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General Communication

COMMUNICATION RESEARCH: ISSUES AND METHODS by James A. Anderson (New York: McGraw-Hill, 1987--price not given)

MASS MEDIA RESEARCH: AN INTRODUCTION by Roger D. Wimmer and Joseph R. Dominick (Belmont, CA: Wadsworth, 1987---price not given)

SEARCH STRATEGIES IN MASS COMMUNICATION by Jean Ward and Kathleen Hansen (New York: Longman, 1986---$34.95/15.95)

THE KNOWLEDGE INDUSTRY IN THE UNITED STATES: 1960-1980 by Michael Rogers Rubin and Mary Taylor Huber (Princeton, NJ: Princeton University Press, 1986---$40.00)

KNOWLEDGE GENERATION, EXCHANGE, AND UTILIZATION edited by George M. Beal, et al. (Houlder,CO: Westview Press, 1986---$38.00, paper)

OVERLOAD AND BOREDOM: ESSAYS ON THE QUALITY OF LIFE IN THE INFORMATION SOCIETY by Orrin K. Klapp (Westport, CT: Greenwood Press, 1986---$29.95)

INTERNEDIA: INTERPERSONAL COMMUNICATION IN A MEDIA WORLD edited by Gary Gumpert and Robert Cathcart (New York: Oxford University Press, 1986---$16.95, paper)

MAPPING THE INFORMATION BUSINESS by John McLaughlin and Anne Lousie Antonoff (Cambridge: Harvard University Program on Information Resources Policy, 1986---price not given, paper)     

Parenting Practices in Preschool Leading to Later Cognitive Competence: A Family Stress Model

Research Findings: This study investigates the effect of the early home environment on self-regulation in preschoolers, and how self-regulation relates to later school achievement, while taking into account family resources. Participants were part of the National Institute of Child Health and Human Development's Study of Early Child Care and Youth Development. Our model tested paths from family income and maternal depression through parenting to dyadic and child outcomes, including attachment, self-regulation, and child cognitive outcomes in the 1st grade. Findings indicated that family income and maternal depression had a substantial effect on parenting practices. Children whose parents did not display negative affect toward them during episodes of depression were more likely to maintain healthy attachment styles. Parenting, which was directly affected by family income, was the most important predictor of children's cognitive development. Practice or Policy: Regarding implications for practice, this research indicates that parents who provide a safe and stimulating environment for their children, despite limited financial resources or mental health issues, are more likely to have children who are prepared for school. School counselors, child care administrators, and policymakers should be aware of the importance of parenting to school success and should provide opportunities for parent education and involvement during the first years of life.     

Using Concept Maps in Teaching Operations Management Courses

Teaching quantitative subjects such as operations management (OM) can be quite challenging. In this article, we present a novel approach that uses simplified concept maps for teaching OM. This application of concept maps was investigated to determine if it helps students to answer questions and to solve OM problems more effectively. Our study used a controlled experimental design with students divided into two groups, one taught using concept maps and another group taught using traditional techniques. Student learning was measured with pre‐ and posttests consisting of both multiple‐choice and constructed‐response items. The performance of the two groups was compared using an independent samples t‐test and analysis of covariance to control for the covariate “pretest.” The results indicate that use of simplified concept mapping significantly improved student learning of OM course material. We therefore recommend its adoption as an active‐learning pedagogical technique that can lead to positive change in the OM classroom.     

Student‐teachers’ conceptions of science,teaching and learning: a case study in preservice science education

The resort to experiment is considered to be essential for teaching physics. But it often consists of an inductivist method where students are supposed to be able to find physical laws by observing phenomena. In fact it is not as easy for the students as it is for the physicist. We propose and test another way. When studying a new phenomenon, an initial discussion is performed between students in the class. They can propose various (eventually contradictory) explanatory models. Experiments are then used to make a choice between these models. Sequences in class situation are described, with learning behaviour and results reported for pupils in French schools (grades 6 and 8, 11‐14‐year olds).     

How can I develop a theory of critical self‐reflection?

Although much of the literature on educational action research is rich in recommendations to self‐reflect, it is impoverished in examples of self‐reflective practice. This constitutes a theory‐practice gap; for how is it possible to recommend a particular form of practicewithout living up to that recommendation, and still claim that the practice has integrity? Such a contradiction is particularly serious when the issue is self‐reflection, since self‐reflection is put forward as the main constituent of moral practice, and its denial has deep implications for the practitioner's own moral standing.

In this paper I ask why there is such slippage between the theory and practice of self‐reflection? Iassume that many people either do not perceive such slippage,or choose to ignore it. Either way, this is a serious matter, and involves issues of legitimation—for by what right do we consider ourselves to be exempt from engaging in those self‐same practices that we require of others?

I challenge the separatist view that it is acceptable for some to say what others must do, without first doing it themselves. I apply the same critique to myself, and I aim to show the process of my own self‐reflection by critically analysing what I am doing as I do it. This, I hope, sets the scene for an emergent theory of critical self‐reflection.     

Not Such a Simple Story: Contradictory Evidence from a Review of Story Structure Research for Students At‐Risk

The Common Core State Standards and the continued inclusion of students with learning disabilities (LD) in Tier 1 classrooms are changing how close reading of texts occurs in English Language Arts classrooms. Therefore, understanding the potential impact of literacy‐related evidence‐based practices during Tier 1 instruction that includes students with reading‐related disabilities is essential. This article reviews the research on story‐structure instruction for students with LD and at‐risk for failure. Findings across 16 studies indicate several features of strong methodological designs including random assignment and inclusion of students with LD. However, substantial limitations in the research base include contradictory outcomes, limited outcomes disaggregated for students with LD, reliance on researcher‐developed measures, a lack of instructional features to support students with LD, and limited features of feasible implementation.     

La Peur de L'évaluation: Évaluation de L'enseignement ou du Sujet?

This article addresses first of all the question why nowadays evaluation is so intensively promoted. It then goes on to analyse the reasons why there is currently a resistance to evaluation among teachers. It refers especially to the situation in Greece, where evaluation has been absent since 1981, whereas before that date it was applied in an oppressive manner, more resembling discipline and punishment than the personal development of the teachers. The authors refer particularly to the work of Michel Foucault but also to that of J. F. Lyotard. They point out that it is the teachers' fear of evaluation of their personal identity rather than their professional competence that lies behind the resistance to evaluation. Emphasis is placed on the necessity to support teachers in their personal and professional development. The use of action research, termed "critical active research" in Greek, is advocated as a basic strategy for the development of the teacher as well as of the curriculum and of society in general.