Hanging out in The Studio to challenge xenophobia: consolidating identities as community writers

This article examines findings from a Scottish Social Innovation Fund project carried out in an after‐school club known as The Studio. Researchers worked alongside artists to engage young people situated within their communities to challenge xenophobic discourses through the creation of positive narratives developed through story and arts‐based activities. The work used the “deep hang out theory” to generate a complex account of how the participants mediated the cultural tools surrounding them to produce a community text. Through engaging in an arts‐based process, the young writers and illustrators developed a sense of belonging within their communities, taking an active, engaged stance as literacy producers of texts that challenged xenophobic discourses. The lessons learned in this informal space are of relevance across contexts where young people wish to engage in creating positive narratives of community cohesion.     

Mathematical learning difficulties and PASS cognitive processes

This study examined the relationships between mathematical learning difficulties (MLD) and the planning, attention, simultaneous, successive (PASS) theory of cognitive processing. The Cognitive Assessment System (CAS) was used to measure the PASS processes for a group of 267 Dutch students with MLD who attended either general or special education. The results showed that students with MLD performed lower than their peers on all CAS scales and that the MLD group contained many students with cognitive weaknesses in planning or successive processing. Moreover, students who had specific difficulties with the acquisition of basic math facts, the automatization of such facts, or word-problem solving were found to have distinct PASS cognitive profiles. In order to investigate the relationships between cognitive abilities and improvement in the mastery of basic math facts and problem solving, 165 of the students with MLD were given a special multiplication intervention. It appeared that the effectiveness of this particular intervention did not differ across the groups of students with specific cognitive weaknesses.     

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.     

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.

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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.