False Equivalency: Think Tank References on Education in the News Media

This study explores the use and presentation of information and research on education by the news media. Using content analysis, this study compares four types of think tanks—contract research, academic, advocacy, and mixed academic and advocacy—and shows how the news media represented each one as a source of research, facts, and figures on education. The findings from this study show that the news media presented all the think tanks as credible sources of research, facts, and figures on education, regardless of the extent to which each think tank emphasized policy and political advocacy over the professional norms of academic research.     

A Survey of Families in a Charter Hybrid Homeschool

“Hybrid homeschools” generally operate as formal schools 2–3 days per week. The rest of the week students are homeschooled. These entities therefore share some aspects of conventional schooling along with some aspects of homeschooling and are classified in a variety of ways by their states, local districts, and even their own administrations. Most hybrid homeschools around the nation tend to be private and religiously affiliated, though some public models have emerged. The purpose of this study was to better understand parents’ stated preferences for choosing to enroll their children in a charter school that is organized as a hybrid homeschool network in southern California. An electronic survey was sent through the network’s CEO to all enrolled families asking questions regarding demographics, stated values, and desired sources of information. The results of this survey find that these hybrid homeschool families are on average slightly more ethnically diverse, less wealthy, and less educated compared to private, religious hybrid homeschoolers, but are also more ethnically diverse, more wealthy, and more educated compared to their sponsoring school district. These families tend to place more value on individualized attention and the learning environment than on religion, safety, or formal academic issues when choosing a hybrid homeschool compared to their private, religious counterparts.     

Education,gift and reciprocity: a preliminary discussion

This paper analyzes the importance and role of the reciprocity relationship in education. It presents a review on the mobilization of the principle of reciprocity—in the anthropological but also sociological and economic senses—in educational processes, especially in adult education. The study is divided into three parts. The first part analyzes the importance of reciprocity in education according to Mauss and to the theory of reciprocity. The second part discusses recent contributions on the role of reciprocity relationships in adult education, expanding Piaget’s perspective on the relation between autonomy and cooperation in education and learning. The third part illustrates this approach with three case studies in Brazil.     

Longitudinal Associations Between Executive Control and Developing Mathematical Competence in Preschool Boys and Girls

Executive control (EC) is related to mathematics performance in middle childhood. However, little is known regarding how EC and informal numeracy differentially support mathematics skill acquisition in preschoolers. A sample of preschoolers (115 girls, 113 boys), stratified by social risk, completed an EC task battery at 3 years, informal numeracy assessments at 3.75 and 4.5 years, and a broad mathematics assessment during kindergarten. Strong associations were observed between latent EC at age 3 and mathematics achievement in kindergarten, which remained robust after accounting for earlier informal numeracy, socioeconomic status, language and processing speed. Relations between EC and mathematics achievement were stronger in girls than in boys. Findings highlight the unique role of EC in predicting which children may have difficulty transitioning to formal mathematics instruction.     

Exposure to Violence Across the Social Ecosystem and the Development of Aggression: A Test of Ecological Theory in the Israeli–Palestinian Conflict

Bronfenbrenner’s (1979) ecological model proposes that events in higher order social ecosystems should influence human development through their impact on events in lower order social ecosystems. This proposition was tested with respect to ecological violence and the development of children’s aggression via analyses of 3 waves of data (1 wave yearly for 3 years) from 3 age cohorts (starting ages: 8, 11, and 14) representing three populations in the Middle East: Palestinians (N = 600), Israeli Jews (N = 451), and Israeli Arabs (N = 450). Results supported a hypothesized model in which ethnopolitical violence increases community, family, and school violence and children’s aggression. Findings are discussed with respect to ecological and observational learning perspectives on the development of aggressive behavior.     

Differences Among Preferred Methods for Furthering Aging Education in Ohio

Workers serving Ohio's aging population will require increased levels of gerontological education. Using data from 55 Ohio counties, this project investigated the educational needs and reasons for seeking education from professionals in aging. Respondents reported interest in attaining aging related education. Preferred delivery methods included web based and interactive satellite instruction. Continuing education credit was preferred over college credit even though a high percentage indicated a desire for an additional degree (69.8%). Despite over 30 years of Ohio's universities providing aging related education, 58.6% of respondents have no formal aging related training, and 11.7% have only a single course in aging. Gerontological topics that most interested participants in an area for further understanding were Alzheimer's/dementia, medication, and mental health issues.     

中国情报学论文地区合作网研究

以近三年来发表在中国情报学核心期刊上的论文数据为基础,利用统计方法及社会关系网络分析法,描绘了中国情报学领域论文的地区分布特征,进而揭示了情报学研究在中国各省、直辖市之间以及国际间交流及合作现状及存在的问题.