewers, a high degree of aggressiveness is a critical ingredient of the enjoyment of watching sports contests.     

Technology‐loving Luddites? Declining participation in high school computing studies in Australia

The research discussed in this article is based on an Australian Research Council‐funded study carried out over three years (2005–2007) in three states ¹ 1. New South Wales, Victoria, and South Australia View all notes in Australia. The study sought to understand students’ experiences and decisions at secondary school to ascertain why few girls choose to enter tertiary‐level Communication and Information Technology (CIT) courses, and what strategies could be implemented in schools to remedy this problem. The results suggest that while boys still tend to dominate the higher levels of CIT subjects in Australian high schools across the three states, there was also a general decline in participation at all levels. Drawing on qualitative and quantitative data, the article examines patterns and explanations regarding the nature of participation in CIT subjects. The article develops a Luddite analysis in order to understand the strong rejection of this area of study in the three Australian states.