Class matters in the interview setting? Positionality,situatedness and class

In this article we argue that despite methodological and analytical advancements in the field of social class research, these developments have not led to a wholehearted discussion about class positionality and situatedness in relation to interviewer–participant dynamics. Despite—or perhaps due to—this methodological gap, there remains an unspoken expectation that class matching, particularly when investigating working‐class groups and practices, is desirable as it engenders empathy on the part of the interviewer which allows for openness on the part of the participant. The team of four interviewers reflect upon their varying experiences of conducting interviews about class with a group of middle‐ and working‐class students at university, arguing that even if class matching between participant and researcher were possible, shared class position does not necessarily equate with similar life experiences, or enable a strong rapport nor a more ethical analysis or understanding of working‐class people's lives. We explore some of the complexities regarding the class‐related positions of the researchers and the participants and consequently advocate that class researchers engage in reflexive practices in order to explore the myriad ways in which the researcher's own class history and current class position both advantage and disadvantage the research process, often in unpredictable ways.     

Film Reference Works

John M. Smith and Tim Cawkwell (eds.) The World Encyclopedia of the Film (New York: World, 1972 -- $25.00)

The Working Teacher's Personal Guide to Film Sources (Stanford, Ca.: ERIC Clearinghouse on Media and Technology, 1972 -- single copies free on request, paper)

D. Richard Bach (ed.) The Film Buff's Bible of Motion Pictures (1915-1972) (Hollywood, Calif.: Hollywood Film Archive, 8344 Melrose Ave., 1972 -- $24.00)

John Willis' Screen World: 1972 (New York: Crown Publishers, 1972 -- $8.95)

George Sadoul, Dictionary of Films, and Dictionary of Film Makers (Berkeley: University of California Press, 1972 -- $16.50/5.95 and $14.50/4.95 respectively)

Clifford McCarty's Published Screenplays: A Checklist (Kent, Ohio: Kent State University Press, 1971 -- $6.50)

James M. Salem, A Guide to Critical Reviews, Part IV: The Screenplay from the Jazz Singer to Dr. Strangelove (Metuchen, N.J.: Scarecrow Press, 1971 -- S30.00 for the set)

Cinema Catalog (Larry Edmunds Bookshop Inc., 6658 Hollywood Blvd., Hollywood, California 90028 -- $2.95, paper)

Catalog of Film Literature (Cinemabilia, 10 Cornelia St., New York 10014 -- $2.50, paper)     

Business of Broadcasting

Joseph S. Johnson and Kenneth K. Jones' Modern Radio Station Practices (Belmont, Calif.: Wadsworth, 1972—$7.95)

Edd Routt (double letters in each name correct) The Business of Radio Broadcasting (Blue Ridge Summit, Pa.: Tab Books, 1972— $12.95)

Giraud Chester, Garnet Garrison, and Edgar Willis' Television and Radio (New York: Appleton-Century-Crofts, 1971—$11.95)

Evelyn Sarson (ed.). Action for Children's Television (New York: Avon Discus Books, 1971— $1.25, paper)

The Fourth Network (New York: The Network Project, 102 Earl Hall, Columbia University, 1971—$3.00, paper)

William Kuhns' Exploring Television (Chicago: Loyola University Press, 1971—$3.20, paper; with a Teacher's Guide available for $1.00, paper)

Wayne Green's (ed.), The Fascinating World of Radio Communications (Blue Ridge Summit, Pa.: Tab Books, 1971—$6.95/3.95)

The Wit and Wisdom of Archie Bunker (New York: Popular Library, 1971—.95, paper)     

Film History

Richard Meran Barsam's Nonfiction Film: A Critical History (New York: Dutton, 1973 -- $9.95/4.95)

Stanley Kauffmann and Bruce Henstell (eds.) American Film Criticism from the Beginnings to Citizen Kane: Reviews of Significant Films at the Time They First Appeared (New York: Liveright 1973 -- $12.00/3.95)

Donald C. Willis' Horror and Science Fiction Films: A Checklist (Metuchen, N.J.: Scarecrow Press, 1972 -- $15.00)

Chris Steinbrunner and Burt Goldblatt's Cinema of the Fantasic (New York: Saturday Review Press, 1972 -- $9.95)

Lawrence B. Thomas' The MGM Years: The Golden Age of Movie Musicals (New Rochelle, N.Y.: Columbia House (distribution by Arlington House), 1972 -- $14.95)     

Teachers Don’t Always Do What They Think They Should: A Preliminary Validation of the Early Childhood Educators’ Knowledge of Self-Regulation Skills Questionnaire

The extent to which teachers understand the concept of self-regulation skills and how best to implement practices that enhance self-regulation in children in the early childhood education classroom remains unexamined. The purpose of this study is to examine the psychometric properties of the self-reporting Early Childhood Educators Knowledge of Self-Regulation Questionnaire (ECESRQ) instrument designed to identify teachers’ knowledge and instruction of self-regulation skills in the classroom. Exploratory factor analysis (EFA) was used to determine three latent factors: teacher attitudes and beliefs, classroom management techniques, and child behavior. The findings identified parallel the literature in the preservice teacher-training arena, suggesting a theoretical basis for the underlying constructs. EFA contributed to establishing good estimates of construct validity in the ECESRQ; in addition Cronbach’s alpha results demonstrated moderate levels of internal reliability. Pearson correlation was used to additionally determine the extent to which teachers understand self-regulatory skills and their ability to implement effective tools in the classroom to enhance these skills. Results and implications for practice in the early childhood classroom are discussed.     

The labour of learning to reflect

This article presents a polyphonic narrative of reflection in action across two institutional contexts; a university and a primary (elementary) school. It traces an honours student’s research on reflection and her supervisor’s reactions as reader. Both engage in construction and reconstruction of their basic beliefs about reflective practice as they engage with each other and these contexts. This research resulted in both people accepting that reflection is a public text with a specific genre to be mastered. Issues of power surround what can be shared with whom within the institutions as political sites. Students engage in strategic compliance whether to attract teachers’ attention or to avoid it. Notions of trust and openness often mask power. This article poses that learning to reflect is hard labour.     

Academic developers and international collaborations: the importance of personal abilities and aptitudes

Academic developers are increasingly involved in international collaborations in learning and teaching. Many factors contribute to successful collaborations; we argue that the personal abilities and aptitudes of academic developers are one key element. Building trust and relationships are central to creating the networks at individual, group, and institutional levels that are essential for effective collaboration. There is limited literature on academic development in international collaborations and on its personal dimensions. We illustrate these ideas using a UK-Pakistan collaboration. Attention to the personal dimension is likely to be a key consideration for other academic developers working in international collaborations.     

The Relationship Between a Student’s Success in First-Semester General Chemistry and Their Mathematics Fluency,Profile, and Performance on Common Questions

Journal of Science Education and Technology - In an effort to investigate the factors that lead to success in general chemistry, the Math-Up Skills Test (MUST) and common questions were used along...