Using scenarios to identify and manage allocation decision risks

This paper employs the solver function in Microsoft Excel? to make a ‘what-if' analysis of library materials budgetary allocation decisions. Two sets of allocation constraints are presented and used to describe two different theoretical scenarios: (1) a slight materials budget increase and (2) a significant materials budget decrease. In each scenario, the associated allocation ‘parity' risks are identified using solver and the outcomes of different risk management strategies are considered. Sensitivity to context requires different risk management solutions to minimize conflicts between stakeholders with competing interests. By pre-managing allocation risks, the decisions allow library materials budgets to be optimized.     

Preservice and inservice teachers’ perceptions of appropriateness of teacher self-disclosure

This study investigated preservice and inservice teachers' perceptions of appropriateness of teacher self-disclosure. A sample of 180 preservice teachers and 135 preK-12 teachers participated in the study. Results showed statistically significant differences between the groups of teachers in their perceptions of appropriateness of teacher self-disclosure in the three dimensions: Uncommon Topics, Uncommon Purposes, and Consideration of Students. No significant differences were found in the two dimensions: Common Topics and Common Purposes. This study makes an excellent contribution to the theoretical framework of the study of teacher self-disclosure and also provides implications for teaching and teacher education.     

Hierarchical Models of Social Competence in Preschool Children: A Multisite,Multinational Study

The generality of a multilevel factorial model of social competence (SC) for preschool children was tested in a 5‐group, multinational sample (N = 1,540) using confirmatory factor analysis. The model fits the observed data well, and tests constraining paths for measured variables to their respective first‐order factors across samples also fit well. Equivalence of measurement models was found at sample and sex within‐sample levels but not for age within sample. In 2 groups, teachers’ ratings were examined as correlates of SC indicators. Composites of SC indicators were significantly associated with both positive and negative child attributes from the teachers’ ratings. The findings contribute to understanding of both methodological and substantive issues concerning SC in young children.     

Children's Trust in Previously Inaccurate Informants Who Were Well or Poorly Informed: When Past Errors Can Be Excused

Past research demonstrates that children learn from a previously accurate speaker rather than from a previously inaccurate one. This study shows that children do not necessarily treat a previously inaccurate speaker as unreliable. Rather, they appropriately excuse past inaccuracy arising from the speaker's limited information access. Children ( N = 67) aged 3, 4, and 5 years aimed to identify a hidden toy in collaboration with a puppet as informant. When the puppet had previously been inaccurate despite having full information, children tended to ignore what they were told and guess for themselves: They treated the puppet as unreliable in the longer term. However, children more frequently believed a currently well-informed puppet whose past inaccuracies arose legitimately from inadequate information access.     

Comprendre l'éducation physique à partir de la comparaison: le cas de la France et de l' Espagne

Le but principal de cet article est de comparer à partir des textes législatifs, des enquêtes ministérielles et européennes, et des revues spécialisées en France et en Espagne les propriétés de deux organisations scolaires singulières nommées «éducation prioritaire» ainsi que les mises en ?uvre de l'éducation physique. En nous appuyant sur l'approche de la construction sociale, nous présentons comment ces deux pays européens organisent cet enseignement dans les milieux défavorisés. Une analyse des aspects visibles du système éducatif à l'aide d'indicateurs généralistes (organisation des études, formation des enseignants, dépenses publiques) aurait laissé envisager d'importantes différences. Cependant, la comparaison à l'aide d'indicateurs «plus fins» des mises en ?uvre de l'éducation physique dans les écoles traditionnelles (poids de l'éducation physique, préoccupations gouvernementales et celles des enseignants, programmes d'enseignement) puis dans les milieux difficiles ZEP et CAEP (choix didactiques et pédagogiques) indique de fortes similitudes. Ces différences de résultats soulignent l'intérêt des analyses comparatives secondaires et la nécessité de considérer des analyses détaillées.

The main aim of this study is to compare two particular school organisations labelled ‘priority education’ in France and Spain, in relation to physical education using laws, ministerial and European surveys, and specialised journals. The social constructivist approach has been used to describe how both these European countries organise the teaching of physical education in under‐privileged environments. The analysis of the visible aspects of these educational systems with general indicators (organisation of studies, teacher education, public expenses) seems to imply differences. However, the comparison using more detailed data in the implementation of physical education in traditional schools (weight of the physical education in the system, governmental and teachers concerns, teaching programmes) indicates strong similarities. In addition, didactic and pedagogic choices in physical education in under‐privileged schools appear to be quite similar. These results underline the interest of secondary comparative studies and the necessity of taking into account detailed analyses.     

Loneliness,friendship quality and the social networks of adolescents with high‐functioning autism in an inclusive school setting

By definition, children with autism have poor peer relationships despite age and ability. When children enter adolescence, social problems typically worsen and feelings of loneliness and isolation may emerge. Thus, the overarching goal of the current study is to examine the social–emotional relationships of adolescents with autism and their typically developing (TD) classmates. Participants included 20 adolescents, 7 adolescents with autism and 13 TD classmates. All participants were enrolled in a drama class at a regular education high school in the Los Angeles area. Results indicate that adolescents with autism experienced significantly more loneliness than their TD classmates, had significantly poorer friendship quality in companionship and helpfulness, and had significantly lower social network status than their TD classmates. In addition, 92.4% of TD adolescents had secondary or nuclear social network centrality, which means that those adolescents were significantly connected and recognised in their classroom social structure although 71.4% of the adolescents with autism were either isolated or peripheral in their classroom. These findings imply that although inclusion in regular classrooms may allow adolescents with autism to be involved in the social structure of their classroom, they experienced more loneliness, poorer friendship quality and social network status as compared with their classmates. These results suggest that, perhaps, more intensive social skills' interventions that focus on friendship development are needed in adolescents with autism.