Preliminary norms and technical data for use of the Revised-Children's Manifest Anxiety Scale with kindergarten children

The Revised-Children's Manifest Anxiety Scale (Reynolds & Richmond, 1978) was administered to 97 kindergarten children. Coefficient alpha reliabilities of .79 for males (N = 53), .85 for females (N = 44), and .82 for the total sample resulted. Contrary to findings with older children, no sex differences occurred in scoring on the anxiety scale. The kindergarten children generally scored higher on the anxiety scale than did older children. Lie scale scores were comparable to those of other primary grade children. Implications for use of the scale with young children are discussed.     

Redefining the meaning of teaching: A work in progress

Abstract

Particular elements of a new initial certification program are described. The use of inquiry, collaboration, and reflection as teaching strategies resulted in new learning for preservice teachers, experienced teachers, and university faculty involved in the program. Each partner in the endeavor indicated an increased understanding of these strategies as effective tools for teaching and learning at every level of the profession. Furthermore, a vision of professional development for experienced professionals in the context of their work with novice teachers emerged. Guidelines for the design and implementation of such programs are proposed.     

Tough acts to follow: the challenges to science teachers presented by biotechnological progress

The public controversies associated with biotechnological progress (genetic modification, cloning, and so forth) increasingly impact upon biology teaching in school; teachers find themselves engaged in discussions with pupils on value‐laden issues deriving from the social and ethical implications of the ‘new science’. The research described in this paper focused upon the thinking of a sample of 41 biology teachers as they endeavoured to implement the first year of the new Scottish Advanced Higher Biology course and to face the challenges associated with these controversies. Following questionnaire returns, the investigation employed semistructured, in‐depth interviews with 10 teachers and, separately, with their 61 pupils (17–18 years of age) and was part of a medium‐term to long‐term evaluation of a university summer school that had endeavoured to update these teachers on recent biotechnological advances. While teachers were found to be fairly positively disposed to handling discussion of such contentious matters, they were none‐too‐clear as to its precise merits and functions; many lack confidence in handling discussion. The research indicates that much needs to be tackled by way of professional development for science teachers now engaged in dimensions new to science teaching.     

THE IMPACT OF AN INSERVICE EDUCATIONAL PROGRAM ON THE GERONTOLOGICAL KNOWLEDGE AND ATTITUDES OF GERIATRIC RECREATIONAL SERVICE PROVIDERS

The impact of an inservice program on practitioners’ gerontological knowledge and attitudes was examined. A nonequivalent control group design was used to conduct the study. The experimental group was made up of geriatric recreational service providers attending the first of two annual one‐week inservice educational programs. An outdoor resource management undergraduate level class served as the control group. The experimental group relative to the control group underwent a significant increase in their gerontological knowledge. Neither group experienced a significant change in their attitudes regarding the social value of the elderly or personal anxiety toward aging. The amount of change experienced in gerontological knowledge by program participants was significantly influenced by the degree of contact the individual had had with elders but not by their educational background. Educational background and degree of contact were not significantly associated with change in gerontological‐related attitudes. Implications for persons involved in designing and developing educational programs are discussed.