First Date Sexual Expectations: The Effects of Who Asked,Who Paid,Date Location,and Gender

This investigation examined the effects of who asked, who paid, date location, and gender on first date sexual expectations and related attitudes. Participants from a large southwestern university in the United States reported that men hold higher first date sexual expectations than women, particularly when men asked and paid for the date and the date occurred at an apartment versus the movies or restaurant. When women asked and paid for the date and the date occurred at her apartment, men hold higher rape myth acceptance beliefs than when the man asked and paid for the date or when either sex asked for the date and the partners “went dutch” on expenses. Additional sexual- and gender-related findings, discussion, and implications follow.     

Perceptions of faculty evaluation in the soft sciences: A case study

There has been considerable debate on the evaluation of faculty performance by administrators. Much of the research has focused on the publish or perish issue on a university-wide basis rather than considering differences between disciplines which might invalidate the effectiveness of a global evaluation policy. This paper is a case study of three areas (Business, Psychology, and Sociology/Anthropology) at Kansas State University. Significant differences were found in the orientations of the different areas and in the criteria that are being used and that should be used (according to the respondents) for performance evaluation. Despite the significant differences in the departments' orientations, all of the faculty tended to agree strongly that teaching should be an important evaluative criterion.     

Teacher candidates’ mastery of phoneme-grapheme correspondence: massed versus distributed practice in teacher education

Matching phonemes (speech sounds) to graphemes (letters and letter combinations) is an important aspect of decoding (translating print to speech) and encoding (translating speech to print). Yet, many teacher candidates do not receive explicit training in phoneme-grapheme correspondence. Difficulty with accurate phoneme production and/or lack of understanding of sound-symbol correspondence can make it challenging for teachers to (a) identify student errors on common assessments and (b) serve as a model for students when teaching beginning reading or providing remedial reading instruction. For students with dyslexia, lack of teacher proficiency in this area is particularly problematic. This study examined differences between two learning conditions (massed and distributed practice) on teacher candidates’ development of phoneme-grapheme correspondence knowledge and skills. An experimental, pretest-posttest-delayed test design was employed with teacher candidates (n?=?52) to compare a massed practice condition (one, 60-min session) to a distributed practice condition (four, 15-min sessions distributed over 4 weeks) for learning phonemes associated with letters and letter combinations. Participants in the distributed practice condition significantly outperformed participants in the massed practice condition on their ability to correctly produce phonemes associated with different letters and letter combinations. Implications for teacher preparation are discussed.     

A legacy of promise: Reflections,suggestions, and directions from contemporary leaders in the field of gifted education

Abstract

Six contemporary leaders from the field of gifted education responded to questions concerning past, present, and future issues surrounding the education of gifted and talented youth. This report was designed to provide expert perspectives on (a) the accomplishments of gifted education, (b) core non‐negotiables about educating gifted children that all teachers should know, and (c) future challenges and directions for this field of study and practice. Qualitative analysis of the responses yielded core themes in each of the major areas, which are reported with summaries of responses and quotes from each respondent.     

Topic: The morale of teachers in a world at war

Science Related to Life: Book Two, Heat and Health. By Reh. American Book Co., New York, 1932. Pp. 192.

Embryology. By Mary T. Haeman. Philadelphia: Lea &; Febiger, 1932. Pp. 2–476.

Educational Biology. By William H. Atwood and Elwood D. Heiss. Philadelphia: P. Blakiston's Son and Company, 1933. Pp. xiii + 475.

Problems in Biology. By George W. Hunter. New York: American Book Company, 1931. Pp. v + 706.

Practical Bacteriology. By T. J. Mackie and J. E. McCartney. New York: William Wood and Company, 1931. Pp. xv + 421.

The Collection and Preservation of Animal Forms. By Morris M. Wells. Chicago: General Biological Supply House, 1932. Pp. 72.

A Textbook of Histology. By J. Lewis Bremer. Philadelphia: P. Blakiston's Son &; Co., Inc. Pp. 568.

Elementary Bacteriology. By Joseph E. Graves and Ethelyn O. Graves. Philadelphia: W. B. Saunders Company, 1932. Pp. 5–535.

Directing Language Power in the Elementary School Child. By Caroline J. Trommer and Teresa A. Regak. New York: The Macmillan Company, 1933. Pp. xii + 497.

Adventures, Book I; Trail Fires, Book II; Eastward Ho! Book III; Higher Levels, Book IV. By Grace Walker, Neli. F. Bartels and Mary E. Marye. (A series of work‐books) New York: Harcourt Brace and Company, 1932.

Effective Instructional Leadership. By a Committee, Rudolph D. Lindquist, Chairman. New York: Columbia University, 1933. Pp. ix + 183.

On Teaching English. By Howard Francis Seely. New York: American Book Company, 1933. Pp. xix + 391.

My Life Book. By Neal Stoddard. Cincinnati: American Book Company, 1933. Pp. vi + 106.

Fundamentals of Bookkeeping and Business. By Charles E. Bowman and Atlee L. Percy. Cincinnati: American Book Company, 1933. Pp. viii + 316.

The New First Course in Home Making. By Maude Richman Calvert and Anne E. Richardson. Atlanta: Smith, Hammond and Company, 1932. Pp. xiii + 507.

The Role of the Teacher in Personnel Work. By Ruth StranG. New York: Columbia University, 1932. Pp. xv + 332.

An Orientation Course in Education. By Joseph S. Butterweck and J. Conrad Seegers. New York: Houghton Mifflin Company, 1933. Pp. vi + 392.

Education and Certification of Elementary Teachers. Frank P. Bachman. Field Study No. 5 of the Division of Surveys and Field Studies, Peabody College.

Modern School Administration—Its Problems and Progress. By John C. Almack. New York: Houghton Mifflin Company, 1933. Pp. viii + 382.

The Evolving Common School. By Henry C. Morrison. Cambridge: Harvard University Press, 1933. Pp. 62.

State Scholarship Students at Hunter College of the City of New York. By Adele Bii dwrsee. New York: Columbia University, 1932. Pp. xii + 138.

Teaching History in the High School. Mary E. Peck. Published by the State Teachers College, Farmville, Virginia, 1933.

Forward Steps in Thinking and Writing. Wilson‐Rubado‐Scovlle and Johnson. Silver Burdett &; Co., 1933.

A Point Scale of Performance Tests. By Grace Arthur. New York: The Commonwealth Fund, 1933. Pp. xi + 106.

Principles of Genetics. By Edmund W. Sinnott and L. C. Dunn. New York: McGraw‐Hill Book Company, Inc., 1932. Pp xvi + 441.

New High School Arithmetic—Revised. By Webster Wells and Walter W. Hart. New York: D. C. Heath and Company, 1933. Pp. viii + 357.

Teacher Absence and Leave Regulations. By William D. Kuhlman. New York: Columbia University, 1933. Pp. viii + 75.

Co‐operative Citizenship. By Joseph Irvin Arnold. Evanston, Ill.: Row, Peterson and Co., 1933. Pp. lii + 716.

Stimulation of Educational Undertakings. By J. Wayne Whightstone. New York: Columbia University, 1933. Pp. viii + 76.

Biology and Human Welfare (New Edition). By James Edward Peabody and Arthur Ellsworth Hunt. New York: The Macmillan Company, 1933. Pp. xii + 658.     

Admissions portfolio for a graduate program: Matching practice and paradigm

Every year since 1964, approximately 120 high-school seniors have been selected for presidential recognition, from across the United States. As the first cohort of Presidential Scholars enters their 60s, we wanted to hear what they think about the roles that academic, professional, and personal achievement have played in their lives and to reconsider sex differences found in earlier studies. Our findings are reported here both as summary data of the responses of 145 Scholars from the 1964–1968 cohort and as selected excerpts, in their own words. Participants in this study share their wisdom about giftedness and talent as it develops across the life span and offer advice to parents, educators, and highly capable young people. They emphasize the importance of hard work, perseverance, and personal relationships and suggest that success is more about self-acceptance and personal fulfillment than it is about formal recognition and prizes.     

Project high hopes summer institute: Curriculum for developing talent in students with special needs

This article examines a summer institute curriculum that was developed for and used with handicapped students who were identified as gifted in the area(s) of visual arts, performing arts, engineering, or life sciences. The students and the summer institute were part of a federally funded Javits program, Project High Hopes. The curriculum was real world, multi‐disciplinary and problem based in that it used a decaying water feature on the school grounds as its focus. Using a creative problem solving process, students identified problems with the water feature, developed solutions, created presentations, and presented their solutions to the school board. Student products are described as are conclusions, results and possible implications for other educational settings.     

"Going Beyond the Call of Doula": A Grounded Theory Analysis of the Diverse Roles Community-Based Doulas Play in the Lives of Pregnant and Parenting Adolescent Mothers

This article presents some of the most salient qualitative results from a larger program evaluation of pregnant and parenting adolescents who participated in a community-based doula program. Using grounded theory analysis, seven problem-solving strategies emerged that doulas apply in helping pregnant and parenting adolescents navigate multiple social and health settings that often serve as barriers to positive maternal- and child-health outcomes. The ethnographic findings of this study suggest that the doulas provide valuable assistance to pregnant and parenting adolescents by addressing social-psychological issues and socio-economic disparities. "Diverse role-taking" results in doulas helping pregnant adolescents navigate more successfully through fragmented social and health service systems that are less supportive of low-income adolescents, who are often perceived to be draining scarce resources. The findings have implications for the roles of community-based doulas assigned to low-income adolescents of color seeking to overcome obstacles and attain better educational and economic opportunities.