Reliability and Validity of a Measure of Preschool Teachers' Attributions for Disruptive Behavior

Research Findings: This study examined the quality of teacher attributions for child disruptive behavior using a new measure, the Preschool Teaching Attributions measure. A sample of 153 early childhood teachers and 432 children participated. All teachers completed the behavior attributions measure, as well as measures regarding demographics, beliefs, self-efficacy, child behavior, and the quality of the teacher–child relationship with selected children. Confirmatory factor analysis demonstrated that the hypothesized 2-factor model fit significantly better than a 1-factor model, with the 2 factors being Causal and Responsibility. The resulting Causal and Responsibility subscale scores had solid internal consistency as measured by Cronbach's alpha coefficients. Significant bivariate and partial correlations with teacher practices and beliefs provided preliminary support for the measure's construct validity. Practice or Policy: Findings from this study suggest the importance of including a measure of teacher attributions in studies that explore teachers' beliefs, practices, and relationships with children.     

Books of the Month

THE FIRST AMENDMENT AND THE FIFTH ESTATE: REGULATION OF ELECTRONIC MASS MEDIA by T. Barton Carter, et al. (Mineola, NY: Foundation Press, 1986—$26.00)

TELEPORTS AND THE INTELLIGENT CITY edited by Andrew D. Lipman, et al. (Homewood, IL: Dow Jones-Irwin, 1986—$55.00)     

FACTORS AFFECTING THE ATTITUDES OF COMMUNITY COLLEGE ADMINISTRATORS TOWARD MANAGEMENT BY OBJECTIVES

This study was designed to assess and determine how operation under a management by objectives system (MBO) has affected administrative units and individual administrators in public two‐year community colleges. Results from the study showed that respondent attitudes toward the management by objectives system were favorable. The variables identified which serve as significant predictors of administrator attitudes toward the MBO program were: (a) effective as a means for planning and organizing work for which an administrator is accountable, (b) effective as a means for evaluating work performance, (c) effective in improving satisfaction with being more a part of decisions, (d) effective in improving the attitudes of the superior toward the MBO program as perceived by subordinates. Negative reactions toward the MBO system were perceived to be generated by increased paperwork and difficulty in setting educational objectives.     

Extended metaphors for pedagogy: using sameness and difference

This article looks at the use of extended metaphor in teaching. Our case studies as two teachers using metaphor in different settings show how metaphor is experienced by learners to different pedagogical effect. The article demonstrates that metaphor can be used not only for the similarity between vehicle and target systems, but also for the difference. In the subject of electronics, extended metaphor (water, waves and webs) scaffolds learning by merit of the similarity of the vehicle system to the target. However, when teaching doctoral students to improve their writing skills, extended metaphor exploits the difference between vehicle and target. In this case the frustration of academic challenge is defused by using metaphors that are homely and ordinary in contrast to the formal academic genre of thesis writing. Our experience in using metaphors to teach provides support for the theory that they may be monistic (forgotten once they have fulfilled the pedagogical scaffolding task) or dualistic (remembered because both systems remain in play). The article prompts other higher education teachers to more consciously consider the potential of metaphor as a pedagogical aid.     

Somatotype and size of elite female basketball players

The aim of this study was to compare the somatotype and size of elite female basketball players in terms of playing position and team performance. Anthropometry and somatotype data were collected on 168 players from 14 countries before the Women's World Basketball Championship, Australia, 1994. There were 64 guards (mean?±?s: age 25.4?±?3.3 years, height 1.72?±?0.06?m, mass 66.1?±?6.2?kg, somatotype?=?2.9?–?3.9?–?2.6), 57 forwards (age 25.2?±?3.8 years, height 1.81?±?0.06?m, mass 73.3?±?5.9?kg, somatotype?=?2.8?–?3.5?–?3.2) and 47 centres (age 24.1?±?3.1 years, height 1.90?±?0.06?m, mass 82.6?±?8.2?kg, somatotype?=?3.2?–?3.1?–?3.4). Mean somatotypes by position were significantly different (F?=?7.73, P?<?0.01). Guards had greater mesomorphy than centres and less ectomorphy than forwards and centres. When discriminant function analysis was applied to endomorphy, mesomorphy, ectomorphy, age, height and mass, only height, mass and ectomorphy entered (Wilks' λ?=?0.351, F?=?31.40, P?<?0.000), 70% of the variance was accounted for, and 72% of players were correctly classified. In the four top versus four bottom teams, guards were taller and more ectomorphic, forwards were taller, with lower mesomorphy and higher ectomorphy, and centres did not differ. Thus there are some differences in somatotypes by position and team placing, but the combination of height, mass and ectomorphy provide the best differentiation by position.