CLASSROOM CLIMATE IN AN ORTHODOX DAY SCHOOL: The Contribution of Emotional Intelligence,Demographics, and Classroom Context

I had completed a long list of wonderful ideas for the Synagogue School of the 21st Century, and was about to sit down and write my paper, when my eye glanced upon the Spring-Summer 1990 issue of Jewish Education. When I noticed the articles of Alvin Schiff and Rela Geffen Monson, I read through them before beginning to write: Lo and behold, everything I had written down and was already there — in Jewish Education under the title, “Toward the Year 2000.”     

2. Journalism and Political Communication

Telecommunications Policy, High Definition Television, And U.S.Compeiitiveness by Robert B. Cohen and Kenneth Donow (Economic Policy Institute, 1730 Rhode Island Ave NW, Suite 812, Washington, DC 20036~$8.00, paper, ISBN 0-944826-10-5)

The New Electronic Media: Innovations in Video Technologies by Hoyt R. Hilsman (Stoneham, MA: Focal Press, 1989~$14.95, paper, ISBN 0-240-51731-8)

Cable TV Advertising: In Search of the Right Formula edited by Rajeev Batra and Rashi Glazer (Westport, CT: Quorum Books/Greenwood, 1989-S39.95, ISBN 0-89930-406-0)

Broadcast Technology Report: A Survey of Station Technology Applications by Maurice Fitzmaurice, 1989, $30.00 but $15.00 to NAB/BEA members, paper, ISBN 0-89324-060-5)

The Future in Home Video for Niche Programming by DavidBollier (33 pp.)

Adapting New Electronic Technologies to Serve the Frail Elderly Living at Home by Lauren Katzowitz (17 pp.)

1989 Review Conference on New Electronic Technologies for The Elderly edited by David Bollier (33 pp.)

Electronic-Print Competition: Determinants of the Potential for Major Change by Martin L. Ernst (Program on Information Resources Policy, 200 Aiken, Harvard University, Cambridge, MA 02138~price not given, paper, no ISBN given)     

Learning about Politics From The Daily Show: The Role of Viewer Orientation and Processing Motivations

Although late-night comedy and satirical news programs like The Daily Show have been recognized as important sources of political information, prior research suggests that viewers gain only a limited amount of political knowledge from watching these programs. Drawing from uses and gratification theory and extant research on political information processing, this study examines whether learning from The Daily Show depends on whether viewers orient to the message as news or as entertainment. Results from an online experiment suggest that viewers who orient to a segment from The Daily Show as news or as a mix of news and entertainment invest more mental effort and subsequently learn more than viewers who have a purely entertainment orientation. Further, among viewers with a purely entertainment orientation, providing them with an explicit informational-processing goal increases the amount of mental effort and learning relative to viewers who are given no explicit viewing objective.     

Modalities of Infant–Mother Interaction in Japanese,Japanese American Immigrant,and European American Dyads

Cultural variation in relations and moment‐to‐moment contingencies of infant–mother person‐oriented and object‐oriented interactions were compared in 118 Japanese, Japanese American immigrant, and European American dyads with 5.5‐month‐olds. Infant and mother person‐oriented behaviors were related in all cultural groups, but infant and mother object‐oriented behaviors were related only among European Americans. Infant and mother behaviors within each modality were mutually contingent in all groups. Culture moderated lead–lag relations: Japanese infants were more likely than their mothers to respond in object‐oriented interactions; European American mothers were more likely than their infants to respond in person‐oriented interactions. Japanese American dyads behaved like European American dyads. Interactions, infant effects, and parent socialization findings are set in cultural and accultural models of infant–mother transactions.     

Cultivation of science identity through authentic science in an urban high school classroom

This study examined how a contextually based authentic science experience affected the science identities of urban high school students who have been marginalized during their K-12 science education. We examined students’ perceptions of the intervention as an authentic science experience, how the experience influenced their science identity, as well as their perceptions about who can do science. We found that the students believed the experience to be one of authentic science, that their science identity was positively influenced by participation in the experience, and that they demonstrated a shift in perceptions from stereotypical to more diverse views of scientists. Implications for science education are discussed.     

Author Index Volume 6

Authors Index

Author Index Volume 6