The use of the McCarthy scales of children's abilities to assess moderately mentally retarded children

The performance of a sample of moderately mentally retarded children on the McCarthy Scales of Children's Abilities (MSCA) was investigated by comparing their obtained mental age (MA) scores with their Stanford-Binet MAs and Minnesota Child Development Inventory (MCDI) developmental ages (DAs). All three MA estimates correlated significantly, and there were no significant differences among mean MAs. However, valid MSCA Index scores could not be obtained for these moderately retarded children, using the current normative tables. Therefore, the MSCA cannot be recommended for measuring the intellectual level of retarded children for educational classification purposes.     

Kanter’s Theory of Proportions: Organizational Demography and PhD Completion in Science and Engineering Departments

Increasing the size and diversity of the scientific and technological workforce is a national priority. Investments in policy and programmatic efforts toward increasing the representation of women in science and engineering fields have resulted in significant advances; however, a gender gap remains among PhDs and faculty in these fields. This study tests whether Kanter’s (Men and women of the corporation, Basic Books, New York, 1977) theory of proportions, which suggests that numerical representation of groups influence group dynamics and cultural context, applies to the proportion of female faculty and the probability that female doctoral students will complete their degrees in science and engineering. Using data from two research-intensive academic institutions, results show that female doctoral students are more likely to complete the degree in departments with higher proportions of female faculty. Further, female PhD students working with female faculty dissertation advisors are also more likely to complete the degree than female PhD students working with male faculty dissertation advisors. Departmental faculty sex ratios and whether their faculty advisor is male or female, however, have no effect on the completion probabilities of male PhD students. Consistent with Kanter’s theory, research findings illustrate the importance of organizational demography on the academic outcomes of PhD students, and provide support for initiatives and programs aimed at increasing the representation of female faculty in science and engineering.     

A study of self‐concept and social support in advantaged and disadvantaged seventh and eighth grade gifted students

Understanding differences in perceptions of self‐concept and social support among special populations of gifted learners is critical to planning appropriate services for them. The present study investigated these differences among intellectually gifted students of junior high age who were participating in full time intensive programs for the gifted. Specifically, differences as a function of gender, ethnicity, and socio‐economic class were examined. Findings indicated some differences based on ethnicity and gender, but most differences were observed between lower and higher socio‐economic groups, particularly in the areas of social support and social and behavioral self‐concept. Implications from the study would suggest attention to these dimensions in program planning.     

The political is personal: reflections on facilitating action research in gender issues in science education

Action research is emerging as a promising means of promoting individual and societal change in the context of university programmes in teacher education. However, significant gaps exist in the literature regarding the use of action research groups for the education of science teachers. Therefore, an action research group, dealing with gender issues in science education, was established within the context of a graduate course in action research at OISE/UT. The group met 14 times from September of 1992 until May 1993, and consisted of the author and five other science teachers from the Toronto area. Two of us were in the primary panel, two in the intermediate panel and two in the tertiary panel. Five teachers are female and one male. The experiences of the group form the basis of this study. A methodology of participant observation supported by interviews, classroom visits, journals, group feedback and participant portfolios provided a means of examining our experiences from the perspectives of the participants in the group. This case study examines the development of the author as a participant, researcher and facilitator of action research through a critical examination of group dynamics and power issues arising within the action research group. The results of this study confirm that facilitators should undertake their own action research within the context of their groups in order to examine their own taken-for-granted assumptions about teaching and learning. Through such reflections, we will continue to problematise the social and political aspects of science education, and make explicit how the political is personal for each of us as science educators.     

Inclusive education in the Netherlands: how funding arrangements and demographic trends relate to dropout and participation rates

There is a global trend towards including children with special needs in mainstream schools instead of placing them in special schools. However, the numbers of students in special schools varies greatly among regions due to variations in educational systems, funding arrangements – and the incentives that are associated with these arrangements – and demographic trends. In the Netherlands, a new policy aimed at inclusive education was introduced in 2014, together with financial measures to equalise funding for students with special needs across the country. The present study explored the effects of this equalisation policy, as well as the demographic trend of population decline, on dropout rates and participation rates in special education (namely, special schools for mainstream education and schools for special education). The data were retrieved from nation-wide registration systems. The results showed that population decline did not affect participation rates in special education, whereas decreases in funding did result in greater declines in participation rates in special education. Moreover, decreases in funding also resulted in higher dropout rates in areas with growing student populations. Although the reform of funding arrangements resulted in lower participation in special education, higher dropout rates might be a cost of this shift towards inclusive education.     

A Longitudinal Investigation of Conflict and Delay Inhibitory Control in Toddlers and Preschoolers

Research Findings: A total of 81 children participated in a longitudinal investigation of inhibitory control (IC) from 2 to 4 years of age. Child IC was measured via maternal report and laboratory measures under conditions of conflict and delay. Performance on delay IC tasks at 3 years was related to performance on these same tasks at 2 and 4 years, but performance on conflict IC tasks was not related over time. Delay IC task performance was concurrently related to conflict IC task performance in 3- and 4-year-olds but was not related in 2-year-olds. Measures of IC varied in their associations with measures of verbal ability and maternal-report IC. Such findings highlight important similarities and distinctions between conflict and delay IC abilities in their relation to one another and to temperament and language over time. Practice or Policy: Studies of IC and related concepts reveal that children who are regulated enjoy school more and have higher school competence, particularly in mathematics and reading achievement. Because conflict IC and delay IC show unique patterns of development over time, educators can expect classroom behaviors drawing on the state-like conflict IC to show more fluctuation over time than those drawing on the trait-like delay IC.