OLDER WOMEN,THE STUDENT ROLE AND MENTAL HEALTH

Returning women students over 50, although growing in number, have been largely ignored as a unique group by both educational gerontologists and scholars interested in non‐traditional women students.

Matched groups (N = 106) of student (outwardly oriented) and non‐student (home oriented) women (mean age = 55.67, s.d. = 5.25) were compared on measures of subjective age and attitudes toward age, perceived happiness and satisfaction, perceived physical health, number and severity of depressive symptoms, self‐esteem and autonomy. The student group was found to report better health, fewer and less severe depressive symptoms and higher autonomy.

Psychological transitions facing mid‐life women are discussed. Possibilities of educational participation as preventive of mid‐life depression for women are discussed. Future longitudinal, cohort‐sequential research should focus on mid‐life and older women students as a unique group.     

Critical ionization potentials by positive-ion impact

The experiments of several previous investigators were repeated in substance with apparatus designed to make it possible to distinguish between ionization and certain spurious factors which have made questionable much of the existing evidence relating to ionization by positive-ion impact. A great many current-potential measurements and curves were obtained at different gas pressures and with a variety of electrical arrangements. The data and curves thus obtained present direct evidence (a) that the previously so-called “ionization current” is due to a secondary electron emission from the platinum walls of the ionization chamber, (b) that this secondary electron emission is produced by the impact of the positive ions with these metal walls, (c) that either there is no ionization in hydrogen gas by the impact of the positive ions accelerated by potential differences up to 925 volts, or that if this phenomenon exists, as is indicated by visual and spectroscopic evidence, its effects are so small at relatively low pressures (.012 mm.) that it is completely masked by secondary phenomena which make its detection by the ordinary direct methods problematic, and (d) that it seems possible that at relatively high gas pressures (considerably above .012 mm.), ionization by positive ions might be an important factor with accelerating potential differences between the ends of their M.F.P. well within this same range of voltages.     

Understanding the Development of a Hybrid Practice of Inquiry-Based Science Instruction and Language Development: A Case Study of One Teacher’s Journey Through Reflections on Classroom Practice

This qualitative case study looks closely at an elementary teacher who participated in professional development experiences that helped her develop a hybrid practice of using inquiry-based science to teach both science content and English language development (ELD) to her students, many of whom are English language learners (ELLs). This case study examines the teacher’s reflections on her teaching and her students’ learning as she engaged her students in science learning and supported their developing language skills. It explicates the professional learning experiences that supported the development of this hybrid practice. Closely examining the pedagogical practice and reflections of a teacher who is developing an inquiry-based approach to both science learning and language development can provide insights into how teachers come to integrate their professional development experiences with their classroom expertise in order to create a hybrid inquiry-based science ELD practice. This qualitative case study contributes to the emerging scholarship on the development of teacher practice of inquiry-based science instruction as a vehicle for both science instruction and ELD for ELLs. This study demonstrates how an effective teaching practice that supports both the science and language learning of students can develop from ongoing professional learning experiences that are grounded in current perspectives about language development and that immerse teachers in an inquiry-based approach to learning and instruction. Additionally, this case study also underscores the important role that professional learning opportunities can play in supporting teachers in developing a deeper understanding of the affordances that inquiry-based science can provide for language development.