Gender and textbooks: Women writers of elementary readers, 1880–1950

Between 1880 and 1950, the role of women as authors of elementary readers flowered and faded. From 1880 to 1915, female authorship dominated. Over the next fifteen years female authorship withstood the challenge of the scientific movement in education. Women’s role as solo authors declined, however, during the Depression, World War II and the postwar years. These changes are explained by the deteriorating environment for female professionalism, changes in the concept of reading expertise, the expanded role of publishers in textbook development, and the differences between men and women in opportunities for graduate study. E. Jennifer is Monaghan a professor in the Department of Educational Services, Brooklyn College of the City University of New York. She is the founder of the History of Reading Special Interest Group of the International Reading Association and author ofA Common Heritage: Noah Webster’s Blue-Back Speller.     

Mandatory Student Fees and the Academic Library

As academic libraries' budgets remain flat while their expenditures rise, library leaders must seek out alternative sources of funding. One option is a mandatory student fee dedicated to the library. This article presents the results of a survey of 152 deans and directors of public R1 and R2 research universities that were asked whether their libraries benefit from mandatory student fees. While a library-specific fee is unusual, nearly half of responding libraries are eligible to receive some portion of another mandatory student fee. Study results can serve as evidence for libraries preparing to make a case for the significant, positive impact possible through even a modest library fee.     

Critical communication pedagogy and service learning in a mixed-method communication research course

ABSTRACT

Course: Mixed-Method Communication Research Methods

Objective: The purpose of this semester-long activity is to provide students with opportunities to cultivate mixed-method communication research skills through a social justice-informed service-learning format. Completing this course, students will be able to: recognize the unique strengths of quantitative and qualitative research methods; locate, evaluate, and utilize scholarly literature for a literature review; conduct an original research project using quantitative and qualitative research methods to gather and analyze data; and raise self and community awareness about a social issue through collaboration with a community organization.     

Citizen-Centered Journalism and Contested Boundaries

This article explores the existence of a “citizen-centered journalism” that sees citizens as crucial participants in the construction of news and as co-creators of their own worlds. Through qualitative case studies of three news organizations, the article examines the motivation for using a citizen-centered approach, the news routines that are required to do so, the categories of content produced, and the perceived impact of this approach. The results suggest these news organizations are working in partnership with communities and striving to give a voice to historically marginalized communities. The journalists, however, see citizen participation as complementary to professional journalistic routines that favor verifiable information, rather than assigning inherent value to it for its own sake.     

Science capital or STEM capital? Exploring relationships between science capital and technology,engineering, and maths aspirations and attitudes among young people aged 17/18

We previously proposed that science capital (science-related forms of cultural and social capital) can be used as a theoretical lens for explaining the patterned nature of aspirations and educational participation among young people aged 11–16. Building on these findings, the present article investigates whether science capital is related to post-18 aspirations to pursue further STEM study and whether science capital can be extended to related disciplines including engineering, maths and technology. Specifically, we report on correlational analyses exploring the relationships between science, technology, engineering and maths attitudes and science capital. Drawing on data from a new survey of 7,013 17/18 year old English secondary school students, analyses showed that science capital, while strongly related to engineering and physical science future study aspirations, was not strongly related to the pursuit of either maths or technology postsecondary study. The findings also suggest that engineering and maths attitudes have a stronger relationship to science capital than attitudes relating to technology. We conclude with a discussion of the implications of these findings and propose that science capital might be more usefully applied to “SEM,” with links to technology fields and aspirations needing further exploration.     

Dynamic Transition Patterns in Acculturation Among Hispanic Adolescents

Acculturation consists of multiple domains (i.e., cultural practices, identifications, and values). However, less is known about how acculturation processes influence each other across multiple domains of acculturation. This study was designed to investigate transition patterns of acculturative processes within and across domains in a sample of 302 recent-immigrant Hispanic adolescents, M_age (SD) = 14.51 years (0.88) at baseline; male = 53%). Adolescents were assessed six times over a 3-year period. Latent profile analyses identified two profiles (high [or increasing] vs. low) for each domain at each timepoint. We found largely stable transition patterns in each domain over six timepoints. Importantly, sequential associations among profiles in acculturation domains were also detected. Implication for acculturation theory and research are discussed.     

Coteaching in early childhood clinical field experiences: a cross-case study of learning affordances

ABSTRACT

Coteaching, a model for learning to teach, places teacher candidates alongside clinical educators in classrooms. Learning occurs through shared practice and on-going explication of thinking and reflection. This cross-case study of six dyads from an undergraduate early childhood inclusive preservice education program examines ways that coteaching afforded opportunities for developing collaborative and adaptive expertise. It was found that opportunities for learning these skills were afforded through coteaching student teaching experiences, although in different ways, and that limited affordances outnumbered strong learning opportunities. Implications for further development of the early childhood coteaching teacher education model, and for professional development, are discussed.     

Learning From Video: A Meta-Analysis of the Video Deficit in Children Ages 0 to 6 Years

Young children often learn less from video than face-to-face presentations. Meta-regression models were used to examine the average size of this difference (video deficit) and investigate moderators. An average deficit of about half of a standard deviation was reported across 122 independent effect sizes from 59 reports, involving children ages 0–6 years. Moderator analyses suggested (a) the deficit decreased with age, (b) object retrieval studies showed larger deficits than other domains, and (c) there was no difference between studies using live versus prerecorded video. Results are consistent with a multiple-mechanism explanation for the deficit. However, the analyses highlighted potential quality and publication bias issues that may have resulted in overestimation of the effect and should be addressed by future researchers.     

Private speech in children with ADHD and their typically developing peers during problem-solving and inhibition tasks

This study compared private speech of children with ADHD and normal controls during problem solving and inhibition tasks. Thirty-two children (16 children with ADHD and 16 matched controls) aged 6–11 years participated. Consistent with previous studies, children with ADHD produced more task-irrelevant and task-relevant external private speech than control children during problem-solving tasks, but did not differ in their use of task-relevant internal private speech. During the inhibition/attention task (Continuous Performance Test-II), children with ADHD produced more task-relevant external and more task-relevant internal private speech, suggesting that they may have employed a less mature strategy to aid in self-regulation. The educational implications of the current study are that there should be an increased awareness of the developmental nature and functional significance of private speech and how private speech usage may differ in children with ADHD.