Channel One Revisited: Prospective Teachers and the Role of American Higher Education

This study examined perceptions of college of education students and their experiences with Channel One, a privately-owned news service used in public education. Given that about one-third of middle and high schoolers in the US view the broadcast every school day, the authors surveyed 172 freshmen to discern their views and attitudes toward Channel One programming and commercials and the role colleges and universities might play in relation to this media service. While most studies on Channel One have been conducted from a K-12 point of view, the goal of this study was to reconsider the topic from the perspective of prospective teachers and post-secondary education. A. J. Angulo  is Assistant Professor of Social Foundations, Winthrop University. He received an Ed.D. and Ed.M. from Harvard University. His research interests include history of education, technology and education, and student rights. Susan K. Green  is Associate Professor of Educational Psychology, Winthrop University. She received a Ph.D. in social psychology from Loyola University, Chicago and a Ph.D. in educational psychology and research from the University of South Carolina, Columbia. Her interests include classroom assessment, motivational and instructional strategies to promote learning, and multicultural issues in education.     

Good practices for student learning: Mixed‐method evidence from the Wabash National Study

Kathleen M. Goodman, Marcia Baxter Magolda, Tricia A. Seifert, and Patricia M. King review both quantitative and qualitative data to understand students' college experiences and provide powerful information to guide educators.     

Enhancing the practice of social work

This account of practice focuses on my learning and development as a new Action Learning Facilitator. It reflects on my thoughts and feelings as I began to facilitate my own sets a year or so ago. It will discuss and reflect on topics such as communication, feedback, expectations (both mine, the set members and the organisations), values, ethics, power and confidentiality. It opens with a personal reflection on my experience of becoming a set facilitator and then explores other aspects of my learning. It draws out, in particular, the links between Action Learning and social work and the ways in which the principles that underpin each of these are complementary and mutually enhancing.     

The developmental relation between cognitive stage and the comprehension of speaker uncertainty.

3 hypotheses were tested concerning the developmental relation between children's concepts of physical uncertainty and their comprehension of a speaker's uncertainty. 2 cognitive tasks of physical uncertainty were used to assign 56 subjects (aged 5-4 to 17-11) to 1 of 3 cognitive stages. 2 tests for comprehension of speaker uncertainty were administered to all participants. The results indicated that cognitive stage was related to (a) comprehension that a speaker could be uncertain, (b) comprehension that uncertainty could be expressed in different degrees or magnitudes, and (c) the internal consistency of judgments made about the relative degree of uncertainty conveyed by an utterance. These findings are interpreted as evidence for the position that development of cognitive stages is structurally related to comprehension of speech act uncertainty.     

Identifying correlates of reabuse in maltreating parents

Forty-five abusive parents (40 mothers, 5 fathers) in treatment at a large, urban medical center's child abuse program were compared on 22 parent, child, and treatment variables posited to bear on reabuse. While no one variable by itself was strongly associated with reabuse, the data indicated that interactions involving several variables (e.g., income source, marital status, and the abuser's personal abuse history) significantly differentiated between reabusers and nonreabusers. Implications of the findings for research and clinical intervention are discussed.