Book Reviews

Book Reviewed in this article: English Teachers-the unofficial guide Bethan Marshall City Literacies: learning to read across generations and cultures Eve Gregory & Ann Williams Words and Minds Neil Mercer Issues in Mathematics Teaching Peter Gates (Ed.) Numeracy and Beyond, Applying Mathematics in the Primary School M. Hughes , C. Desforges & C. Mitchell With C. Carre Teaching Mathematics with ICT Adrian Oldknow & Ron Taylor Mathematical Thinking and Emotions: a study of numerate practices Jeff Evans Improving Science Education: the contribution of research Robin Millar , John Leach & Jonathan Osborne Designing Project-based Science: connecting learners through guided inquiry Joseph L. Polman Transforming Middle School Science Education Paul Dehart Hurd     

Book reviews

Book reviewed in this article: Inside science education reform: a history of curricular and policy change J. Myron Atkin & P. Black Meaning making in secondary science classrooms E. F. Mortimer & P. H. Scott The intellectual S. Fuller Political learning and citizenship in Europe C. Roland‐Levy & A. Ross Fabricating Europe: the formation of an educational space A. Nóvoa & M. Lawn Science education for citizenship: teaching socio‐scientific issues M. Ratcliffe & M. Grace How to develop children as researchers M. Kellett The Continuum guide to successful teaching in higher education Martinez‐PonsM.     

Book reviews

Book Reviewed in this article: Learning without limits S. Hart, A. Dixon, M. J. Drummond, D. McIntyre et al. Improving learning: professional practice in secondary schools D. Glover & S. Law Enhancing primary mathematics teaching I. Thompson (Ed.) We want our say R. Klein Early years play and learning: developing social skills and cooperation P. Broadhead Experiences of special education: re‐evaluating policy and practice through life stories D. Armstrong Challenging orthodoxy in special education: dissenting voices D. J. Gallagher, with L. Heshusius, R. P. Iano & T. M. Skrtic Ethnography for education C. Pole & M. Morrison     

Book Reviews

Book reviewed in this article: Education policy and realist social theory: primary teachers, child‐centred philosophy and the new managerialism R. Willmott Making sense of education policy G. Whitty Higher education in England and France since the 1980s C. M. A. Deer Girls and exclusion A. Osler & K. Vincent Researching your own practice: the discipline of noticing J. Mason Effective teaching: evidence and practice D. Muijs & D. Reynolds The impact of school size and single‐sex education on performance T. Spielhofer, L. O'Donnell, T. Benton, S. Schagen & I. Schagen Gender and physical education D. Penney (Ed.)     

Book Reviews

Key themes in qualitative research: continuities and change : P. Atkinson, A. Coffey & S. Delamont Gypsy traveller students in secondary school : C. Derrington & S. Kendall Race, masculinity and schooling: Muslim boys and education : L. Archer Faith‐based schools and the state. Catholics in America, France and England : H. Judge The creative school. A framework for success, quality and effectiveness : B. Jeffrey & P. Woods Reclaiming universities from a runaway world : M. Walker & J. Nixon (Eds) The TUC and education reform 1926–1970 : C. Griggs Physical education teachers on physical education : K. Green Models of learning—tools for teaching : B. Joyce, E. Calhoun & D. Hopkins     

Book Reviews

Book Reviewed in this article: Research studies in early childhood education C. Nutbrown (Ed.) A student's guide to methodology P. Clough & C. Nutbrown The moral foundations of educational research: knowledge, inquiry and values P. Sikes, J. Nixon & W. Carr (Eds) Ethnography and schools Y. Zou & E. Trueba (Eds) Non‐traditional entrants to higher education M. Bowl The Continuum guide to successful teaching in higher education M. Martinez‐Pons Discourse in educational and social research M. MacLure Cultural history and education T. S. Popkewitz, B. M. Franklin & M. A. Pereyra (Eds)     

A Psychometric Evaluation of the SASSI‐3 in a College Sample

Although the Substance Abuse Subtle Screening Inventory‐3 (SASSI‐3; F. G. Miller & L. E. Lazowski, 1999) is widely used with college students (L. Myerholtz & H. Rosenberg, 1998), it is unclear whether the SASSI‐3 is appropriate for use with this population. The authors investigated the SASSI‐3's psychometric capabilities in a college student sample (N = 230). They found that the SASSI‐3's psychometric properties are equal to or exceed those of the Michigan Alcoholism Screening Test (M. L. Selzer, 1971), the CAGE (J. A. Ewing, 1984), and the MacAndrew Alcoholism Scale‐Revised (C. MacAndrew, 1965).     

Nurturing Giftedness Through the Mentor‐Link Programme

Recognising that gifted students need to interact with mentors to achieve their potential, the Chinese High School (CHS) in Singapore launched the Mentor‐Link (M‐L) programme to guide its gifted students in their projects. Gifted students are given the opportunity to interact and share mutual interests and passions with scientists in professional and tertiary institutions. The M‐L programme is structured by guidelines on the roles of students, teacher advisors, mentors and evaluation of projects. Over the last two years, students have done some good projects in the areas of Applied Science, Biology, Innovation, Defence Science, Robotics and Mathematics. Mentoring has provided the CHS gifted programme with an opportunity to deal with the heterogeneity of talents in gifted students and enhance their potential.     

BOOK REVIEWS

Book Reviewed in this article: So what's a boy? W. Martino & M. Pallotta‐Chiarolli Women teaching boys M. Ashley & J. Lee Investigating gender: contemporary perspectives in education B. Francis & C. Skelton (Eds) Women as headteachers‐striking the balance M. Coleman Supply teachers' survival guide G. Segall Education denied K. Tomasevski Economic geography of higher education. Knowledge infrastructure and learning regions R. Rutten, F. Boekema & E. Kuijpers (Eds) Democratic education: ethnographic challenges D. Beach, T. Gordon & E. Lahelma     

Mathematics in Physics Education: Scanning Historical Evolution of the Differential to Find a More Appropriate Model for Teaching Differential Calculus in Physics

Despite its frequent use, there is little understanding of the concept of differential among upper high school and undergraduate students of physics. As a first step to identify the origin of this situation and to revert it, we have done a historic and epistemological study aimed at clarifying the role and the meaning of the differential in physics and at improving curricular and teaching models in the sense of Gilbert et al. (Gilbert J.K., Boulter C., & Rutherford, M.: 1998a, International Journal of Science Education 20(1), 83–97, Gilbert J.K., Boulter C., & Rutherford, M.: 1998b, International Journal of Science Education 20(2), 187–203). We describe the contributions of Leibniz and Cauchy and stress their shortcomings, which are overcome by the alternative definition proposed by the French mathematician Fréchet, dating from early 20th century. As a result of this study, we answer to some fundamental questions related to a proper understanding of the differential in physics education (for 17–19 years old students).     

Book reviews

Streznewski, M. K. (1999). Gifted grownups: The mixed blessings of extraordinary potential . New York: John Wiley & Sons (292 pp., $24.95 hb, ISBN‐0–471–29580–9).

Johnson, N.G., Roberts, M.C., & Worell, J., Eds.(1999). Beyond appearance: A new look at adolescent girls . Washington, DC: American Psychological Association (464 pp., ISBN‐1–55798–582–0).

Smutny, J.F. (1998). The young gifted child: Potential and promise, an anthology . Cresskill, NJ: Hampton Press, Inc. (582 pp. $35.00, paperback, ISBN 1–57273–108–7).

Elias, M. J., Zins, J. E., Weissberg, R. P., Frey, K. S., Green‐berg, M. T., Haynes, N. M., Kessler, R., Schwab‐Stone, M. E., & Shriver, T. P. (1997). Promoting social and emotional learning . Alexandria, VA: Association for Supervision and Curriculum Development. (164 pp., $22.95 pb, ISBN‐0–87120–288–3).

Friedman, R. C., & Rogers, K. B. (Eds.). (1998). Talent in context: Historical and social perspectives on giftedness . Washington, DC: American Psychological Association (218 pp., $29.95 Hardback, ISBN 1–55798–493).     

Behavioral Problem Children In The Schools: Recognition,Diagnosis And Behavioral Modification by Robert H. Woody. New York: Appleton-Century-Crofts, 1969. 264 pp. $5.00

Elementary School Administration: Theory And Practice by Charles F. Faber and Gilbert F. Shearron. New York: Holt, Rinehart and Winston, 1970. 395 pp.

The School Managers: Power And Conflict In American Public Education by Donald J. McCarty and Charles E. Ramsey, with a foreword by Roald F. Campbell. Westport, Connecticut: Greenwood Publishing Corporation, 1971. 281 pp. $11.50.

Governing Schools: New Approaches To Old Issues by Luvern L. Cunningham. Columbus, Ohio: Charles E. Merrill Publishing Co., 1971. 277 pp. $7.95, 83.95 paper.

Scene Of The Battle by Joan I. Roberts. Garden City: Doubleday and Company, 970. 441 PP. $8.95.

Bridges To Understanding by Irwin T. Sanders and Jennifer C. Ward. New York: McGraw-Hill, 1970. 285 pp.

The Future Of Education by A. D. C. Peterson. New York: Humanities Press, 1968. 233 pp. $6.50.

Soviet Preschool Education: Teachers Commentary, Volume 11, edited by Henry Chauncey. New York: Holt, Rinehart and Winston, Inc., 1969. 218 PP. $595.

Caring For Children In Trouble by Julius Carlebach. London: Routledge &; Kegan Paul; New York: Humanities Press, 1970. 198 pp. $5.25.

The Evaluation Of Instruction: Issues And Problems edited by M. C. Wittrock and David C. Wiley. New York: Holt, Rinehart and Winston, Inc., 1970. xiii + 494 pp.

Evaluation For Decision-Making In The Schools by John W. Wick and Donald L. Beggs. Boston: Hough-ton Mifflin Company, 1971. 263 pp. $4.95.

Patterns Of Educational Philosophy, Divergence And Convergence In Culturological Perspective By Theodore Brameld. New York: Holt, Rinehart and Winston, 1971. 615 pp.

Positive Relativism: An Emergent Educational Philosophy by Morris L. Bigge. New York: Harper and Row, 1971. 182 pp., $3.25.

Toward A Rational Society: Student Protest, Science And Politics by Jurgen Habermas. Boston: Beacon Press, 1969. 127 pp. $5.95.

Sociological Perspectives In Education by Jack L. Nelson and Frank P. Besag. New York: Pitman Publishing Corp., 1970. 230 pp. $6.75.

Methods Of Learning Disorders by Patricia I. Myers and Donald D. Hammill. New York: John Wiley and Sons, Inc., 1969. 313 pp. $8.50.

400 Losers: Delinquent Boys In High School by Winton M. Ahlstrom and Robert J. Havighurst. San Francisco: Jossey-Bass, 1971. 246 pp. $9.50.

The Educable Mentally Retarded Child: Guidance And Curriculum by Kathleen Barnette Waite. Springfield, Ill.: Charles C Thomas, 97. 578 PP. $32.25.

Computer-Assisted Instruction, Testing, And Guidance edited by Wayne H. Holtzman. New York: Harper and ROW, 1970. 402 pp. $10.00.

The Development Of Oral Communication In The Classroom by Gerald M. Phillips, Robert E. Dunham, Robert Brubaker, and David Butt. Indianapolis: Bobbs-Merrill Company, Inc., 1970. 211 pp. $6.50.

Effective Instruction Through Dynamic Discipline by Leslie J. Chamberlin. Columbus, Ohio: Charles E. Merrill Co., 1971. 337 pp.     

Assessment of Science Teaching Efficacy of Preservice Teachers in an Australian University

Research investigating science teaching efficacy was conducted in 1 Australian university. A sample of 314 elementary preservice teachers responded to the Science Teaching Efficacy Belief Instrument (STEBI; L. G. Enochs & I. M. Riggs, 1990), which assesses 2 teaching efficacy dimensions: Personal Science Teaching Efficacy Beliefs (PSTEB) and Science Teaching Outcome Expectancy (STOE). Confirmatory factor analysis substantiated this 2-factor structure. The use of this instrument revealed that the completion of 2 science teaching subjects within the preservice program had a significant effect on the PSTEB, but not the STOE. Similarly, the number of high school science subjects studied by these elementary preservice teachers had a significant effect on PSTEB, but not STOE. However, neither gender nor the particular high school science subjects studied by these elementary preservice teachers had a significant effect on either the PSTEB or the STOE.     

Book reviews

Equality and power in schools Kathleen Lynch & Anne Lodge Education in a post‐welfare society Sally Tomlinson Markets for schooling: an economic analysis Nick Adnett & Peter Davies Action research and postmodernism: congruence and critique T. Brown & L. Jones H.BusherUniversity of Leicester Strategies to promote inclusive practice C. Tilstone & R. Rose (Eds) Teachers as researchers J. L. Kincheloe Handbook of mixed methods in social and behavioral research A. Tashakkori & C. Teddle (Eds) Quantitative methods in educational research: the role of numbers made easy Stephen Gorard     

Measuring the impact of a science center on its community

A range of sources support science learning, including the formal education system, libraries, museums, nature and Science Centers, aquariums and zoos, botanical gardens and arboretums, television programs, film and video, newspapers, radio, books and magazines, the Internet, community and health organizations, environmental organizations, and conversations with friends and family. This study examined the impact of one single part of this infrastructure, a Science Center. This study asked two questions. First, who in Los Angeles (L.A.) has visited the California Science Center and what factors best describe those who have and those who have not visited? Second, does visiting the California Science Center impact public science understanding, attitudes, and behaviors and if so, in what ways? Two random telephone surveys of L.A. county adults 18 years of age and over (n = 832; n = 1,008) were conducted; one in 2000, shortly after the opening of the totally redesigned and rebuilt Science Center and one in 2009, roughly a decade after opening. Samples were drawn from five racially, ethnically, and socio‐economically diverse communities generally representative of greater L.A. Results suggest that the Science Center is having an important impact on the science literacy of greater L.A. More than half of residents have visited the Science Center since it opened in 1998 and self‐report data indicate that those who have visited believe that the Science Center strongly influenced their science and technology understanding, attitudes, and behaviors. Importantly, Science Center visitors are broadly representative of the general population of greater L.A. including individuals from all races and ethnicities, ages, education, and income levels with some of the strongest beliefs of impact expressed by minority and low‐income individuals. The use of a conceptual “marker” substantiates these conclusions and suggests that the impact of the Science Center might even be greater than indicated by the mostly self‐report data reported here. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 48: 1–12, 2011     

Editorials

Open Doors to Science. By Otis W. Caldwell and W. H. D. Meier. Boston: Ginn &; Co., 1925. Pp. x + 333. Price, 96 cents.

Physics in Everyday Life. By William D. Henderson. Chicago: Lyons &; Carnahan, 1921. Pp. vii + 566.

Chemistry in Everyday Life. By Frederic B, Emery, Elzy P. Downey, Roscoe E. Davis, and Charles E. Boynton. Chicago: Lyons &; Carnahan, 1924. Pp. xiii + 716.

Chemistry for Boys and Girls. By Carlotta C. Geeer and J. Cora Bennett. Boston: Allyn &; Bacon, 1925. Pp. xvii + 843.

Biology and Human Life. By Benjamin C. Gruenberg. Boston: Ginn &; Co., 1925. Pp. xxv + 592. Price, $1.68.

Early Steps in Science. By Hanor A. Webb and John J. Didcoct. New York: D. Appleton &; Co., 1924.

Statistical Method in Educational Measurement. By ARTHUR S. Otis. Yonkers: World Book Company, 1925. Pp. xi + 337. Price, $2.16.

The Elements of Scientific Psychology. By Knight Dunlap (Johns Hopkins University). St. Louis: C. V. Mosby Co., 1922. Pp. 368.

Neurological Foundations of Animal Behavior. By C. Judson Herrick (University of Chicago). New York: Henry Holt &; Co., 1924. Pp. xii + 334. Price, $4.50.

The Improvement of the Written Examination. By G. M. Ruch (University of Iowa). Chicago: Scott, Foresman &; Co., 1924. Pp. x + 193. Price, $1.80.

The Mental Growth of the Pre‐School Child. By Arnold Gesell (Yale University). New York: The Macmillan Company, 1925. Pp. x + 447. Price, $3.50.

Parents and Sex Education. By B. C. Gruenberg. New York: The American Social Hygiene Association, 1923. Pp. vi + 100.

Instinct, A Study of Social Psychology. By L. L. Barnard (University of Minnesota). New York: Henry Holt &; Co., 1924. Pp. ix + 550.

The Slide Rule. By H. T. Erickson (Boys' Technical High School, Milwaukee). Milwaukee: The Bruce Publishing Company, 1924. Pp. 32. Price, 32 cents.

Prehistoric Man. By Mary E. Boyle. Boston: Little, Brown &; Co., 1924. Pp. xxi +135.

Guide to Educational and General Psychology. By John P. Wynne (Mississippi Agricultural and Mechanical College). New York: Fordham Publishing Company, 1924. Pp. vii + 84.

The Fundamentals of Statistics. By L. L. Thurstone (University of Chicago). New York: The Macmillan Company, 1925. Pp. xvii + 237. Price, $2.

Marcabone, The Science of Tone‐Color. By Edward Maryon. Boston: C. C. Birchard &; Co., 1924.

An Introduction to Teaching. By N. H. Dearborn (Oswego, N. Y., State Normal). New York: D. Appleton &; Co., 1925. Pp. xv + 337.

Progressive Composition. By Frances M. Perry (University of Arizona). Yonkers: World Book Co., 1925. Pp. 358. Price, $1.44.

A History of English Literature. By Edward Albert (George Watson's College, Edinburgh). New York: Thomas Y. Crowell Co., 1925. Pp. 632.

The Boy and His Vocation. By John Irving Sowers (Director of Vocational Education. Miami). Peoria: The Manual Arts Press, 1925. Pp. 198. Price, $1.50.

English Evidence. Edited by C. H. Ward. Chicago: Scott, Foresman &; Co., 1924. Pp. 284.

Print Shop Arithmetic. By J. A. Ginsbach. Peoria, Ill.: Manual Arts Press, 1923. Pp. 52. Price, $1.

The Pathway to Reading: Primer and First Reader. By Bessie B. Coleman, Willis L. Uhl, and J. F. Hosic. Silver, Burdett &; Co., 1925.

Correct English Through Practice. By Minnie L. Frost and Mary L. Secor. New York: Charles Scribner's Sons, 1924. Pp. vii + 150.

Writing: A Textbook of Structure, Style, and Usage. By John C. French (Johns Hopkins University). New York: Harcourt, Brace &; Co., 1924. Pp. xvii + 385.     

Performance architecture: The art and science of improving organizations

Performance Architecture: The Art and Science of Improving Organizations is a hands‐on guide to real‐world techniques for improving performance within the workplace. This important book explores the Human Performance Technology Landscape model that was presented in the best‐selling book Handbook of Human Performance Technology (3rd ed.). Framed by the Landscape model and supported by other proven models and tools, the book provides effective structures for anyone who needs to develop their performance improvement skills and knowledge and achieve results. Performance Architecture: The Art and Science of Improving Organizations (ISBN: 978‐0‐470‐19568‐0) is published by John Wiley & Sons and the International Society for Performance Improvement.     

Book Reviews

In praise of teachers: identity, equality and education Robin Richardson, 2002 Debates and developments in ethnographic methodology G. Walford (Ed.), 2002 Teaching modern foreign languages in secondary schools A. Swarbrick (Ed.), 2002 Aspects of teaching secondary modern foreign languages A. Swarbrick (Ed.), 2002 Teacher thinking twenty years on: revisiting persisting problems and advances in education M. Kompf & P. Denicolo (Eds), 2003 A vision for science education. Responding to the work of Peter Fensham R. Cross (Ed.), 2003 Girls' voices: supporting girls' learning and emotional development L. Cruddas & L. Haddock, 2003 Teaching cultures. Knowledge for teaching first grade in France and the United States Kathryn Anderson‐Levitt, 2002 Can the Japanese change their education system? R. Goodman & D. Phillips (Eds), 2003     

Optimization of conditions for supercritical fluid extraction of flavonoids from hops (Humulus lupulus L.)

INTRODUCTION The hop plant (Humulus lupulus L., Cannabi- naceae) is a dioecious twining perennial widely cul- tivated throughout the temperate zones of the world. The inflorescences (hops or hop cones) are used in breweries to give beer its characteristics such as fla- vor and aroma. In this respect, the bitter acids and essential oils have received much attention. Carbon dioxide (CO2) is currently the most accepted solvent for the manufacture of hops extracts by breweries. Its extracts…