Psychological well-being and ethnic identities of Jewish adolescents planning emigration from Russia and Ukraine to Israel: Changes during the post-perestroika period

This study examines psychological well-being and ethnic identities of Jewish adolescents planning emigration from Russia and Ukraine to Israel. Measurements were conducted in 1999 (n = 654) and in 2005 (n = 243). The adolescents were questioned about half a year before they left their homeland. In Russia, adolescents who planned emigration in 2005 had less emotional and behavioral problems and suffered less from loneliness than their peers in 1999. In Ukraine, no improvement was found in psychological well-being; moreover, the school competence of adolescents who planned emigration in 2005 was lower compared to their peers in 1999. Adolescents who planned emigration from Russia and Ukraine in 2005 reported a more positive attitude towards their homeland and stronger identification with the ethnic majority in their homeland than the adolescents who planned emigration in 1999. The emigrants’ attitude towards Israel did not change from 1999 to 2005. Their identification with Jews was weaker in 2005 as compared with 1999. In both cohorts, the adolescents’ attitude towards Israel was more positive than their attitude towards Russia or Ukraine, and their identification with Jews was stronger than that with Russians or Ukrainians. In 1999, Russian/Ukrainian and Jewish-Israeli facets of the emigrants’ ethnic identity were contradictory, while they were complementary in 2005.     

Increased reliability of an objective personality measure for children

The Missouri Children's Picture Series (MCPS) is explored as an assessment tool for boys in residential treatment. Extreme ease of administration is an attractive feature of the test. Boys in treatment usually have shown low test-retest reliability, in contrast to other populations. Higher, significant reliability was obtained in the present study by a split-deck procedure. It is suggested that the test is better administered to disturbed boys in two sittings, to offset their distractibility and short attention span. Under these conditions, the test can be applied to future work with this type of subject population.     

The Topical Museum of Natural History: A Walking Paper

Abstract As museums enter a new century, they are challenged to demonstrate their relevance to society. Increasingly, institutions have recognized that in order to thrive, they must ensure that mission‐related activities—exhibits and programs, collections and research—are meaningful to the public they rely on for support. Numerous deeply‐ingrained habits of practice and of thought have prevented object‐based exhibits from responding effectively to visitor interests. For museums to be truly relevant to their audiences, this paper argues for a fundamental shift in how they think about and organize exhibits. Exhibits need to become more topical and issue‐oriented, rather than generalized and systematic. Furthermore, a successful topical exhibit program needs to operate on two separate, yet integrated, levels: long‐term exhibits providing context on broadly relevant, interdisciplinary themes shorter‐term exhibits on specific, current issues embedded within the longterm exhibits, linking that broad content to visitors' lives Beyond the crucial role of increasing the museum's relevance to its audience, such an exhibits program would have numerous ancillary benefits, including more evenly distributed costs, greater creativity, lessened job burnout, and new funding opportunities. Though specifically addressing natural history museums, aspects of this paper should be relevant to museums of all kinds.     

Children''s Beliefs about Listening: Is It Enough to Be Still and Quiet?

This study examined children's conception of listening and their performance as listeners, 7-, 9-, and 11-year-old children were interviewed for their conceptions of good listening, their beliefs about appropriate actions for confused listeners to take, their attributions of responsibility for a listener's confusion, their reports of how speakers and listeners feel during communication breakdown, and their ability to detect inconsistencies during a comprehension-monitoring task. Results indicated that older children relied less on behavioral orientation and more on attempts to comprehend and other criteria in their definitions of good listening. Children believed that appropriate listening responses depend on the situation, and there was a developmental increase in asking the speaker a question and listening more carefully. With age, children also tended to report more complex negative emotions for listeners and speakers experiencing a breakdown in understanding. Children recalled incongruent material more than congruent material on the comprehension-monitoring task.     

A naturalistic study of children and their parents in family learning courses in science

During the 1960s and 1970s a number of family learning projects evolved, most of which focused on pre-schoolers and their parents. The goal of some of these programs was to provide enjoyable, structured experiences in which parents and their children learned together. Recently, a number of institutions have been sponsoring enrichment science classes or learning experiences for parents and older children. The study described here is based on a project funded by the National Science Foundation (DISE No. 07872) which was attempting to show that it was possible to increase scientific literacy of two different age groups by simultaneously exposing parents and their middle school children to short courses in science. The project is an outgrowth of a study previously reported (Gennaro, Bullock, & Alden, 1980) carried out at the Minnesota Zoological Gardens. The study is based on data obtained during the first two years of the project and used various data gathering procedures such as the use of questionnaires, interviews, observations, and cognitive testing. It was found that children register for the courses primarily because of interest in the subject matter of the courses and that parents register because of their desire to nurture the child and the child's interest in the subject matter of the course. Both parents and children made significant gains in learning as measured by subject matter tests. Participants reported that the experience was both enjoyable and valuable. Children's attitudes toward their parents and the course were significantly higher if the children perceived a highly cooperative learning environment with their parents. Parents who scored in the medium or high range on the pretest had significantly more interactions with their children concerning information about course tasks than those who scored low on the pretest.     

A quantitative analysis of high school chemistry textbooks for scientific literacy themes and expository learning aids

The purpose of this study was to examine the content of seven high school chemistry textbooks for curriculum balance and emphasis on the following aspects of scientific literacy: (a) science as a body of knowledge, (b) science as a way of investigating, (c) science as a way of thinking, and (d) the interaction among science, technology, and society. In addition, the number of textbook pages, vocabulary terms, pictures, questions, and problems at the end of the chapter were determined. The textbook is an important teaching aid in high school chemistry courses, which conveys some of the information that students receive and influences how students perceive this subject. The majority of chemistry textbooks we analyzed stress science as a body of knowledge, place some emphasis on science as a way of investigating, have practically eliminated science as a way of thinking, and devote very little text to the interaction among science, technology, and society. Furthermore, these are voluminous books that range in length from 466 to 729 pages, with as many as 60 questions per chapter.     

Youth science expertise,environmental identity,and agency in climate action filmmaking

Abstract

The Green Ninja Film Academy (GENIE) is an interdisciplinary curriculum development project that examines the efficacy of combining climate science concepts and practices with digital storytelling for middle school youth. We present findings from iterative enactments of this design-based research project in 2017 (N?=?296) and 2018 (N?=?539). On average, youth increased scores on assessments of science content and practices while demonstrating competencies in filmmaking and science explanations. Further, an inverse correlation was seen between initial identification with the environment and change in environmental identification throughout the unit. Results suggest that integration of creative filmmaking into a climate science curriculum aligned to the Next Generation Science Standards can increase engagement and science proficiency particularly for youth who initially show less engagement in environmental science.