The Unit Approach in College Teaching

“We feel that an improved library does indeed have a very decided effect upon the quality of teaching done on a college campus” declare the authors of the following article which reports on use of A.L.A. Standards in developing a junior college library. Mr. Tanis (A.B., Calvin College; M.A.L.S., M.A., Michigan) is librarian and Dr. Jacobs (B.A., Central Michigan; M.A., Michigan; Ed.D., Wayne State) is instructor in political science and chairman of faculty library committee at Henry Ford Community College.     

Visual processing of pictures and letters in alphabet books and the implications for letter learning

Alphabet books as studied in this research typically highlight one letter per page combined with a depiction of a word that begins with the letter (e.g., a bear illustrates B). This study tests whether children’s letter knowledge improves as a result of alphabet book sharing and how the visual processing of pictures and letters affects learning from repeated alphabet book readings. The study is designed as a randomized control trial in which participants were assigned to one of two experimental groups (N = 30) or a control group (N = 15). Half of the experimental group received version A in which the letters A–L were illustrated with anthropomorphic figures and the letters M–Z with objects. Half received version B in which the letters A–L were illustrated with objects and the letters M–Z with anthropomorphic figures. Mean age of the children was 57.6 months (SD = 3.6). While sharing the alphabet book we registered children’s eye movements in the first and fourth (last) reading session. Alphabet book reading stimulated letter knowledge although the make-up of the alphabet book moderated the effects. Relatively more visual attention to pictures of anthropomorphic figures interfered with learning letters from alphabet book sharing. Visual attention to letters also predicted letter knowledge and learning. Only a small part of each letter attracted children’s attention and the briefer their fixations on this distinctive area, the more letters they knew at the pretest and were able to learn from alphabet book sharing.     

Improving Campus Climate to Support Faculty Diversity and Retention: A Pilot Program for New Faculty

We report on a series of pilot programs that we developed and carried out to support the success and satisfaction of new faculty, particularly faculty of color. We hope that others committed to retaining and supporting underrepresented faculty can apply our learning from this pilot project, as a whole or in part.Fred P. Piercy, Ph.D. (University of Florida), M.Ed. (University of South Carolina), B.A. (Wake Forest University) is the Department Head of the Department of Human Development at Virginia Tech. His professional interests include family therapy education, HIV social science research and prevention, and family intervention for adolescent drug abusers. Valerie Giddings, Ph.D., M.S. (Virginia Tech), B.S. (Bennett College) is the Associate Vice Chancellor for Lifelong Learning at Winston-Salem State University. Her professional interests include anthropometry and apparel fit, cultural aesthetics for apparel, and diversity issues in higher education. Katherine R. Allen, Ph.D., M.A. (Syracuse University), B.S. (University of Connecticut) is a Professor in Human Development at Virginia Tech. Her interests include family diversity over the life course, adult sibling ties in transition, and persistence of women and minorities in IT majors. Benjamin Dixon, Ed.D. (University of Massachusetts), M.A.T. (Harvard University), B.Mus.Ed. (Howard University) is the Vice President for Multicultural Affairs at Virginia Tech. His interests include diversity, multicultural education, ethical pluralism, and equity and inclusion issues related to organizational management and development. Peggy S. Meszaros, Ph.D. (University of Maryland), M.S. (University of Kentucky), B.S. (Austin Peay State University) is the William E. Lavery Professor of Human Development and the Director of the Center for Information Technology Impacts on Children, Youth, and Families at Virginia Tech. Her interests include positive youth development, leadership issues, female career transitions, and mother/daughter communication. Karen Joest, Ph.D. (Virginia Tech), M.S. (Chaminade University), B.S. (Indiana State University) is an Assistant Professor of Child and Family Studies at the State University of New York, College at Oneonta. Her interests include adolescents exposed to domestic violence, use of qualitative research, and use of technology and feminist pedagogy     

Science curiosity in learning environments: developing an attitudinal scale for research in schools,homes, museums,and the community

Although curiosity is considered an integral aspect of science learning, researchers have debated how to define, measure, and support its development in individuals. Prior measures of curiosity include questionnaire type scales (primarily for adults) and behavioral measures. To address the need to measure scientific curiosity, the Science Curiosity in Learning Environments (SCILE) scale was created and validated as a 12-item scale to measure scientific curiosity in youth. The scale was developed through (a) adapting the language of the Curiosity and Exploration Inventory-II [Kashdan, T. B., Gallagher, M. W., Silvia, P. J., Winterstein, B. P., Breen, W. E., Terhar, D., & Steger, M. F. (2009). The curiosity and exploration inventory-II: Development, factor structure, and psychometrics. Journal of Research in Personality, 43(6), 987–998] for youth and (b) crafting new items based on scientific practices drawn from U.S. science standards documents. We administered a preliminary set of 30 items to 663 youth ages 8–18 in the U.S.A. Exploratory and confirmatory factor analysis resulted in a three-factor model: stretching, embracing, and science practices. The findings indicate that the SCILE scale is a valid measure of youth’s scientific curiosity for boys and girls as well as elementary, middle school, and high school learners.     

Revitalizing an Existing Honor Code Program

This article addresses academic integrity initiatives at a large research university. The article explains the rationale for the creation of the honor system office and its evolution to date. Data collected from academic violation cases during the program’s first two years are included. Pauline Melgoza is Assistant Professor and Physical Sciences Librarian at Texas A&M University. She received her B.S. and her M.S. from Texas A&M University and her MLIS from the University of North Texas. She was a member of the Academic Integrity Team and served two years on the Honor Council of the Aggie Honor System Office. Jane Smith is Assistant Professor and Education Reference Librarian at Texas A&M University. She received her B.S. from the University of Texas at Austin and her MLIS from Texas Woman’s University. Interests include information literacy, bibliographic instruction and faculty outreach.     

Daring to Look: Dorothea Lange's Photographs and Reports from the Field

PREACH THE WORD OF GOD. By Frederick M. Morris. New York: Morehouse‐Gorham Co., 1954; 157 pp. $8.50.

VARIETY IN YOUR PREACHING. By Lloyd M. Perry and Faris D. Whitesell. New York: Fleming H. Revell Co., 1954; 211 pp. $2.50.

MACLAREN'S SERMON OUTLINES. Selected and Edited by Sheldon B. Quincer. Grand Rapids, Michigan: Wm. B. Eerdmans Publishing Company, 1954; pp. 151. $2.50.

HOW TO ATTEND A CONFERENCE. By Dorothea F. Sullivan. New York: The Association Press, 1954; pp. 61. $1.00.     

Reviews

Fries , C. S., Wilson , R. G., and Rudolph , M. K. (1966). Merrill Linguistic Readers Jones , J. K. (1967). Colour Story Reading Kamm , A., and Taylor , B. (1966). Books and the Teacher Haggitt , T. W. (1967). Working with Language     

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…     

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).     

Evaluation of the Learning to Teach for Social Justice–Beliefs Scale in an Australian context

A concern for social justice pervades the espoused curriculum of many pre-service teaching programmes, but the extent to which that curriculum influences the beliefs students hold is an open question. With the goal of developing an instrument suitable for evaluating such beliefs at the degree programme level, the present study analysed responses to the Learning to Teach for Social Justice–Beliefs (LTSJ–B) Scale (Enterline, S., Cochran-Smith, M., Ludlow, J.H., & Mitescu, E. (2008). Learning to teach for social justice: Measuring change in the beliefs of teacher candidates. The New Educator, 4, 267–290. doi:10.1080/15476880802430361) from 304 Australian pre-service teachers. Exploratory factor analysis and Rasch analysis both indicated a two-factor structure, driven by a methodological artefact of item valence. We conclude from these findings that a short, five-item version of the LTSJ–B Scale would suitably balance psychometric and pragmatic considerations, in the broader context of working within an institutionally aligned system of teaching evaluation with multiple levels.     

Higher Education Trust, Rank and Race: A Conceptual and Empirical Analysis

This study involved an analysis of faculty trust in a large southwestern institution. After reviewing the literature, we identified a valid and reliable instrument, the Higher Education Faculty Trust Inventory, to measure higher education faculty trust in administrators, colleagues, and students. We then used this instrument to gauge various aspects of faculty trust, and we found significant trust differences among professors of varying academic ranks (i.e., adjunct, assistant, associate, and full professor). We found, however, no significant trust differences in regard to race. Finally, we discuss the findings within a context of implications for future research and practice in higher education. Page A. Smith received his B.S. in Education from Wright State University, M.S. in Educational Administration from the University of Dayton, M.A. in Educational Administration from The Ohio State University and his Ph.D. in Educational Policy and Leadership from The Ohio State University. He is an Associate Professor at the University of Texas at San Antonio. His research pursuits include organizational climate and health, institutional trust, workplace aggression and bullying, and leadership development. Alan R. Shoho received his B.S. in Electrical Engineering from California State University at Fullerton, M.Ed. in Secondary Education from the University of Hawaii at Manoa, and his Ed.D. in Secondary Education from Arizona State University. He is an Associate Professor at the University of Texas at San Antonio. His research interests include aspiring principals, high school reform, and organizational trust.     

Mana Wahine and Washday at the Pā

Abstract

Washday at the Pā (‘pā’ is used colloquially by Pākehā to refer to a Māori settlement) is the title of an old schoolbook, a picture reading book for younger schoolchildren, which was produced in 1964 by the state education system in Aotearoa-New Zealand in 1964, written and photographed by Ans Westra, who later became one of the most famous photographers in the country. Washday at the Pā provoked a national debate when the Minister of Education acceded to protests by the Māori Womens Welfare League against its use in classrooms by withdrawing it completely, and the story of this controversy has remained alive in national consciousness ever since. This research brings Māori feminist philosophy to the Washday debate: I take up Mana Wahine theory as a useful lens on the controversy, understood as an event about, with and for women, in the history of Māori education. The purpose of this article is to reread, using Mana Wahine theory, existing arguments about the book’s withdrawal, and to propose an original resolution of the question at the centre of debate: should the book have been withdrawn from schools, or not?     

Street Smarts vs. Book Smarts: The Figured World of Smartness in the Lives of Marginalized, Urban Youth

How smartness is defined within schools contributes to low academic achievement by poor and racial/ethnic minority students. Using Holland et al.’s (1998) [Holland, D., Lachicotte, W., Skinner, D., & Cain, C. (Eds.) (1998). Identity and agency in cultural worlds. Cambridge, MA: Harvard University Press.] concept of “figured worlds,” this paper explores the “figuring” of smartness through the perspectives of marginalized youth. The youth made key distinctions between being book smart vs. street smart. This distinction is a direct challenge by the youth to the dominant discourse of smartness or “book smarts” as it operates in schools. To the youth, “street smarts” are more important because they are connected to being able to maneuver through structures in their lives such as poverty, the police, street culture, and abusive “others.” This distinction is key because street smarts stress agency in countering social structures whereas, for many of the youth, book smarts represented those structures, such as receiving a high school diploma. Implications for schools and pedagogy are discussed. B.A. earned from Indiana University – Bloomington, Masters and Ph.D. earned from University of North Carolina at Chapel Hill. Beth Hatt Fis an Assistant Professor of Educational Administration and Foundations at Illinois State University where she teaches research methods and social foundations of education. Her current research explores smartness as a cultural construct in schools and the media.     

秦律研究综述

秦律是中国现存最早、最有价值的古代成文法 ,1975年睡虎地秦律竹简的发现更是中国和世界法律史上的一件大事。它的出土显示公元前 3世纪的秦国已经建立了一个相当完备的法律体系 ,显示秦国统治阶级对其臣民生活的各个方面施加其影响和控制以及为了实现统一六国的目标对国家政治、经济和军事体系的统制。本文综述了 2 5年来秦律的研究概况 ,根据新材料提出了秦律研究中有待深入的问题。     

城市即人民

本文试图借用丘吉尔市长的书名为题,再借用美国俄勒冈州波特兰市(Portland,Oregon)50年发展规划和实施效果,并结合个人在波特兰的亲身体验,将个人心得体会扼要道来,揭示当今中国城市发展当中的一个要害问题。     

A bicultural study of identification: Readers' responses to the ironic treatment of a national hero

This article is the outcome of a transcontinental collaboration of the authors. We first met at Exeter, U.K., during the 1979 Congress of the International Research Society for Children's Literature (I.R.S.C.L.). We met again at a seminar in Germany during 1983, where we both became intrigued with the work of Hans Robert Jauss on reader identification with literary heroes. The authors then decided to collaborate on the topic of reader response to a popular Australian children's book that had been translated into German, Randolph Stow'sMidnite. The main themes for investigation were: How do child readers in Australia and Germany respond to the ironic humour of this rather sophisticated book? Also, what effect might translation have on reader response? A case study approach was evolved using taped interviews of children in Australia and Germany. Our research was presented in a paper at the I.R.S.C.L. Congress in Cologne, 1987, which has been edited for appearance in these pages. We believe the study is unique in the history of the Society in that it was conducted entirely by mail over the four-year period.     

Productivity in educational psychology journals from 2003 to 2008

Productivity of individuals and institutions in educational psychology journals has been previously examined in three separate studies (Hsieh et al. [Hsieh, P., Acee, T., Chung, W., Hsieh, Y., Kim, H., Thomas, G. D., et al. (2004). An alternate look at educational psychologist’s productivity from 1991 to 2002. Contemporary Educational Psychology, 29, 333–343]; Smith et al. [Smith, M. C., Locke, S. G., Boisse, S. J., Gallagher, P. A., Krengel, L. E., & Kuczek, J. E., et al. (1998). Productivity of educational psychologists in educational psychology journals, 1991–1996. Contemporary Educational Psychology, 23, 173–181]; [Smith, M. C., Plant, M., Carney, R. N., Arnold, C. S., Jackson, A., Johnson, L. S., et al. (2003). Further productivity of educational psychologists in educational psychology journals, 1997–2001. Contemporary Educational Psychology, 28, 422–430.]) spanning the years 1991–2002. The present study updates this literature by examining the same five journals: Cognition and Instruction, Contemporary Educational Psychology, the Educational Psychologist, Educational Psychology Review, and the Journal of Educational Psychology from 2003 to 2008. Individual productivity was calculated by the number of (a) articles published and (b) points based on a formula that considers author position in relation to the number of authors. The University of Maryland and Richard E. Mayer maintained their positions as the top research institution and author, respectively. There was also growth in collaboration as well as international involvement as measured by number of authors.     

Faculty/Staff Perceptions of a Standards-Based Exit Portfolio System for Graduate Students

New standards for certification were recently developed for speech–language pathology graduate training programs by the American Speech-Language-Hearing Association. The new standards are outcomes-based rather than process-based. Using a collective case study approach, this article highlights the perceptions of faculty and staff regarding use of a standards-based exit portfolio system for students in a Speech–Language Pathology graduate program at a medium-sized, public university after two semesters of use.Tena L. McNamara received a B.S. degree in Speech Pathology and Audiology and an M.S. degree in Audiology from Bradley University, and the Doctor of Audiology Degree from the University of Florida. She is now Assistant Professor at Illinois State University. Special interests include soundfield FM systems utilized in classroom settings, auditory processing disorders, electrophysiology, and phonological awareness. Rita L. Bailey is a speech–language pathologist and holds a B.S. and an M.S. in Speech–Language Pathology and an Ed.D. in Special Education, all from Illinois State University. She is an Assistant Professor in the Department of Speech Pathology and Audiology at Illinois State University. Her primary research interests include pediatric dysphagia, service-learning, alternative-augmentative communication methods, and voice. E-mail: tlmcnam@ilstu.edu.     

REVIEWS

Book Reviewed in this article:
W orld P opulation and R esources . P.E.P. Report.
M an on H is P ast . T he S tudy of H istorical S cholarship . By H erbert B utterfield .
D. H. L awrence —N ovelist . By F. R. L eavis .
E xploring E nglish C haracter . By G eoffrey G orer .
T he B ritish W ay of L ife . By K. B. S mellie .
G erman R omantic L iterature . By R alph T ymms .
T he S lave of L ife ; a S tudy of S hakespeare and the I dea of J ustice . By M. D. H. P arker .
N ature in S hakespearian T ragedy . By R obert S peaight .
B ritain B etween the W ars 1918–1940. By C harles L och M owat .     

Critical Race Studies in Education: Examining a Decade of Research on U.S. Schools

In this article, the authors critically synthesize how Critical Race Theory (CRT) as an emerging field of inquiry has been used as a tool of critique and analysis in K-12 education research. The authors point out that CRT has been used as a framework for examining: persistent racial inequities in education, qualitative research methods, pedagogy and practice, the schooling experiences of marginalized students of color, and the efficacy of race-conscious education policy. The authors explore how these studies have changed the nature of education research and stress the need for further research that critically interrogates race and racism in education.Marvin Lynn is an Assistant Professor of Department of Curriculum & Instruction in University of Maryland, College Park. He completed his B.S., at DePaul University, Chicago, IL, M.A. at Teachers College, Columbia University, New York, NY and Ph.D. at University of California, Los Angeles. He has published articles in the area of Critical Race Theory and education and critical race pedagogy. He has also written a number of articles that explore the work and lives of Black male teachers.Laurence Parker is Professor in the Department of Educational Policy Studies in University of Illinois, Urbana-Champaign. He completed his B.A., at Earlham College, Richmond, IN, M.A. and Ph.D. in University of Illinois at Urbana-Champaign. His current research examines Critical Race Theory and its connection to educational research, policy and practice in the k-12 and post-secondary settings. His research also examines social justice perspectives in educational administration, leadership and policy, particularly with respect to race and social class