The generative paradigm

This research highlights the learning of female offenders on a 20-day tailor-made experiential adventure education course (Women in Action) delivered by Outward Bound New Zealand. The aims of the course were to increase self-awareness, to develop an understanding of the concept of choice and self responsibility, to improve communication skills and to effectively influence others. Twenty-seven women were interviewed immediately after the course and 14 of these, three months post-course. Most women indicated that their self-confidence had increased and they had become more self-aware. Key factors in facilitating learning opportunities for the women were the instructors and the course environment both physical and social. The holistic course approach provided physical, creative, emotional and reflective opportunities, enabling all the women to develop personally. The challenge of applying their learning on return to prison was highlighted by some participants.

Never did I think that

My life could be changed

In so many ways.

But the challenges I've faced

From being here Lord I Know

That I can make it.

Cos I gotta keep on

Moving on in life

Won't let my spirit fall

Walk on walk on.

Some people tell me

I'd never change.

But now I've seen the light

More clear in every kind of way

I'm alive today

No more worries on my shoulders

I'm gonna make it

Oh yes I am.

Cos I gotta keep on

Moving on in life

Won't let my spirit fall

Walk on walk on.

(Poem by T – Women in Action participant)     

Activity optimization method in SPECT： A comparison with ROC analysisActivity optimization method in SPECT： A comparison with ROC analysis

A discriminant method for optimizing activity in nuclear medicine studies is validated by comparison with ROC （received operating characteristic）-curves. The method is tested in 21 single photon emission computerized tomography （SPECT）, performed with a cardiac phantom. Three different lesions （Lb L2 and L3） were placed in the myocardium-wall by pairs fbr each SPECT. Three activities （84, 37 or 18.5 MBq） of 99mTc were used as background. Linear discriminant analysis was used to select the parameters that characterize image quality among the measured variables in the images [（Background-to-Lesion （B/Li） and Signal-to-Noise （S/N） ratios）]. Two clusters with different image quality （P=0.021 ） were obtained. The ratios B/Lj, B/L2 and B/L3 are the parameters used to construct the function with 100% of cases correctly classified into the clusters. The value of 37 MBq was the lowest tested activity for which good results for the B/Li ratios were obtained. The result coincides with the applied ROC-analysis （r=0.89）.     

Reviews

Year Book of Education 1966. Church and State in Education. Edited by G. Z. F. Bereday and J. A. Lauwerys. Pp. xiv, 386. London: Evans, 1966. 70s.

Education and Society in Tudor England. By Joan Simon. Pp. xi, 451. Cambridge University Press, 1966. 70s.

Problems in Education and Philosophy. By Charles J. Brauner and Robert W. Burns. Pp. 165. London: Prentice‐Hall, Inc., 1965. Cloth, 40s. Paper, 18s.

The Meaning of Education. By Stephen Ross. Pp. 112. The Hague: Martinus Nijhoff, 1966.

Freedom and Education. Edited by Helen Huus. Fifty‐first Annual Schoolmen's Week Proceedings. Pp. 274. University of Pennsylvania Press. London: Oxford University Press, 1965. 30s.

Christianity in Education. By F. H. Hilliard, Desmond Lee, Gordon Rupp, W. R. Niblett. The Hibbert Lectures 1965. Pp. III. London: Allen & Unwin, 1966, 18s.

Religious Education, 1944–1984. Edited by A. G. Wedderspoon. Pp. 238. London: Allen & Unwin, 1966. 12s. 6d.

The State and Boarding Education: A Factual Report. By Royston Lambert. Pp. 96. London: Methuen, 1966. 9s. 6d.

Education and the Labour Movement, 1870–1920. By Brian Simon. Pp. 387. London: Lawrence & Wishart, 1965. 50s.

The Rise of the Technocrats: a Social History. By W. H. G. Armytage. Pp. viii, 448. London: Routledge and Kegan Paul, 1965. 56s.

The Manchester Grammar School, 1515–1965. Edited by J. A. Graham and B. A. Phythian. Pp. ix, 202. Manchester University Press, 1965. 21s.

Princes in the Making: A Study of Royal Education. By Morris Marples. Pp. 212. London: Faber and Faber, 1965. 28s.

Examinations: An Account of Their Evolution as Administrative Devices in England. By R. J. Montgomery. Pp. xiii, 303. London: Longmans, 1965. 35s.

Down Stream: Failure in the Grammar School. By R, R. Dale and S. Griffith.. Pp. x, 97. London: Routledge & Kegan Paul, 1966. 20s.

Education in Edinburgh in the Eighteenth Century. By Alexander Law. Pp. 239. London: University of London Press, 1965. 30s.

Education in Stirlingshire: from the Reformation to the Act of 1872. By Andrew Bain. Pp. 300. University of London Press, for the Scottish Council for Research in Education, 1965. 30s.

Education in Ireland. By T. J. McElligott. Pp. viii, 201. Dublin: Institute of Public Administration, 1966. 33s.

The Genius of American Education. By Lawrence A. Cremin. Pp. 122. Pittsburgh: University of Pittsburgh Press, 1965. $2.

Essays on Education in the Early Republic. Edited by Frederick Rudolph. Pp. xxv, 389. Harvard University Press. London: Oxford University Press, 1966. 56s.

The Emergence of the American University. By Laurence R. Veysey. Pp. xiv, 505. University of Chicago Press, 1966. $10.

The Superior Student in American Higher Education. By J. W. Cohen. Pp. xxiv, 299. New York: McGraw‐Hill Book Company. $7.95.

The Educated Woman in America. Selected Writings of Catherine Beecher, Margaret Fuller and M. Carey Thomas. Edited by Barbara M. Cross. Pp. viii, 175. New York: Teachers College, Columbia University, 1965. $1.95 paperback.

Teacher Education in America: A Documentary History. Edited by Professor Merle L. Borrowman. Pp. 251. New York: Teachers College, Columbia University, 1965. $1.95.

The Technical Institute. By Maurice Graney. Pp. 118. London: Prentice‐Hall International, 1965. 365.

John F. Kennedy on Education. Selected and edited by William T. O'Hara, with a foreword by Congressman John Brademas. Pp. xiv, 305. New York: Teachers College, Columbia University, 1966. $6.50.

The Historian's Contribution to Anglo‐American Misunderstanding. Report of a Committee on National Bias in Anglo‐American History Text Books. By Ray Allen Billington, with the collaboration of C. P. Hill, Angus J. Johnston II, C. L. Mowat and Charles F. Mallett. Pp. xv, 118. London: Rout‐ledge & Kegan Paul, 1966. 18s.

The German Historical School in American Scholarship: A Study in the Transfer of Culture. By Jurgen Herbst. Pp. xvii, 262. Cornell University Press. London: Oxford University Press, 1965. 46s.

Festschrift zur Eröffnung der Universität Bochum. Edited by H. Wenke and J. H. Knoll. Pp. 394. Bochum: Verlag F. Kamp, 1965. Dm.38.

Education and Social Change in Ghana. By Philip J. Foster. Pp. xii, 322. London: Routledge and Kegan Paul, 1965. 36s.

Learning Through Group Experience. By A. K. C. Ottaway. Pp. viii, 168. London: Routledge and Kegan Paul, 1966. 25s.

Experiment and Tradition in Primary Schools. By D. E. M. Gardner. Pp. 211. London: Methuen, 1966. 27s. 6d.

Introducing the Younger Woman. By W. R. Page. Pp. xii, 212. Cambridge University Press, 1965. 30s.     

Editorial Review and Book Reviews

Mervyn Romans, Basic Design: The Dynamics of Visual Form Louise Campbell, Carl and Karin Larsson: Creators of the Swedish Style Jewellery and Adornment: Information and Ideas for Teachers Constable: Information and Ideas for Teachers Drawing in Museums: Information and Ideas for Teachers Sculpture at the V&A: A Handbook for Teachers The Renaissance at the V&A: A Handbook for Teachers The 20th Century: A Teacher’s Guide Looking into The Tate: Exciting Ways to Explore the Tate Gallery’s Collection The Pre-Raphaelites and their World Movements in Modern Art Modernism Realism Surrealism Howard Hollands, Minimalism Penny Hay, Art, Craft and Design. A Practical Guide for Teachers Key Stages I & 2 Richard Yeomans, The Mosque and the Modern World: Architects Patrons and Design since the 1950s     

A Comparison of Item Fit Statistics for Mixed IRT Models

In this study we examined procedures for assessing model-data fit of item response theory (IRT) models for mixed format data. The model fit indices used in this study include PARSCALE's G² , Orlando and Thissen's S − X² and S − G² , and Stone's χ²* and G²* . To investigate the relative performance of the fit statistics at the item level, we conducted two simulation studies: Type I error and power studies. We evaluated the performance of the item fit indices for various conditions of test length, sample size, and IRT models. Among the competing measures, the summed score-based indices S − X² and S − G² were found to be the sensible and efficient choice for assessing model fit for mixed format data. These indices performed well, particularly with short tests. The pseudo-observed score indices, χ²* and G²* , showed inflated Type I error rates in some simulation conditions. Consistent with the findings of current literature, the PARSCALE's G² index was rarely useful, although it provided reasonable results for long tests.     

IDENTIFICATION AND ASSESSMENT OF TAIWANESE CHILDREN’S CONCEPTIONS OF LEARNING MATHEMATICS

The aim of the present study was to identify children’s conceptions of learning mathematics and to assess the identified conceptions. Children’s conceptions are identified by interviewing 73 grade 5 students in Taiwan. The interviews are analyzed using qualitative data analysis methods, which results in a structure of 5 major conceptions, each having 2 subconceptions: constructivist (interest and understanding), interpretivist (liberty and innovation), objectivist (academic goal and perseverance), nativist (confidence and anxiety (reverse)), and pragmatist (vocational goal and application). The conceptions are assessed with a self-developed questionnaire, titled “the Conception of Learning Mathematics Questionnaire” (CLMQ), which is administered to 513 grade 5 students in Taiwan and examined with a reliability measure, confirmatory factor analysis, and correlations with 2 criteria: mathematics achievement and approaches to learning mathematics. The results show that the CLMQ has desirable internal consistency reliability and construct validity. The conceptions are also sensibly in relation to the 2 criteria, suggesting that the CLMQ is a valid measure for evaluating the quality of children’s learning mathematics in relation to teaching contexts.     

Book Reviews

Books reviewed in this article: Thomas A. Brindley. The China Youth Corps in Taiwan. Robert Rydell, John E. Findling, and Kimberly D. Pelle. Fair America: World's Fairs in the United States. James Conaway. America's Library: The Story of the Library of Congress, 1800–2000. Linda Steet. Veils and Daggers: A Century of Richard J. Altenbaugh, ed. Historical Dictionary of American Education. Kadriya Salimova and Nan L. Dodde (eds.). International Handbook on History of Education. Ellen Condliffe Lagemann. An Elusive Science: The Troubling History of Education Research. Catherine Clinton and Christine Lunardini. The Columbia Guide to American Women in the Nineteenth Century. Leslie Miller‐Bernal. Separate By Degree: Women Students’Experiences in Single‐Sex and Coeducational Colleges. Jon H. Roberts and James Turner. The Sacred and Secular University. Mary Eaton, Jane Longmore, and Arthur Naylor (eds.) Commitment to Diversity: Catholics and Education in a Changing World. Winton Solberg. The University of Illinois, 1894–1904: The Shaping of a University. Andrea Olmstead. Juilliard: A History. Dan R. Frost. The L.S.U. College of Engineering, Vol. 2: Growth and Maturity, 1909–1910. E. David Cronon and John W. Jenkins. The University of Wisconsin: A History: 1945–1971. Vol. IV—Renewal to Revolution. Mark Hulsether. Building a Protestant Left: Christianity and Crisis Magazine, 1941–1993. Alice Gallin, O.S.U. Negotiating Identity: Catholic Higher Education Since 1960. Michael S. Neiberg. Making Citizen Soldiers: ROTC and the Ideology of the American Military Service. Sarah A. Curds. Educating the Faithful: Religion, Schooling, and Society in Nineteenth Century France. Gail Paradise Kelly: French Colonial Education: Essays on Vietnam and West Africa. Meriel Vlaeminke. The English Higher Grade Schools: A Lost Opportunity. Gene L. LaBerge and Michelle L. Maurer (eds.). Travels with Sophie: The Journal of Louise E. Wegner.     

Reviews

The Year Book of Education 1952. Pp. xii + 612. London : Evans Bros., 1952. 63s.

A Survey of Rewards and Punishments in Schools : A Report based on Researches carried out by M. E. Highfield and A. Pinsent. National Foundation for Educational Research in England and Wales Publication No. 3. Pp. xxiv+432. London: Newnes Educational Publishing Co., 1952. 42s.

Leisure the Basis of Culture. By Josef Pieper. Pp. 169. London: Faber &; Faber, 1952. 10s. 6d.

Philosophy of Education. By William Heard Kilpatrick. Pp. x+465. New York: Macmillan, 1951. 36s.

A Select Bibliography of Adult Education in Great Britain. Edited by T. Kelly. Pp. xii+84. London: National Institute of Adult Education, 1952. 12s. 6d.

The English Universities and Adult Education. By S. G. Raybould. Pp. xiii +169. London: W.E.A., 1951. 7s 6d.     

Short notices

Sources for the History of Education. Edited by G. W. J. Higson. Pp. x, 196. London: The Library Association, 1967. 96s. (72s. to L.A. members).

Philosophy and Education. International Seminar Proceedings, March 23–25, 1966. Pp. iv, 157. Toronto: Ontario Institute for Studies in Education (Monograph Series No. 3), 1967. No price.

Disciplines of Education. By Ivor Morrish. Pp. 336. London: Allen &; Unwin, 1967. 40s.

Principles of Psychological Measurement. By G. C. Helmstadter. Pp. xx, 248, London: Methuen, 1966. 36s.

Human Learning and Memory: Selected Readings. Edited by N. J. Slamecka. Pp. ×, 543. Oxford University Press, 1967, 46s.

Education, Interaction and Social Change. By H. L. Hodgkinson. Pp. xxii, 228. London: Prentice‐Hall, 1967. 48s.

The Social Context of the School. By S. John Eggleston. Pp. xii, 116. London: Routledge and Kegan Paul, 1967. 15J. Paperback 75. 6d.

A Critical Approach to Children's Literature. Edited by Sara Innis Fenwick. Pp. 129. London: University of Chicago Press, 1967. 33s. 6d.

The Educationally Retarded and Disadvantaged. Edited by Paul A. Witty. Pp. xiii, 384. London: Chicago University Press, 1967. 41 s.

Group Study for Teachers. By Elizabeth Richardson. Pp. 130. London: Routledge and Kegan Paul (Students Library of Education), 1967. 15s.

Advances in the Teaching of Modern Languages. Volume 2. Edited by G. Mathieu. Pp. ix, 214. Oxford and London: Pergamon Press, 1967. 35s.

John Locke. By M. V. G. Jeffreys. Pp. 120. London: Methuen, 1967. 25s. Paperback 12s. 6d.

The Foundations of 20th Century Education in England. By E. J. R. Eaglesham. Pp. xi, 115. London: Routledge and Kegan Paul, 1967. 15s. Paperback 7s. 6d.

Local History and the Teacher. By R. Douch. Pp. ix, 214. London: Routledge and Kegan Paul, 1967. 21s. Limp edition, 125. 6d.

Adult Education in India. By W. E. Styler. Pp. vii, 114. Oxford University Press, 1967. 8s. 6d.

Malaysia and Its Neighbours. By J. M. Gullick. Pp. xiii, 194. London: Rout‐ledge and Kegan Paul, 1967. 25s. (Paperback 12s. 6d.).

Other Schools and Ours. By Edmund J. King. Pp. vii, 360. (Third Edition). New York and London: Holt, Rinehart and Winston, 1967. 35s.

The Necessary Revolution in American Education. By Francis Keppel. Pp. xiv, 201. New York and London: Harper and Row, 1966. $5.95.

The American Influence on English Education. By W. H. G. Armytage. Pp. x, 118. London: Routledge and Kegan Paul, 1967. 15J. Paperback 7s. 6d.

The Education of Man : The Educational Philosophy of Jacques Maritain. Edited, with an Introduction, by Donald and Idella Gallagher. Pp. 191. University of Notre Dame Press. London: American University Publishers Group, 1967 17s.

Cicero on Moral Obligation. A New Translation of Cicero's De Officiis. With Introduction by John Higginbotham. Pp. 214. London: Faber and Faber, 1967. 30s.

Social Change and the Schools: 1Q18–1944. By Gerald Bernbaum. Pp. viii, 120. London: Routledge and Regan Paul, 1967. 155. Paperback ys. 6d.

A History of Greece to 322 B.C. By N. G. L. Hammond. Pp. xxi, 691. Clarendon Press: Oxford University Press. 1967. 50s.

County and Voluntary Schools. By Sir William Alexander and F. Barraclough. Pp. ix, log. London: Councils and Education Press, 1967. 30J.

Educational Administration in England and Wales: A Bibliographical Guide. By P. H. J. H. Gosden. Pp. 55. Leeds: University of Leeds Institute of Education, 1967. 6s.

Catholic Education in the Western World. Edited by James Michael Lee. Pp. xiv, 324. University of Notre Dame Press. London: American University Publishers Group, 1967. 60s.     

Editorial Review and Book Reviews

Welch, Evelyn Art and Society in Italy 1350–1500 Craske, Matthew Art in Europe 1700–1830 Woodham, Jonathan M. Twentieth-Century Design Clarke, Graham The Photograph Smith, Peter The History of American Art Education Simpson, Moira G. Making Representations: Museums in the Post-Colonial Era     

Book reviews

Books reviewed in this article: Chambers, Aidan. Introducing Books to Children Celebrating Eid — A Resources Pack, The Multicultural Support Service. Pugh, A. K. and J. M. Ulijn (Ed.) Reading for Professional Purposes: Studies and Practices in Native and Foreign Languages Scottish Primary Mathematics Group. Primary Mathematics: A Development through Activity Lambert, David. The Seasons Grunsell, Angela (Consultant). On the Moon Anderton, Alain. Money Matters Kroll, Barry M. & Wells, Gordon (Ed.). Explorations in the Development of Writing Granny's Garden Sentence Sequencing Tree of Knowledge     

FREEDOM DAY II IN CHICAGO

The following article consists of extracts from a recent UNESCO report, Better Teachers, which describes a joint project of the United Nations Relief and Works Agency for Palestinian Refugees in the Near East (UNRWA) and the UNESCO Institute of Education in Beirut. The complete report is obtainable from UNIPUB, P. O. Box 433, New York, New York 10016.     

Association between infection of different strains of <Emphasis Type="Italic">Porphyromonas gingivalis</Emphasis> and <Emphasis Type="Italic">Actinobacillus actinomycetemcomitans</Emphasis> in subgingival plaque and clinical parameters in chronic periodontitis

Objective： The aim of this study was to investigate subgingival infection frequencies ofPorphyromonas gingivalis and Actinobacillus actinomycetemcomitans strains with genetic variation in Chinese chronic periodontitis （CP） patients and to evaluate its correlation with clinical parameters. Methods： Two multiplex polymerase chain reaction （PCR） assays were developed to detect the 16SrDNA, collagenase （prtC） and fimbria （fimA） genes of P. gingivalis and the 16SrDNA, leukotoxin （lktA） and fimbria-associated protein （fap） genes ofA. actinomycetemcomitans in 60 sulcus samples from 30 periodontal healthy subjects and in 122 subgingival plaque samples from 61 patients with CP. The PCR products were further T-A cloned and sent for nucleotide sequence analysis. Results： The 16SrDNA,prtC andfimA genes ofP. gingivalis were detected in 92.6%, 85.2% and 80.3% of the subgingival plaque samples respectively, while the 16SrDNA, lktA andfap genes ofA. actinomycetemcomitans were in 84.4%, 75.4% and 50.0% respectively. Nucleotide sequence analysis showed 98.62%-100% homology of the PCR products in these genes with the reported sequences. P. gingivalis strains with prtC＋/fimA＋ and A. actinomycetemcomitans with lktA＋ were predominant in deep pockets （〉6 mm） or in sites with attachment loss 〉5 mm than in shallow pockets （3-4 mm） or in sites with attachment loss 〈2 mm （P〈0.05）. P. gingivalis strains withprtC＋/fimA＋ also showed higher frequency in gingival index （GI）=3 than in GI=1 group （P〈0.05）. Conclusion： Infection ofP. gingivalis with prtC＋/fimA＋ and A. actinomycetemcomitans with lktA＋ correlates with periodontal destruction of CP in Chinese. Nonetheless P. gingivalis fim4, prtC genes and A. actinomycetem- comitans lktA gene are closely associated with periodontal destruction, while A. actinomycetemcomitansfap gene is not.     

Academic advisement: An untapped resource

A Comparative Study of the Secondary Eduaation of Girls in England, Germany, and the United States. By Yoshi Kasuya. 1933. New York: Teachers College, Columbia University. Pp. x + 211.

Secondary Education. By Thomas H. Briggs. New York: The Macmillan Company, 1933. Pp. x + 577.

Leadership Among High School Pupils. By Marion Brown. New York: Bureau of Publications, Columbia University, 1933. Pp. viii + 166.

Administration of Enrichment to Superior Children in the Typical Classroom. By J. Edgar Dransfield. 1933. New York: Teachers College, Columbia University. Pp. v + 107.

Bible Readings in Character and Citizenship. Compiled by A. L. Morgan. Cokesbury Press.

The Romance Research. By L. V. Redman and A. V. H. Mory. Baltimore: The Williams and Wilkins Company, 1933. Pp. x + 149.

History of the State Teachers College, Radford, Virginia, 1910–1930. By M'Ledge Moffett. Radford, 1932. Pp. xii + 143 + 142A.

My Second Writing Book. By Jennie Wahlert and A. O. Leutheusser. Chicago: Laurel Book Company, 1933. Pp. 64. Nice arrangement. Interesting in formation. Varied content. M. R.

Problems of Education in the United States. By C H. Judd. McGraw‐Hill, 1933. Pp. 214.

The Psychology of Study. By C. A. Mace. R. M. McBride and Company. Pp. 96.

Physiology of Muscular Activity. By E. C. Schneider. W. B. Saunders Company, 1933. Pp. 401.

Basic Units in Mechanical Drawing—Book I. By Hoelscher and Mays. John Wiley and Sons, 1933. Pp. 288.

The Junior Outline of History. By I. O. Evans. D. Appleton and Company, 1933. Pp. 295.

An Introduction to Conrad. By F. W. Cushwa. Doubleday Doran, 1933. Pp. 436.

The Influence of Familiarity Upon Children's Preferences for Pictures and Poems. By James E. Mendenhall and Marcia E. Mendenhaia. 1933. New York: Lincoln School, Columbia University. Pp. x + 75.

The Library in the School. By Lucile Fargo. American Library Association, 1933. Pp. 479.

Then and Now in Dixie. By Rose Mortemer Elizey Macdonald. New York: Ginn and Company, 1933. Pp. vii + 293.

The Dilemma of Democracy. I. L. Kandel. Harvard University Press, 1934. Pp. 79.

Do College Students Choose Vocations Wisely? Edward Sparling. Teachers College Bureau of Publications, 1933. Pp. 110.

Student Aid in the Secondary Schools of the United States. By Verna A. Carley. New York: Columbia University, 1933. Pp. vii + 118.

Responsibility for Rural‐School Administration. By Frank W. Cyr. New York: Teachers College, Columbia University. Pp. vi + 158.

Annual and Semi‐Annual Promotion. By J. Armour Lindsay, 1933. New York: Teachers College, Columbia University. Pp. vii + 170.

The Technique and Administration of Teaching. By Noble Lee Garrison. Cincinnati: American Book Co., 1933. Pp. xiv + 593.

Little Carolina Blue Bonnet. By Mabel Pugh. New York: Thomas Y. Crowell Company, 1933. Pp. 171. Little girls from eight to twelve will enjoy this simple, charming story. It will be of

Practical Exercises in News Writing. By Douglass Wood Miller. New York: D. C Heath and Company, 1933. Pp. 131.

Heath Readings in the Literature of Europe. By Tom Peete Cross and Clark H. Slover. New York: D. C. Heath and Company, 1933. Pp. xv + 1194.

The Founding of Maryland. By Matthew Page Andrews. New York: D. Appleton‐Century Company, 1933. Pp. xii + 367.

The Case Method Technique in Professional Training. By D. Henryetta Sperle. New York: Teachers College, Columbia University, 1933. Pp. vi + 92.

Adult Education and The Social Scene. By Ruth Kotinsky. New York: D. Appleton‐Century Company, 1933. Pp. xxi + 208.

Skyscraper. By Elsa H. Naumburg, Clara Lambert, Lucy Sprague Mitchell. New York: The John Day Company, 1933. Pp. 80.

The Community and Society. By Loran D. Osborn and Martin H. Neumeyer. Cincinnati: American Book Company, 1933. Pp. x + 468.     

The new books on our shelves

Principles of Clothing Selection. By Helen Goodrich Butterick. New York: The Macmillan Company, 1930, Pp. xiii + 219.

Fads and Fallacies in Present‐Day Education. By H. E. Buchholz. New York: The Macmillan Company, 1931. Pp. xiv + 200.

Extra‐Curricular Activities of High School Girls. By Olivia Pound. New York: A. S. Barnes & Company, 1931. Pp. viii + 97.

The School Club Program. By Harold D. Meyer. New York: A. S. Barnes & Company, 1931. Pp. x + 178.

A Study of Biology Notebook Work in New York State. By Don O. Baird. New York: Bureau of Publications, Teachers College. 1930. Pp. viii + 118.

The Class Organization and Activities. By Margaret Ann MacDonald. New York: A. S. Barnes & Company, 1931. Pp. xv + 134.

Physical Capacity Tests. By Frederick Rand Rogers. New York: A. S. Barnes & Company, 1931. Pp. viii + 50.

Making a Living. By Leverett S. Lyon. New York: Macmillan Company, 1927. Pp. xiv + 622.

The Modern Worker. By Mildred J. Wiese and Ruth Reticker. New York: The Macmillan Company, 1930. Pp. xviii + 610.

Federal Aid. By Austin F. Macdonald. New York: Thomas Y. Crowell Company, 1928. Pp. xii + 285.

Moral Education among the North American Indians. By Claude A. Nichols. New York: Bureau of Publications, Teachers College, 1930. Pp. v + 104.

Julius Rosenwald Fund Review for the Year. By Edwin R. Embree. Chicago: Julius Rosenwald Fund, 1930. Pp. 31.

Predicting the Scholastic Success of College Students. By Charles W. Odell. Urbana: University of Illinois, 1930. Pp. 43.

Mathematics in Modern Life. By The National Council of Teachers of Mathematics. New York: Bureau of Publications, Teachers College, 1931. Pp. ix + 195.

The Cosmopolitan Evening School. By John F. Friese. New York: The Century Company, 1929. Pp. xvii + 388.

Happy Times. By Sister Mary Estelle. New York: Macmillan Company, 1930.

Industrial Microscopy. By L. C. Lindsley. Richmond: William Byrd Press, Inc., 1929. Pp. xv + 286.

Textbook of Biology. By William Martin Smallwood. Philadelphia: Lea and Febiger, 1930. Pp. xvi + 469.

Elements of Accounting. By R. Emmett Taylor and Richard N. Owens. New York: The Macmillan Company, 1930. Pp. x + 518.

The Indians in Winter Camp. By Therese O. Deming. Chicago: Laidlaw Brothers, 1931. Pp. 126.

Human Learning. By Edward L. Thorndike. New York: The Century Company, 1931. Pp. 206.

Diagnostic and Remedial Teaching in Arithmetic. By Leo J. Brueckner. Philadelphia: The John C. Winston Company, Ï930. Pp. ix + 341.

Individual Arithmetic, Books One to Twelve. By Carleton Washburne and Others. Yonkers: World Book Company, 1930.

Teaching the Child to Read. By Samuel White Patterson. Garden City: Double‐day, Doran and Company, 1930. Pages xii + 524.

Vocational Civics. By Howard C. Hill. Boston: Ginn & Company, 1928. Pp. xv + 365.

Powder Puff. By Alvin M. Peterson. Milwaukee: The Bruce Publishing Company, 1930. Pages 104.     

Book Reviews

Books reviewed in this article: Lorraine M. McDonnell, P. Michael Timpane, and Roger Benjamin, (eds.). Rediscovering the Democratic Purposes of Education. Adam R. Nelson. Education and Democracy: The Meaning of Alexander Meiklejohn, 1872–1964. Stuart J. Foster. Red Alert! Educators Confront the “Red Scare” in American Public Schools, 1947–1954. Lionel S. Lewis. When Power Corrupts: Academic Governing Boards in the Shadow of the Adelphi Case. Gordon B. Arnold. The Politics of Faculty Unionization: The Experience of Three New England Universities. Robert Burns. Being Catholic, Being American: The Notre Dame Story, 1934–1952, Volume II. David Cahan and M. Eugene Rudd. Science at the American Frontier: A Biography of DeWitt Bristol Brace. David Contosta. St. Joseph's: Philadelphia's Jesuit University. Roger Geiger (ed.). The American College in the Nineteenth Century. Guglielmo Cavallo and Roger Chartier (eds.). A History of Reading in the West. Franklin Court. The Scottish Connection: The Rise of English Literary Study in Early America. Weili Ye. Seeking Modernity in China's Name: Chinese Students in the United States, 1900–1927. Achim Leschinsky and Karl Ulrich Mayer (eds.). The Comprehensive School Experiment Revisited: Evidence from Western Europe. Diane Ravitch. Left Back: A Century of Failed School Reforms. William W. Cutler, III. Parents and Schools: The 150‐Year Struggle for Control in American Education. Thomas V. O'Brien. The Politics of Race and Schooling: Public Education in Georgia, 1900–1961. Susan E. Eaton. The Other Boston Busing Story. Nina de Angeli Walls. Art, Industry, and Women's Education in Philadelphia. Judy Yung (ed.). Unbound Voices: A Documentary History of Chinese Women in San Francisco. Amanda J. Cobb. Listening to Our Grandmothers’Stories: Bloomfield Academy for Chickasaw Females, 1852–1949. Gillian Weiss. Trying to Get It Back: Indigenous Women, Education, and Culture. Philip S. Zachernuk. Colonial Subjects: An African Intelligentsia and Atlantic Ideas. Michael Gebel. Friedrich Fröbel und die Juden. Victor Acker. Celestin Freinet. Jean O'Grady. Margaret Addison: A Biography. J. E. M. Latham. Search for a New Eden: James Pierrepont Greaves (1777–1842): The Sacred Socialist and His Followers. Christopher R. Reed. All the World is Here: The Black Presence at White City. Ellen M. Litwicki. America's Public Holidays, 1865–1920. Douglas B. Craig. Fireside Politics: Radio and Political Culture in the United States, 1920–1940. Virginia E. McCormick. Educational Architecture in Ohio: From One‐Room Schools and Carnegie Libraries to Community Education Villages.     

The Achievement Motives Scale (AMS): theoretical basis and results from a first try‐out of a Czech form

The achievement motive concept refers to a relatively stable personality characteristic in terms of a capacity to anticipate affects in achievement situations. The motive to achieve success (M _s ) refers to the individual's capacity to anticipate positive affects, and the motive to avoid failure (M _f ) refers to a capacity to anticipate negative affects in achievement situations. Based, among other things, on the conceptualizations of motives, a measurement was constructed to tap the two aspects (M _s and M _f ) of motivation. Over the years the scale has been translated to several languages and used in a number of studies. The Czech version of the scale is an adapted translation of the English one, and was administered to 179 pupils in the sixth grade in 1989. Further, the subjects were retested after an interval of 12 weeks. The analyses indicate that the psychometric properties of the Czech version of AMS are promising.     

Test-retest reliability estimates for eight dimensions of reading attitude

The Survey of Reading Attitudes was administered to a sample comprised of 68 intermediate-grade students from one elementary school in a large city school system for purposes of determining the reliability of the eight attitudinal dimensions which it measures. The test-retest interval was seven days. The following reliability estimates were obtained for the eight dimensions of reading attitude included in the Survey: Expressed Reading Difficulty. r_tt=.94; Reading as Direct Reinforcement, r_tt=.90; Reading as Enjoyment. r_tt=.95; Alternative Learning Modes. r_tt= 82; Reading Anxiety. r_tt=.84; Reading Group, r_tt=.91; Silent vs. Oral Reading, r_tt=90; and Comics, r_tt=.89.     

Precise asymptotics in the law of the logarithm for random fields in Hilbert space

Consider the positive d-dimensional lattice d (d≥2) with partial ordering ≤, let {XK; K ∈ d } be i.i.d. random vari- ables taking values in a real separable Hilbert space (H, ||·||) with mean zero and covariance operator ∑, and set partial sums SN =∑K≤NXK, K , N ∈ d . Under some moment conditions, we obtain the precise asymptotics of a kind of weighted infinite series for partial sums SN as ε 0 by using the truncation and approximation methods. The results are related to the convergence rates of the law of the logarithm in Hilbert space, and they also extend the results of (Gut and Spǎtaru, 2003).     

Exploring pre-service student-teachers' commitment to community engagement in the second year of training

This preliminary study examines the utility of the Community Engagement Commitment Scale and reports on factors that predict student-teachers' commitment to community engagement in their second year of study at a South African university. Independent variables included Dalbert's personal belief in a just world, an adaptation of Rusbult et al.'s original predictors of Commitment level (Satisfaction, Quality of alternatives, Investment size) and a new factor, Meaningfulness. The latter factor is based theoretically on the work of Lieberman and Heine, Proulx and Vohs and was included to study the extent to which identity-expression could be related to Commitment level. We administered the Community Engagement Commitment Scale on a non-random sample of 414 student-teachers in their second year of study, who all participated in compulsory community engagement project. The results support a four-factor model of Commitment with Meaningfulness, Quality of alternatives and Investment as predictors of Commitment level. Surprisingly, all the Satisfaction items loaded with the Commitment level items on one factor. Together, Meaningfulness, Quality of alternatives and Investment accounted for approximately two-thirds of the variance in Commitment level. Significant (p?Meaningfulness and Commitment level. The results of the study suggest the importance of studying meaningfulness as an additional predictor of Commitment level in community engagement contexts.