Symposium VI: Intervention and Measurement: Facilitating Readiness

The recent conference sponsored by the Maternal and Child Health Bureau on "scientific Perspectives on School Readiness" provided an opportunity to assist in the continuing process of integrating applied research and practice with respect to our knowledge base on early educational experiences. Some of the issues raised by one of the symposia dealing with intervention and measurement at that conference are presented. Next, those issues will be highlighted in a discussion of one early education program begun as a research and demonstration effort sponsored in part by Maternal and Child Health Bureau. That project has moved into a statewide program for ethnic Hawaiian children in Hawaii.     

Symposium VI: Intervention and Measurement: Facilitating Readiness

The recent conference sponsored by the Maternal and Child Health Bureau on "scientific Perspectives on School Readiness" provided an opportunity to assist in the continuing process of integrating applied research and practice with respect to our knowledge base on early educational experiences. Some of the issues raised by one of the symposia dealing with intervention and measurement at that conference are presented. Next, those issues will be highlighted in a discussion of one early education program begun as a research and demonstration effort sponsored in part by Maternal and Child Health Bureau. That project has moved into a statewide program for ethnic Hawaiian children in Hawaii.     

The electronic campus: Technotreachery: Play infiltrates school

Eric Crump is the learning technologies coordinator for the University of Missouri-Columbia Learning Center. He is working on a number of projects, all exploring ways to use computer networks to create new learning environments and to complement conventional learning environments. His pet projects at the moment are the Online Writery, an online community of student writers; Rhetnet, an experimental scholarly cyberjournal on rhetoric and writing, and the MU Institute for Instructional Technology, a mechanism for effecting technological and pedagogical change on campus. If you would like to contact Eric to inquire about the nuts and bolts of on-line learning or about his views on learning and the academy, you can send e-mail to him at wleric@showme.missouri.edu.     

Rejoinder: Spanking and externalizing problems: Examining within-subject associations

This study examined the effects of spanking on externalizing on a within-subject level, while excluding causally irrelevant between-subject variance. Results from two longitudinal studies which used participants from the Child Development Project (n = 585) were reanalyzed with a random-intercept cross-lagged panel model using yearly measurements over ages 6–8. After removing between-subject variance, there were no significant effects of general spanking on externalizing (β = .06, .07). However, when done without objects and at a rate of about once per month or less, spanking showed beneficial effects (β = −.17, −.21). Results suggest that previous findings may be due to a failure to separate between-subject and within-subject variance. Additionally, results illustrate the need to examine limited spanking separately from more general forms of physical punishment.     

Review Essay: Ethnohistory and indigenous education: a moment of uncertainty

The Classical Investigation, conducted from 1921 to 1924 by the American Classical League, remains the largest study of the teaching and learning of Latin and Greek performed in US schools. The recommendations that emerged from the Classical Investigation placed less stress on the claims of mental discipline and more stress on the value of classical study for the improvement of study habits and of facility with other languages, especially English. Yet the Classical Investigation also called for a turn toward a disciplinary purity conducive to a cultural reality that demanded high rates of literacy in Latin, a reality that had passed two centuries earlier. The Classical Investigation can be understood as an attempt to co‐opt progressive commitments to educational ‘science’, as a manifestation of social efficiency–social control ideology, and an effort on the part of educational traditionalists to preserve Latin as a source of class status and identity.     

Commentary: the coalition for improving maternity services:

A consumer advocate, two childbirth educators, and a certified nurse-midwife each provide commentary on the effectiveness of and potential uses for the Evidence Basis for the Ten Steps of Mother-Friendly Care.     

Further Comments:

This article is a further elaboration on an earlier article by Webb and Widseth (1988). We offer (1) numerical date on three classes of graduating seniors and their use of our counseling service and (2) clinical material from two clients to support out thesis that undergraduate students will pursue inner exploration in psychotherapy and then step away from that pursuit.     

NCME 2007 Presidential Address: The Concordance Table: An Invitation to Misuse Test Scores

This article discusses a particular type of concordance table and the potential for test score misuse that may result from employing such a table. The concordance that is discussed is typically created between scores on different, nonequatable versions of a test that share the same or close to the same test title. These concordance tables often appear in the context of relating scores on computerized adaptive and paper‐and‐pencil versions of the same test. When such a table is presented in a complete point‐by‐point fashion, relating each reported score on the scale of the new version of the test to a reported score on the scale of the old version of the test, test score users will typically treat the table as if it represented an equating of scores between the two versions, and directly replace scores on the new version of the test by scores on the old version. This clearly represents a misuse of the test scores. Suggestions for avoiding this misuse of test scores from concordance tables are provided.     

Commentary:

The author comments on a number of the perspectives contained in the paper by Webb, Widseth, and Ramirez. He argues for conceptualizing campus consultations in the context of the following elements: continuity, clarity, comprehensiveness, credibility, collarboration, cooperation, coordination, comprehension, and collegiality. The author offers some examples of how to function in a constructive consultative role that addresses the health and welfare of campus student life.     

Teacher-as-researcher: theory-into-practice

This introductory article establishes the foundation for a special issue of the American Annals of the Deaf on teacher action research. The authors first introduce the definition of the teacher-as-researcher model, formally known as teacher action research. Four elements of teacher action research are discussed in detail: cyclical, systematic, reflective, and collaborative. Next, the history of teacher action research is discussed. Subsequently, the multi-paradigmatic and multimethodological nature of teacher action research is proposed. Finally, as a means of guiding readers, the scope of the special issue is described. The introduction concludes with the suggestion that in-service and preservice teachers integrate theory into practice and engage in systematic inquiry into their own practice to develop the mindset necessary to cope with the pedagogical challenges they face on a daily basis.     

Stichwort: Schulische Inklusion

‘Inclusion’ has become a central topic in the field of education. The idea that all children should attending regular schools has been increasingly discussed following the UN Convention, which came into force in Germany in 2009. This article highlights the central dimensions of the on-going discussions on inclusion in education. First, the tension between inclusion as a global and inclusion as a regional concept as well as the tension between the understanding of inclusion in a narrow and broader sense will be discussed. The different areas of discussion emphasize the complexity of this topic. Second the central challenges that are associated with inclusive schooling and curriculum development in inclusive schools will be discussed on the basis of current research findings. Lastly, the importance of attitudes of teachers dealing with inclusion will be highlighted. The article comes to the conclusion that research on and the implementation of inclusive education must take into account the complexity inherent in the circular pattern of causal factors in the field of education.     

An Administrative Voice:

The "administrative voice" of the psychotherapist referred to in Dr. May's article is only one of the administrative voices heard in the institution when a student is in crisis. Deans often become involved in a student's departure from the institution or in articulating the terms under which a student may remain or return. The extent of a dean's collaboration with the counseling center and his or her ability to respond independent of the counseling center, depend in large measure, on how the institution has defined the role and authority of the dean. In this commentary article I have generally concurred with Dr. May's view that deans can and should respond independent of the counseling center to a student's disruptive or alarming behavior, but I have also attempted to illuminate the constraints which often exist on our ability to act. In addition, I have attempted to give voice to the need for regular conversation between deans and psychotherapists on matters of general policy.     

Childbirth education for multiple pregnancy: part 1: prenatal considerations

Women with a multiple pregnancy have unique learning needs in preparing for birth. This paper explores the issues relevant to women with a multiple pregnancy to support a positive birth experience. One of the foundations of childbirth education and nursing care is to provide the individual woman and her family with knowledge regarding the birth process, what to expect, and how to cope with labor and birth. Education also focuses on caring for the newborns after birth and how to manage in the early days at home. However, traditional childbirth education classes, which meet in a series of evenings or Saturdays, may not meet the needs of women with a multiple pregnancy. In addition, because of the differences in care that exist for women with a multiple pregnancy, new paradigms for childbirth education are needed to meet the learning needs of these families. The purpose of this paper is to provide information to the childbirth educator on the differences in care women with a multiple pregnancy can expect and to suggest strategies to meet the childbirth education needs of these families.     

The teaching:research nexus : a model for institutional management

Teaching and research lie at the heart of higher education. The interaction between teaching and research has therefore attracted the attention of both researchers and policymakers. Much has been written about this relationship, looking in particular at the perceived mutual benefits between teaching and research. This paper presents some findings from a research project which, using a comparative approach, aimed to examine the nature of the teaching:research nexus and, in particular, to consider the response of institutional management. Based on the observations collected through the project, a new model is proposed for institutional management of the teaching:research nexus. This model is based on a range of contextual factors, classified as ideological or environmental, and two contrasting approaches to institutional management of the relationship between teaching and research, active and passive. This model offers a new approach to understanding the operation of the teaching:research nexus within institutions of higher education.     

尴尬情绪:回顾与展望

尴尬情绪是个体因处于公众注意焦点、失言或棘手情境时,而产生的一种别扭、紧张、懊恼、难为情、不知所措的情绪体验。目前有关尴尬情绪的研究,生理方面主要包括尴尬情绪的生理反应和面部表情;认知方面主要包括尴尬情绪的诱因、尴尬情绪识别及其影响因素;行为方面主要涉及尴尬情绪对个体行为的影响。但现有理论和研究仍不足以解释尴尬情绪的内在机制,未来可注重从生命全程观和特殊人群的角度研究个体尴尬情绪的发展,并关注探究个体对尴尬情绪的理解,同时进一步考察不同类型尴尬情绪在不同情境下对个体行为尤其是亲社会行为的影响等。     

Divorce: Implications for services

An increasing number of school-age children are dealing with the emotional ramifications of parental divorce. Past studies have shown that the adjustment of these children to the divorce has a direct impact on many facets of their lives, including school performance. The current study assessed the depressive symptomatology of school-age children of divorce (third and sixth graders) using the Children's Depression Inventory. The current study also focused on research regarding actual teacher and parent knowledge concerning the impact of divorce on children. The parental knowledge of the effects of divorce on children prior to and after a court-ordered workshop was assessed. In addition, teacher knowledge of the effects of divorce on children was addressed. Implications for schools in helping students deal with divorce are discussed.     

Iconoclastes: Poor pedagogy

This article describes the teacher lore of Torey Hayden, its emphasis on a pedagogy of caring, and its use in preservice teacher education to address affective outcomes. Eight concepts that make up caring relationships and are reflected in Hayden's wisdom of practice are discussed. Four separate studies are then described examining the outcomes of reading Hayden on preservice and inservice teachers' affective understandings and skills. In the first two studies reading Hayden was more effective than reading professional texts in promoting positive attitude changes toward children with disabilities. In the third study decreased punitiveness toward classroom behavior management was associated with the therapeutic impact of reading Hayden. In the fourth study inservice teachers, who had read Hayden in preservice coursework over a 10‐year period, rated her stories as a strong influence in preparing them to teach and in shaping their current teacher practices, attitudes, and identity. Reasons why Hayden's teacher lore had a positive influence on teachers' affective development are offered. Hayden's philosophy of attachment and loss in forming relationships is discussed.     

浅析国家赔偿的理论基础

分析国家赔偿的理论基础,对于研究国家赔偿的归责原则及赔偿范围具有重要价值意义。市民社会的形成为国家赔偿提供了理论可能,宪政法治国家的建立,为国家赔偿打下了现实的基础。国家赔偿是伴随着各种对国家赔偿的理论解释的完善而逐渐完善的。根据价值取向对各种理论解释进行必要的分类梳理和评价,有助于更加全面地了解和掌握国家赔偿的理论基础。     

Reclaiming Kindergarten: Part II: Questions About Policy

Part II of “Reclaiming Kindergarten” continues the discussion related to responding to the crisis in today’s kindergarten. In Part II, two policy questions are posed, the answers to which seek to respond to this continuing crisis. The questions center on issues related to engaging families in kindergarten and the need to consider a new early childhood paradigm where kindergarten is part of a continuous and seamless educational experience spanning prekindergarten through third grade. As in Part I, examples of classroom practice are used to illustrate the effective implementation of these principles in a kindergarten classroom.     

Mentoring: A Personal Perspective

Abstract

An experienced faculty member and a relatively new one spent a semester in a mentoring partnership in which each taught a section of the same course. The two instructors regularly sat in on each other's classes and met for weekly debriefing sessions. In this paper they reflect on what they did, what they learned, and what lessons the experience might hold for other mentor-mentee pairs.