Electronic Media

VIDEO MEDIA COMPETITION: REGULATION, ECONOMICS, AND TECHNOLOGY edited by Eli M. Noam (New York: Columbia University Press, 1985---price not given)

RESEARCH PAPERS SERIES (Research Program in Telecommunications and Information Policy, 726 Uris Hall, Columbia University, New York 10027—$5.00 each)

THE NEW VIDEO MARKETPLACE: A REGULATORY IDENTITY CRISIS by Erwin G. Krasnow and Jill Abeshouse Stern (Cambridge, MA: Harvard University Program on Information Resources Policy, 1985---price not given, paper)

CABLE ADVERTISER'S HANDBOOK by Ronald B. Kaatz (Lincolnwood, IL: National Textbook Company, 1985---$19.95)

THE NEW INSTRUCTIONAL TECHNOLOGIES AND THE DEVELOPMENT OF EDUCATIONAL BROADCAST TELEVISION by Kathy Krendl et al (Bloomington, IN: Institute for Communication Research of Indiana University, 1985--- price not given, paper)     

Mixing metaphors: The school as patsy 1

Despite the frequent juxtaposition of the terms "risk taking" and "change" in literature on school reform, we know very little about risk-taking behavior. Research conducted in the field of a psychology of risk-taking behavior has identified three essential elements of risk: (a) loss, (b) significance of loss, and (c) uncertainty (Yates &; Stone, 1992). In this case study, teacher risk taking was examined in the context of the development of a school-within-a-school (SWS) program, targeting sophomores at high risk for dropping out of school. Findings indicate that a psychology of risk-taking behavior provides a useful lens for understanding teacher risk taking in the context of this SWS innovation. The study also finds that the three essential elements of risk may not be sufficient to explain teacher risk taking. Constructs of emotion and gain, which appeared to be embedded in loss and significance of loss, need further identification and study. In addition, social interactions, organizational processes, and group or organizational values also appeared to influence collective risk-taking behavior. It is possible that a sociology of risk-taking behavior is an emerging construct that needs greater exploration.     

Founder's human capital, external investment, and the survival of new high-technology ventures

The effect of founder characteristics in attracting external investment and enhancing survival of new high-technology ventures is explored using human capital theory and signalling theory. We test the effect of founder characteristics on external investment in and survival of new high-technology ventures by tracking a random sample of 193 high-technology start-ups, all participants in the Israeli Technology Incubator Program. Founder's business management expertise and academic status attracted external investment, but founder's general technological expertise did not. Founder's business management expertise and general technological expertise positively affected venture survival, but founder's academic status did not. Possible implications for entrepreneurs, investors, policy and further research are discussed.     

Exploring the Influence of Range Restrictions on Connectivity in Sparse Assessment Networks: An Illustration and Exploration Within the Context of Classroom Observations

Range restrictions, or raters’ tendency to limit their ratings to a subset of available rating scale categories, are well documented in large‐scale teacher evaluation systems based on principal observations. When these restrictions occur, the ratings observed during operational teacher evaluations are limited to a subset of the available categories. However, range restrictions are less common within teacher performances that are used to establish links (anchor ratings) in otherwise disconnected assessment systems. As a result, principals’ category use may be different between anchor ratings and operational ratings. The purpose of this study is to explore the consequences of discrepancies in rating scale category use across operational and anchor ratings within the context of teacher evaluation systems based on principal observations. First, we used real data to illustrate the presence of range restriction in operational ratings, and the effect of this restriction on connectivity. Then, we used simulated data to explore these effects using experimental manipulation. Results suggested that discrepancies in range restriction between anchor and operational ratings do not systematically impact the precision of teacher, principal, and teaching practice estimates. We discuss the implications of these results in terms of research and practice for teacher evaluation systems.     

Early childhood education and care: Do we need to develop the physical literacy of educators?

The early years are critical for physical literacy (PL) and physical activity (PA). With increasing numbers of children attending early childhood education and care (ECEC), educators play a significant role in childhood development and may influence young children’s PL journey. Educators receive minimal training in PL and PA, but receive increasing direction to integrate these concepts into ECEC learning. The purpose of this study was to assess educators’ PL, then determine which components of their PL were associated with self-reported intentions and behaviours to promote PL and PA. Educator PL was moderate, while self-reported intentions and behaviours to provide PL and PA opportunities were high. Only one component of PL was associated with intentions and behaviours. The PL of educators may not inform their intentions and behaviours to provide PL and PA within ECEC frameworks.

     

Mother and Child Ratings of Child Anxiety: Associations With Behavioral Avoidance and the Role of Family Accommodation

Objective. This study compared mother and child ratings of child anxiety to each other and to an objective measure of the child’s avoidant behavior, using a novel motion-tracking paradigm. The study also examined the moderating role of family accommodation for the link between mother ratings of child anxiety and child behavioral avoidance. Design. Participants were 98 children (7- to 14-years-old) and their mothers. Children met criteria for a primary anxiety disorder. Measures included parent and child versions of the Multi-Dimensional Anxiety Scale for Children and the Screen for Child Anxiety Related Emotional Disorders. Children also completed the Spider Phobia Questionnaire for children and the Family Accommodation Scale for Anxiety—Child Report. The Yale Interactive Kinect Environment Software platform was used to measure children’s behavioral avoidance of spider images. Results. Mother and child ratings of child anxiety were moderately correlated. Only child ratings of child anxiety were associated with child behavioral avoidance. Child-rated family accommodation moderated the association between parent ratings and child avoidance. When accommodation was low parent ratings correlated with child avoidance, but not when accommodation was high. Conclusions. The findings contribute to understanding commonly reported discrepancies between mother and child ratings of child anxiety symptoms.