The relationship of visual attention to children's comprehension of television.

The study experimentally tested the relationship between visual attention and comprehension of a TV program. 72 5-year-old children watched a 40-min version of the TV program "Sesame Street." Half the children viewed the program in the presence of a variety of toys and half viewed without toys. The children were then tested for their comprehension of the program. Although visual attention to the TV in the no-toys group was nearly twice that in the toys group, there was no difference between the groups in comprehension. There were, nevertheless, significant within-group correlations between visual attention and comprehension even for questions concerning only auditorily presented material. The results were interpreted as indicating that in a normal TV viewing setting, variations in the comprehensibility of the TV program may determine variations in children's attention to the TV.     

Gender differences in national assessment of educational progress science items: What does “i don't know” really mean?

The National Assessment of Educational Progress Science Assessment has consistently revealed small gender differences on science content items but not on science inquiry items. This assessment differs from others in that respondents can choose “I don't know” rather than guessing. This paper examines explanations for the gender differences including (a) differential prior instruction, (b) differential response to uncertainty and use of the “I don't know” response, (c) differential response to figurally presented items, and (d) different attitudes towards science. Of these possible explanations, the first two received support. Females are more likely to use the “I don't know” response, especially for items with physical science content or masculine themes such as football. To ameliorate this situation we need more effective science instruction and more gender-neutral assessment items.     

The lessons of international education reform

This paper examines the nature of education reform in English‐speaking countries in an attempt to draw out its implications for other countries. The focus is on three main areas of reform: decentralization and local management of schools, markets and choice programs, and increased use of large‐scale student assessment. Other countries should be very cautious in borrowing these ideas about education reform for at least three reasons: these reforms embody problems of contradictory purposes; reforms with similar names actually end up looking quite different because of contextual differences; and such reforms are weakly connected to teaching and learning and hence to outcomes. A program of reform in any setting should be grounded in a clear sense of educational purpose that fits the particular social context.     

Taking Children Seriously

One of the timeless messages of early childhood education is to treat children with respect and value their unique perspectives on the world. This editorial tells the stories of three young children who wanted to be helpful and accept responsibility. It also tells the story of three professionals who identified with the child and responded supportively.     

美国研究型大学及其全球化议程

美国的软硬实力取决于经济实力,经济实力来源于科学优势,科学优势和创新能力产生于美国大学.美国研究型大学是吸引世界各地最杰出学生的"磁石",滞留学生促进美国经济发展,归国学生充当美国的"大使".研究型大学拓宽学生概念的内涵,向全世界专业人士提供领导教育.了解外国文化和价值,应成为学生学位课程的一个组成部分.大学已经变成解决全球变暖问题的实验室,专门论证技术上可能、经济上可行的解决方案.     

What Cognitive Benefits Does an Activity-Based Reading Strategy Afford Young Native American Readers?

The authors conducted 2 experiments with children from a reservation community. In Experiment 1, 45 third-grade children were randomly assigned to the following reading strategies: (a) “reread,” in which participants read each sentence of a story and then reread it; (b) “observe,” in which participants read sentences and then observed an experimenter move manipulatives as directed by the story; and (c) “activity,” in which participants read sentences and then moved manipulatives as directed by the story. In Experiment 2, 40 second-grade children were randomly assigned to either the reread or activity strategy. In both experiments, activity participants remembered more story content than did reread participants. In Experiment 1, the authors identified no memory differences between observe and activity strategies. When imagery instructions replaced the original strategies, Experiment 1 third-grade activity (and observe) participants recalled more story content than did reread participants, but Experiment 2 second-grade activity participants did not. The authors discuss the instructional benefits of activity-based reading strategies, along with developmental implications.     

Behavioral patterns of students under an individualized learning strategy

The study examines the behavioral patterns of high, average and low achievers in classrooms implementing an individualized instructional strategy. The study makes use of an observational instrument modelled on Medely's Personal Record of school Experiences (PROSE). Seventy-two boys and girls chosen from 12 first, second and third grade classrooms were included in the sample; 1/3 were ranked by the teacher as high achievers, 1/3 as average and 1/3 as low achievers. The findings revealed that students spent about 2/3 of their time on independent work; and the time spent interacting with teacher was about equal to the time spent interacting with classmate.The results also showed that interaction patterns between teacher and individual students are related to the student achievement level. In addition, distinctly different work patterns of independent activity were discerned in high and low achievers indicating higher involvement in on-task activities among high students compared with low achievers. Similiar patterns of interaction between students were found for high, average and low achievers demonstrating either on-task or off-task interaction of a verbal nature among students of the same sex. Implications for teachers, teachers trainers and instructional developers are discussed.     

Gender Composition of Editors and Editorial Boards in Seven Top Criminal Justice and Criminology Journals from 1985 to 2017

This paper examines the gender composition of editors and editorial board members of seven top criminal justice and criminology (CCJ) journals from 1985 through 2017. The findings indicate that women have historically been, and continue to be, underrepresented in these positions. From 1985 through 2017, women comprised 14% of all Editors-in-Chief, 27% of all Associate Editors, and 22% of all Editorial Board members. While there was a period during the early 2000s when Justice Quarterly and Criminology achieved gender parity in representation across all of the editorial roles, this equality was short lived. The other journals have never achieved gender parity, and, on average, women have comprised 3.8% to 35.2% of the editorial positions at each of the journals. The implications of this imbalance for women’s scholarship and professional success are discussed, and recommendations for changes to CCJ journal policies and practices to ensure more equity are provided.