Of routine consideration: ‘civilising’ children’s bodies via food events in Swedish and English early childhood settings

Inspired initially by Elias’s (1994) work on ‘civilising processes’, this article draws on a project in which an English and a Swedish researcher examines ethnographic data on mealtimes from two of their respective studies undertaken in early childhood settings. Despite the differing contexts, the data show a marked similarity in the way children’s bodies become subject to ‘civilising’ during mealtimes. The article contends that mealtimes are times of the day when young children’s bodies are subject to a high degree of disciplining when compared to the ‘free’ play elements of the day. Using the concept of ‘over-civilising’, we explore these processes, which are underpinned by a pervasive construction of young children’s bodies as ‘unruly’, in need of ‘civilising’ and bringing under control. Whilst this impacts on how educators are ‘expected’ to manage mealtimes in their settings, the data show how children negotiate, appropriate and resist these ‘body rules’.     

Violence and Subjectivity in Teacher Education

Caught between the demands of the normative (what they believe they ought to be and value) and normalisation (what professional others tell them that they should be and value), teacher candidates often experience themselves as belated even though they are newcomers to the profession—simultaneously heirs to a history and new to it. In this paper we illustrate and explore the tensions that result between ‘new’ and ‘old’ in teacher education. Drawing on Lyotard's concept of the différend, we examine the narratives of a practicum triad—one student teacher and his two mentors—as they each attempt to make sense of their irreconcilable differences. We conclude by discussing how the profession might fulfill its obligation to judge the adequacy of new teachers while remaining hospitable to the difference they introduce.     

A decade of research with dyslexic college students: A summary of findings

The major findings of several research projects that investigated dyslexic college students are summarized in this paper. Consistent findings of these investigations led to the following conclusions. 1) Developmental dyslexia is a syndrome made up of the following four symptoms: slow rate of reading, error-prone oral reading, poor written spelling, and grammatically incorrect writing; 2) all these symptoms could be traced to a poor mastery of the grapheme-phoneme relational rules; 3) developmental dyslexia can be found in subjects who appear to have adequate oral language skills; 4) ex-dyslexics who appear to be “poor spellers but good readers” have subtle reading deficits; and 5) the 20 dyslexic subjects investigated appear to constitute a homogeneous group which raises questions regarding dyslexia subtypes.     

The effects of teacher read-alouds and student silent reading on predominantly bilingual high school seniors’ learning and retention of social studies content

Teacher read-alouds (TRA) are common in middle and high school content area classes. Because the practice of reading the textbook out loud to students is often used out of concern about students’ ability to understand and learn from text when reading silently (SR), this randomized controlled trial was designed to experimentally manipulate text reading while blocking on all other instructional elements to determine the relative effects on learning content. Predominantly Spanish–English bilingual twelfth-graders (n = 123) were randomly assigned to either a TRA or SR condition and provided 1 week of high quality instruction in US history. Daily lessons included teaching key terms in the passage, previewing text headings, and conducting comprehension checks. Results of immediate, 1-week delayed, and 1-month delayed assessments of content learning revealed no significant differences between the two groups. Students were also asked to rate the method of reading they believed best helped them understand and remember information. Students in the SR condition more consistently agreed that reading silently was beneficial. Findings suggest low performing adolescents of different linguistic backgrounds can learn content as well when reading appropriately challenging text silently as when the teacher reads the text aloud to them.     

Screening for school readiness: The influence of birthdate and sex

School readiness has been measured in many ways; chronological age, sex, and developmental age all have been used, with varying success, to predict young children's readiness for school. One hundred and fifty-two children were classified by birthdate and sex, and compared on their performances on the Gesell Screening Test, the Gesell School Readiness Test (GSRT), and the Stanford Achievement Test. The Gesell measures were sensitive to the different birthdate groups; however, these differences diminished as the children aged. There were no significant differences between birthdate groups on the Stanford Achievement Test. Females scored higher than males on the GSRT at the end of kindergarten, but no interactions between birthdate and sex were found. Implications of the varying ways to determine school readiness are discussed.     

Developing Interdepartmental Integration: An Evaluation of Three Strategic Approaches for Performance Improvement

Interdepartmental integration, the melding together of disparate functional areas within an organization, is believed to be associated with superior firm performance. However, the particular approach that human resource development practitioners should focus on to improve performance is not well‐understood. Our research assesses three alternative approaches to interdepartmental integration: the interaction, collaboration, and combination views. The interaction view suggests that successful interdepartmental integration is achieved primarily by increasing the volume of meetings and documented information exchange; the collaboration view prescribes teamwork, sharing, and the achievement of collective goals. The third view suggests that Successful integration involves a combination of interaction and collaboration. The results of a recent survey of functional managers are presented. The findings indicate that interaction and collaboration are both positively associated with performance and extendi previous empirical work by suggesting that, when viewed collectively, collaboration mediates the relationship between interaction and performance. Implications for practice and future research are discussed.     

Communication

“MR. LORD” An Appreciation of Miss Isabel McKinney's Biography of a Master-Teacher

THE YEARS By Virginia Woolf An Appreciational Review by Florence K. Johnston

The Honeysuckle and the Bee. By Sir John Squire. E. P. Dutton and Company. 282 pp. $3.00.

The Private Letters of Princess Lieven. Edited by Peter Quennell. E. P. Dutton and Co., Inc. 376 pp. $3.75.

A First Course in Statistics: Their Use and Interpretation in Education and Psychology. By E. F. Lindquist. Houghton, Mifflin and Company. 226 pp. $2.25.

Study Manual for a First Course in Statistics. By E. F. Lindquist. Houghton, Mifflin and Company. 122 pp. $.80.

America Yesterday and America Today. By Roy F. Nichols, William C. Bagley, and Charles A. Beard. Illustrated. The Macmillan Company. 415 pp. each. $1.40, each.

An Introduction to Progressive Education. By Samuel Engle Burr. The C. A. Gregory Company, 345 Calhoun Street, Cincinnati, Ohio. 84 pp. $.50.

Educational Psychology. By Noel B. Cuff. The Standard Printing Company, Inc., Louisville, Kentucky. 387 pp. $2.50.

Child Guidance Procedures: Methods and Techniques Employed at the Institute for Juvenile Research. By The Staff of the Institute for Juvenile Research, Paul L. Schroeder, Director. D. Appleton-Century Company, Inc. 345 pp. $2.50.

Elementary Practical Physics. By Newton Henry Black and Harvey Nathaniel Davis. The Macmillan Company. 710 pp. $2.00.

Guide to High School Biology. By Edna Craig and George K. Stone. The Macmillan Company. 146 pp. $.96.

High School Biology. By Ralph C. Benedict, Warren W. Knox, and George K. Stone. Illustrated. The Macmillan Co. 724 pp. $2.00.

How to Teach. By Claude C. Crawford. Southern California School Book Depository, Los Angeles, California. 501 pp. $2.50.

Humanized Geometray: An Introduction to Thinking. By J. Herbert Blackhurst. The University Press, 26th and University Avenue, Des Moines, Iowa. 272 pp. $1.33.

Personal and Social Adjustment. By Willis L. Uhl and Francis F. Powers. Illustrated. The Macmillan Company. 475 pp. $1.40.

Problems in American Democracy. By S. Howard Patterson, A. W. Selwyn Little, and Henry Reed Burch. The Macmillan Company. 726 pp. $1.88.

Reorganizing the Social Studies. By Vernon B. Hampton. The John Willig Press, Stapleton, New York. 91 pp. $1.25.

Secretarial Assistance in Teachers Colleges and Normal Schools. By Luther Jordan Bennett. Bureau of Publications, Teachers College, Columbia University, New York, New York. 86 pp. $1.60.

Social Interpretation: Principles and Practices of Community and Public School Interpretation. By Arthur B. Moehlman. D. Appleton-Century Company. 485 pp. $3.00.

The Progress Arithmetics. By Philip A. Boyer, W. Walker Cheyney and Holman White. Book E. Accompanied by a Teacher's Manual. The Macmillan Company. 189 pp. and 29 pp. $.48.

The Student Editor. By James W. Mann. The Macmillan Company. 149 pp. $1.00.

A Mighty Fortress. By Le Grand Cannon, Jr. Farrar and Rinehart. 336 pp. $2.50.

Grass on the Mountain. By Henry and Sylvia Lieferant. E. P. Dutton and Co., Inc. 443 pp. $2.50.

Robinson of England. By John Drinkwater. Illustrated by J. H. Dowd. The Macmillan Company. 326 pp. $2.50.

The Hush-Hush Murders. By Margaret Taylor Yates. The Macmillan Company. 344 pp. $2.00.

The Wooden Spoon. By Wyn Griffith. E. P. Dutton and Co., Inc., 318 pp. $2.50.

Time Piece. By Naomi Jacob. The Macmillan Company. 352 pp. $2.50.

Victoria Four-Thirty. By Cecil Roberts. The Macmillan Company. 364 pp. $2.50.

The Concept of Morals. By W. T. Stace. The Macmillan Company. 307 pp. $2.50.

Differential Psychology. By Anne Anastasi. The Macmillan Company. 615 pp. $2.00.

In the Name of Common Sense. By Matthew N. Campbell. The Macmillan Co. 192 pp. $1.75.

Earth-Lore: Geology Without Jargon. By S. J. Shand. Illustrated. E. P. Dutton and Company. 144 pp. $1.25.

Living Safely. By Earl C. Bowman and Paul F. Boston. The Macmillan Company. 177 pp. $.52.     

Non-exercise estimation of VO(2)max using the International Physical Activity Questionnaire

Non-exercise equations developed from self-reported physical activity can estimate maximal oxygen uptake (VO(2)max) as well as submaximal exercise testing. The International Physical Activity Questionnaire (IPAQ) is the most widely used and validated self-report measure of physical activity. This study aimed to develop and test a VO(2)max estimation equation derived from the IPAQ-Short Form (IPAQ-S). College-aged males and females (n = 80) completed the IPAQ-S and performed a maximal exercise test. The estimation equation was created with multivariate regression in a gender-balanced subsample of participants, equally representing five levels of fitness (n = 50) and validated in the remaining participants (n = 30). The resulting equation explained 43% of the variance in measured VO(2)max (SEE = 5.45 ml·kg(-1)·min(-1)). Estimated VO(2)max for 87% of individuals fell within acceptable limits of error observed with submaximal exercise testing (20% error). The IPAQ-S can be used to successfully estimate VO(2)max as well as submaximal exercise tests. Development of other population-specific estimation equations is warranted.     

Collective effectiveness in the XV de France: selections and time matter

The aim of this study was to quantify the impact of selections and shared selections in the rugby union. Players’ names, positions, and number of selections were collected for all XV de France’s games (1906–2014). Every team’s percentage of renewal of workforce was calculated for backs and forwards. During the 1987–2014 period, all second row forwards (locks), halfbacks, and centres’ shared selections (number of times when two players have competed together) were recreated. The Best vs. Rest method was applied to these remodelled dyads. They were analysed and compared with surrounding teammates as well as opponents. Head coaches similarly change their workforce for upcoming matches after winning or losing (around 30%), but losing teams renew significantly more positions in their line-ups. The recreated halfbacks, locks, and centres reveal a common pattern. Whether victorious or not, the ‘renewed couples’ victory percentage will congregate towards the XV de France’s victory percentage. For all the best recreated couples, the cumulated number of selections for forwards’ is always higher than the ones part of less efficient teams: 231.3?±?80 vs. 212.9?±?91 selections for locks’ teammates (Effect sizes (ES) small, possibly positive, 54.8%). In best recreated couples, number 8’s are significantly more experienced than their counterparts in less efficient pairs (ES small, likely positive, 76.3%). The XV de France’s collective effectiveness relies on a balance between stability and workforce renewal, which allows the building of specific position interactions and builds on experimented forwards packs. Selections and shared selections are serious collective performance parameters associated with performance.