Student Communities and Individualism in American Cinema

Hollywood films partially construct how Americans think about education. Recent work on the representation of schools in American cinema has highlighted the role of class difference in shaping school film genres. It has also advanced the idea that a nuanced understanding of American individualism helps to explain why the different class genres are shaped as they are. This article attempts to refine this theoretical approach by focusing on the paradox of individualism, which suggests that individualism must always be dependent on community. We examine 5 films (Rushmore 1988, The Breakfast Club 1985, Mona Lisa Smile 2003, School of Rock 2003, and Stand and Deliver 1988) and argue that, although the values of individualism are certainly celebrated, these films also show, perhaps unwittingly, that the achievements of individualism require robust student communities. We describe how student communities function in these films, what achievements they make possible, and what obstacles they face.     

A Comparison of the English Vocabulary Used by Children of Non-American Ancestry in Hawaii before they Reach the Age of Seven Years with that of Kindergarten Children in Continental United States

The authors investigated 2 issues concerning the power of latent growth modeling (LGM) in detecting linear growth: the effect of the number of repeated measurements on LGM's power in detecting linear growth and the comparison between LGM and some other approaches in terms of power for detecting linear growth. A Monte Carlo simulation design was used, with 3 crossed factors (growth magnitude, number of repeated measurements, and sample size) and 1,000 replications within each cell condition. The major findings were as follows: For 3 repeated measurements, a substantial proportion of samples failed to converge in structural equation modeling; the number of repeated measurements did not show any effect on the statistical power of LGM in detecting linear growth; and the LGM approach outperformed both the dependent t test and repeated-measures analysis of variance (ANOVA) in terms of statistical power for detecting growth under the conditions of small growth magnitude and small to moderate sample size conditions. The multivariate repeated-measures ANOVA approach consistently underperformed the other tests.     

Long-term Influences of Portfolios on Professional Development

In recent publications on the use of portfolios in professional training both their goals, application and success are reported in favourable terms. The main purposes of portfolios being put forward are: documentation of performance, monitoring growth, revealing discrepancies in development and enhancing self-responsibility. The findings, however, pertain to the introductory implementation of the portfolio instrument, most notably with (student) teachers. Not much is known about the sustained use of a portfolio as an instrument to support professional development in the long term. In this study the benefits of different forms of sustained portfolio use are focused on in particular. Use is related to the portfolio's function, which can be for both professional development and certification, and to the setting and conditions of use, which may be either mandatory or voluntary. We gauge its impact on indicators like ongoing documentation, systematic reflection, dialogue with significant others and learning for professional development. The difficulties experienced users found are discussed, as well as the gains they saw in sustained use of portfolios, which led us to conclude that portfolios are mainly used for documentation but have a high potential as mirrors of competence when issued as instruments for self-evaluation and self-assessment.     

Periodicals

SELECTED PAPERS OF EMIL FROESCHELS 1940–1964. Introduction by H. Beebe. Amsterdam: North‐Holland, 1964; pp. x+232. Paper $5.60.

CHILDHOOD APHASIA AND BRAIN DAMAGE: A DEFINITION. Edited by Sheldon R. Rappaport. Narberth, Pa.: Livingston, 1965; pp. 128. Paper $3.00.

CHILDHOOD APHASIA AND BRAIN DAMAGE: DIFFERENTIAL DIAGNOSIS. Edited by Sheldon R. Rappaport. Narberth, Pa.: Livingston, 1965; pp. 164. Paper $3.00.

THE EXPERIMENTAL INVESTIGATION OF MEANING. By Marjorie B. Creelman. New York: Springer, 1966; pp. xi+219+unpaged Indexes. $6.75.

HUMAN MOTIVATION: A SYMPOSIUM. 1965. Edited by Marshall R. Jones. Lincoln: University of Nebraska Press, 1965; pp. vii+87. $4.25.

NEBRASKA SYMPOSIUM ON MOTIVATION: 1965. Edited by David Levine. Lincoln: University of Nebraska Press, 1965; pp. xi+344. S5.50; paper $2.50.

THE PRONUNCIATION OF ENGLISH. By Daniel Jones. (Fourth edition, revised and enlarged.) New York: Cambridge University Press, 1966; pp. xxiv+223. Paper $1.95.

RULES OF PRONUNCIATION FOR THE ENGLISH LANGUAGE. By Axel Wijk. New York: Oxford University Press, 1966; pp. 160. Paper 8/6.

THE COLLOQUIAL STYLE IN AMERICA. By Richard Bridgman. New York: Oxford University Press, 1966; pp. vii+254. $6.50.

CRITICAL DIMENSIONS: THE ART OF PUBLIC ADDRESS CRITICISM. By Anthony Hillbruner. Random House, 1966; pp. 180. Paper $1.95.

WILLIAM PENN, THE POLITICIAN: HIS RELATIONS WITH THE ENGLISH GOVERNMENT. By Joseph E. Illick. Ithaca, N. Y.: Cornell University Press, 1965; pp. x+267. $5.75.

ADAMS AND JEFFERSON: THE STORY OF A FRIENDSHIP. By John Murray Allison. Norman: University of Oklahoma Press, 1966; pp. xii+349. $4.95.

PROHIBITION AND POLITICS: TURBULENT DECADES IN TENNESSEE, 1885–1920. By Paul E. Isaac. Knoxville: University of Tennessee Press, 1965; pp. xi+301. $6.00.

GEORGE W. NORRIS: GENTLE KNIGHT OF AMERICAN DEMOCRACY. By Norman L. Zucker. Urbana: University of Illinois Press, 1966; pp. x+186. $5.00.

THE IRISH AND IRISH POLITICIANS. By Edward M. Levine. Notre Dame, Ind.: University of Notre Dame Press, 1966; pp. xi+241. $6.00.

THE PAPERS OF WOODROW WILSON, Vol. I: 1856–1880. Edited by Arthur S. Link. Foreword by Raymond B. Fosdick. Princeton, N. J.: Princeton University Press, 1966; pp. xxviii+715. $15.00.

THE POLITICAL THOUGHT OF WOOD‐ROW WILSON. Edited by E. David Cronon. Indianapolis: Bobbs‐Merrill, 1965; pp. xcv+ 559. Paper $3.45.

DIONYSUS: MYTH AND CULT. By Walter F. Otto. Translated with an Introduction by Robert B. Palmer. Bloomington: Indiana University Press, 1965; pp. xxi+243. $6.50.

SOCRATES AND ARISTOPHANES. By Leo Strauss. New York: Basic Books, 1966; pp. 320+Index. $8.50.

TO CRITICIZE THE CRITIC. By T. S. Eliot. New York: Farrar, Straus &; Giroux, 1965; pp. 189. $4.95.

THE CHOICES OF CRITICISM. By William Chace Greene. Cambridge, Mass.: M.I.T. Press, 1965; pp. vi+207. $7.50.

THE DYSKOLOS OF MENANDER. Edited by E. W. Handley. Cambridge, Mass.: Harvard University Press, 1965; pp. x+323. $10.00.

THE PLAY CALLED CORPUS CHRISTI. By V. A. Kolve. Stanford, Calif.: Stanford University Press, 1966; pp. viii+337. $8.50.

THE SHAKESPEARE INSET: WORD AND PICTURE. By Francis Berry. New York: Theatre Arts Books, 1965; pp. x+173. $5.75.

ESSAYS ON SHAKESPEARE. Edited by Gerald W. Chapman. Princeton, N. J.: Princeton University Press, 1966; pp. viii+176. $5.00.

ESSAYS ON SHAKESPEARE. Edited by Gordon Ross Smith. University Park: Pennsylvania State University Press, 1965; pp. 249. $6.00.

DUALITIES IN SHAKESPEARE. By Marion Bodwell Smith. University of Toronto Press, 1966; pp. vi+252. $6.50.

SHAKESPEARE: TIME AND CONSCIENCE. By Grigori Kozinstev. Translated by Joyce Vining. New York: Hill &; Wang, 1966; pp. 276. $5.95.

KING LEAR IN OUR TIME. By Maynard Mack. Berkeley: University of California Press, 1965; pp. viii+117+unpaged Index. $3.75.

METHOD AND MEANING IN JONSON'S MASQUES. By John C. Meagher. Notre Dame, Ind.: University of Notre Dame Press, 1966; pp. vii+214. $6.50.

THE IRISH STAGE IN THE COUNTY TOWNS, 1720–1800. By William Smith Clark. New York: Oxford University Press, 1965; pp. xii+405. $11.20.

JAMES BRIDIE: CLOWN AND PHILOSOPHER. By Helen L. Luyben. Philadelphia: University of Pennsylvania Press, 1965; pp. 180. $5.00.

BEHIND SPANISH AMERICAN FOOTLIGHTS. By Willis Knapp Jones. Austin: University of Texas Press, 1966; pp. xvi+609. $9–50.

FOLK THEATRE OF INDIA. By Balwant Gargi. Foreword by Millard B. Rogers. Seattle: University of Washington Press, 1966; pp. x+217. $8.95.

JODISCHES THEATER IN NAZIDEUTSCH‐LAND. By Herbert Freeden. Tubingen, Germany: J. C. B. Mohr, 1964; pp. x+184. $6.25.

MODERN TRAGICOMEDY: AN INVESTIGATION INTO THE NATURE OF THE GENRE. By Karl S. Guthke. New York: Random House, 1966; pp. xv+205. Paper $1.95.

MODERN TRAGEDY. By Raymond Williams. Stanford, Calif.: Stanford University Press, 1966; pp. 208. $5.50.

THE SERPENT'S EYE: SHAW AND THE CINEMA. By Donald P. Costello. Foreword by Cecil Lewis. Notre Dame, Ind.: University of Notre Dame Press, 1965; pp. xxi+2og. $6.50.

THE JAPANESE MOVIE: AN ILLUSTRATED HISTORY. By Donald Richie. Preface by Teinosuke Kinugasa. Rutland, Vt.: Japan Publications Trading Co., 1956; pp. 200. $11.00.

PERFORMING ARTS—THE ECONOMIC DILEMMA. By William J. Baumol and William G. Bowen. New York: The Twentieth Century Fund, 1966; pp. xvi+582. $7.50.     

Public speaking in New England colleges

Parliamentary debate played a significant part in bringing about the famous split between Charles James Fox and Edmund Burke over the issue of the French Revolution and English domestic reform. Two important rhetorical phenomena are investigated: the gradual drawing out of Fox's position on France and domestic reform; and the polarization of opinion in Commons by Burke's rhetorical destruction of traditional middle‐of‐the‐road Whig principles.     

Skill Acquisition in Physical Education: A Speculative Perspective

How we learn motor skills has always been of interest to physical educators. Contemporary conceptual frameworks about motor skill learning draw from earlier behavioral and cognitive psychology learning theories. As a point of departure this paper foregrounds complexity theorizing, arguing that skill is contingent upon the performer's physical and social context. Drawing on nonlinear dynamics systems theory, ecological psychology (Gibson, 1979), its associated perception/ action coupling (Kugler and Turvey, 1988), an adaption to Gibson's ecological theory (Withagen & van der Kamp, 2010), and the sociological framework of Pierre Bourdieu (1977, 1990, 1998, 2000), it is argued that ecological perspectives and social theories that take account of the complexity of the performance contexts have a part to play in explaining how physical skills are performed and learnt. The relational properties between the learner and the context are essential elements of skill.     

Women of Color in Society and Sport

This article reviews literature that discusses parallels between women of color in society and sport. Although special emphasis is placed on African American women's social, historical, and sport traditions, information on other ethnic groups' socioeconomic status and participation in sport is included. The discussion focuses on the absence or silence of diverse ethnic women within the mainstream of society, sport, and scholarship and summarizes literature that highlights intersections of gender, race, and socioeconomic class. Research completed on women of color in sport is reviewed using Douglas's analysis of the levels of research. A call is made for more scholarship on women of color from diverse ethnic backgrounds and different social realities in order to have more inclusive womanist/feminist scholarship and race-relations theory.     

History of Amateurism in Men's Intercollegiate Athletics: The Continuance of a 19th-Century Anachronism in America

Claiming that American intercollegiate athletics are amateur at the end of the 20th century is an anachronism, for colleges in the 19th century took on professional characteristics. The upper-class British concept of amateurism did not work effectively in a more egalitarian and achievement-oriented American society. Hypocrisy resulted when colleges claimed amateurism while accepting such professional practices as hiring professional coaches, allowing athletes to play summer baseball for money, and paying athletes through grants-in-aid. Attempts to preserve amateurism, such as the Graham Plan in the 1930s and the Sanity Code in the 1940s and 1950s, yielded to the professional spirit. Thus, while Americans had generally rejected the upper-class British social hierarchy that fostered amateurism, they retained the name amateur, continuing the hypocrisy that had begun in the previous century.