George Bernard Shaw's theory of stage representation

ARISTOTLE'S POETICS: THE ARGUMENT. By Gerald F. Else. Cambridge: Harvard University Press, 1957; pp. xvi+670. $11.00.

THE KING'S WAR, 1641–1647. By C. V. Wedgwood. New York: Macmillan, 1959; pp. 703. $7.50.

STEPHEN A. DOUGLAS, DEFENDER OF THE UNION. By Gerald M. Capers. Boston: Little, Brown, 1959; pp. xii+239. $3.50.

BENJAMIN HARRISON, HOOSIER STATESMAN: FROM THE CIVIL WAR TO THE WHITE HOUSE, 1865–1888. By Harry J. Sievers, S.J. New York: University Publishers, 1959; pp. xxii+502. $6.00.

CONGRESS AND THE AMERICAN TRADITION. By James Burnham. Chicago: Henry Regnery, 1959; pp. x+363. $6.50.

PROPAGANDA ANALYSIS: A STUDY OF INFERENCES MADE FROM NAZI PROPAGANDA IN WORLD WAR II. By Alexander L. George. Evanston, Ill.: Row, Peterson, 1959; pp. xxii+287. $6.00.

THE ACADEMIC MIND: SOCIAL SCIENTISTS IN TIME OF CRISIS. By Paul F. Lazarsfeld and Wagner Thielens, Jr., with a Field Report by David Riesman. Glencoe, Ill.: Free Press, 1958; pp. xiv+460. $7.50.

THEATRE ARTS PUBLICATIONS IN THE UNITED STATES 1947–1952: A FIVE YEAR BIBLIOGRAPHY. Compiled and edited by William W. Melnitz. East Lansing, Mich.: American Educational Theatre Association, 1959; pp. xiv+91. $3.00.

THE SOVEREIGN FLOWER. ... By G. Wilson Knight. Indexes composed by Patricia M. Ball. New York: Macmillan, 1958; pp. 324. $6.00.

SHAKESPEARE'S FESTIVE COMEDY: A STUDY OF DRAMATIC FORM AND ITS RELATION TO SOCIAL CUSTOM. By C. L. Barber. Princeton University Press, 1959; pp. x+266. $5.00.

THE BROKEN COMPASS: A STUDY OF THE MAJOR COMEDIES OF BEN JON‐SON. By Edward B. Partridge. New York: Columbia University Press, 1958; pp. 254. $4.25.

J. M. SYNGE, 1871–1909. By David H. Greene and Edward M. Stephens. New York: Macmillan, 1959; pp. xiv+331. $6.95.

THE LITERARY SYMBOL. By William York Tindall. New York: Columbia University Press, 1958; pp. vii+278. $4.50.

COMING OF AGE: NEW AND SELECTED POEMS. By Babette Deutsch. Bloomington: Indiana University Press, 1959; pp. 160. $3.95.

LITERATURE AS EXPERIENCE. By Wallace A. Bacon and Robert S. Breen. New York: McGraw‐Hill, 1959; pp. xii+325. $5.00.

MANUAL OF PHONETICS. Edited by L. Kaiser. Amsterdam: North‐Holland Publishing Company, 1957; pp. xv+460. $10.00.

TOWARD UNDERSTANDING STUTTERING. By Wendell Johnson. Chicago: National Society for Crippled Children and Adults, 1959; pp. 36. Paper $.25.

THE ONSET OF STUTTERING: RESEARCH FINDINGS AND IMPLICATIONS. By Wendell Johnson et al. Minneapolis: University of Minnesota Press, 1959; pp. xvi+276+243. $5.00.

ORAL INTERPRETATION. (Second edition.) By Charlotte I. Lee. Boston: Houghton Mifflin, 1959; pp. x+564. $4.75.

THE CEREBRAL‐PALSIED CHILD: A GUIDE FOR PARENTS. By Winthrop M. Phelps, Thomas W. Hopkins, and Robert Cousins. Foreword by Frances R. Horwich and Introduction by Dean W. Roberts. New York: Simon and Schuster, 1958; pp. xiv+237. $3.95.

THE AMERICAN HIGH SCHOOL TODAY: A FIRST REPORT TO INTERESTED CITIZENS. By James Bryant Conant. New York: McGraw‐Hill, 1959; pp. xvi+40. Paper $1.00.

HOW TO HOLD A BETTER MEETING. By Frank Snell. Illustrations by Rupert Witalis. New York: Harper, 1958; pp. x+148. Text $2.25.

BRIEFING AND CONFERENCE TECHNIQUES. By Glenn M. Loney. New York: McGraw‐Hill, 1959; pp. xii+194. $3.95.

EFFECTIVE SPEECH FOR DEMOCRATIC LIVING. By Robert T. Oliver. Englewood Cliffs, N. J.: Prentice‐Hall, 1959; pp. xii+112. $2.50.

CORRECT SPEAKING. By John H. Williams, S.J., et al. Chicago: Loyola University Press, 1958; pp. ix+113. $1.28.

ADULT SPEAKING. By John H. Williams, S.J. et al. Chicago: Loyola University Press, 1958; pp. ix+94. $1.28.

EFFECTIVE SPEAKING. By John H. Williams, S.J., et al. Chicago: Loyola University Press, 1958; pp. ix+94. $1.28.

PLANNED SPEAKING. By John H. Williams, S.J., et al. Chicago: Loyola University Press, 1958; pp. x+83. $1.28.

YOUR SPEECH REVEALS YOUR PERSONALITY. By Dominick A. Barbara. Foreword by Nolan D. C. Lewis. Springfield, Ill.: C. C. Thomas, 1958; pp. xviii+174. $5.50.

THE ART OF LISTENING. By Dominick A. Barbara. Springfield, Ill.: C. C. Thomas, 1958; pp. x+201. $5.50.     

Constructivist mathematics education for students with mild mental retardation

This study examined the effects of a constructivist mathematics intervention for students with mild mental retardation, as compared to direct instruction, which is often recommended for these children. A total of 69 students from elementary schools for special education participated in the study, which focused on multiplication learning. They received one of two kinds of mathematics intervention, guided or directed instruction. Multiplication automaticity and ability tests were administered before and after the four-month training period. The results show that students in both conditions improved significantly during the training period. However, students who received directed instruction showed greater improvement than students who had received guided instruction. These results show that students with MMR can profit from constructivist instruction, although direct instruction seems more effective.     

Organizing for survival and social change: The case of streetwise

This study explores how members of StreetWise organize for survival and social change. Through the publication of a street journal by the same name, StreetWise provides employment opportunities for men and women without homes. Using feminist principles of organizing as a backdrop, we highlight the discursive moves that (1) reinforce StreetWise's standpoint as counter to the practices and structures of the dominant culture, and (2) provide alternative ways of thinking about issues of poverty and homelessness. We highlight tensions that emerge between the dialectic of survival and social change, and in so doing position StreetWise as an “alternative discourse community” that develops counterdiscourses amidst cultural and material constraints. We work toward locating how members negotiate organizational irrationalities through moral deliberation.     

Mentoring and Professional Development in Rural Head Start Classrooms

The objective of this project was to develop and pilot a small-scale professional development program that incorporated substantial group and one-on-one mentoring aimed at preparing rurally based preschool teacher assistants to earn the Child Development Associate (CDA) credential. Using a framework that emphasized the relational, developmental, and contextual elements of mentoring, this qualitative case study examined both the participants’ and mentors’ perceptions of the program. Results of this study revealed overlapping themes across teacher assistants and their mentors, including readiness for the CDA credentialing process, mentoring support/relationship-building, and mutual respect.     

Popular Illustration

Gerald McConnell and Gene Light's Illustrators 19 (New York: Hastings House, 1978—$26.50)

Evelyn and Leo Farland's Posters by Painters (New York: Abrams, 1978—$8.95, paper)

Robert R. Hartmann's Graphics for Designers (Ames: Iowa State University Press, 1976—price not given, spiral bound)

Peggy and Harold Samuels' The Illustrated Biographical Encyclopedia of Artists of the American West (Garden City, N.Y.: Doubleday, 1976—$25.00)

The Second Norman Rockwell Poster Book (New York: Watson-Guptill Publications, 19777—$6.95, paper)     

A day in the life of an academic chemist

A typical day for an academic chemist is a whirlwind of activity, where multitasking and effective time management ensure success. One major focus is securing research grants, and much of that process requires keeping up to date with the scientific literature. Many chemists have established mechanisms to identify and store papers relevant to their research program. Now they are turning to new tools to aggregate, personalize, and share their knowledge.     

Mathematically gifted students and high achievement: the role of motivation and classroom structure

One of the most intriguing questions for those who study intellectually gifted students is why some of them reach peak performances at school and others don’t. Moderator theories of giftedness assume that domain-specific gifts are transformed into achievement in a process influenced by non-cognitive and environmental variables. Thus, the current study investigates differences in the non-cognitive construct motivation (achievement goals, interest, self-concept, self-efficacy, implicit theories) and perception of classroom environment (classroom structure, class climate) between mathematically gifted high achievers (n = 66) and mathematically gifted students with non-high achievement (n = 144) using a latent variable approach. Gifted high achievers expressed higher levels of motivation than non-high achievers. Furthermore, they perceived a classroom structure that provides more tasks with a focus on learning and more autonomy.     

Community Education and child-care programs

The Community Education Services (CES) division of the Children's Television Workshop (CTW) is CTW's community-outreach arm. This article describes how CES works with parents, children, experts, and local groups to develop special multimedia products, four of which are discussed. Two of the products—a fire-safety kit and a natural-hazards packet—were designed to teach young children how to protect themselves in life-threatening emergencies. Two other products—CES'sSesame Street preschool education materials and its3-2-1 Contact andSquare One TV after-school materials—are attempts by CTW to respond to societal changes that have increasingly shifted the burden of child care onto preschool and after-school programs.