Peabody bimonthly booknotes

Behind the Iron Curtain. Joseph S. Roucek and Kenneth V. Lottich. (Caldwell, Idaho: The Caxton Printers, 1964. Pp. 631. $8.95.)

Year‐Round Education. Clarence A. Schoenfield and Neil Schmitz. (Madison, Wisconsin: Dembar Educational Research Services, 1964. Pp. 111. $3.00, paper.)

The University of Kentucky: The Maturing Years. Charles Gano Talbert. (Lexington, Kentucky: University of Kentucky Press, 1965. Pp. 208. $5.00.)

Montessori for Parents. Dorothy Canfield Fisher. (Cambridge, Mass.: Robert Bentley, Inc., 1965. Pp. 240. $5.95.)

The Montessori Manual for Teachers and Parents. Dorothy Canfield Fisher. (Cambridge, Mass.: Robert Bentley, Inc., 1965. Pp. 126. $5.00.)

The Montessori Elementary Material. Maria Montessori. (Cambridge, Mass.: Robert Bentley, Inc., 1964. Pp. 464. $8.50.)

The Montessori Method. Maria Montessori. (Cambridge, Mass.: Robert Bentley, Inc., 1964. Pp. 377. $6.50.)

Spontaneous Activity in Education. Maria Montessori. (Cambridge, Mass.: Robert Bentley, Inc., 1964. Pp. 355. $6.50.)

The Concepts of Over‐and‐Underachievement. Robert L. Thorndike. (New York: Bureau of Publications, Teachers College, Columbia University, 1963. Pp. 79. $3.25.)

Handbook of Research on Teaching. N. S. Gage, editor. (Chicago: Rand McNally, 1963. Pp. 1218. $15.00.)     

Gaining a future through self‐understanding

Mertens states that teachers should be trained in enrichment education not gifted education, and that the traditional school curriculum could be stretched to serve the needs of the gifted with acceleration and fast‐paced tracks.     

Reducing Student Bias Against Older Adults Through the Use of Literature

Human services educators must address the issue of students’ bias toward older adults to encourage interest and meet the growing need for professionals in the field. The use of literature can challenge students’ preconceptions of older adults while innovative teaching methods can guide their development of more tolerant views and introduce them to a field that they may have previously given little consideration. Based on a model of cultural competence development, teaching strategies, learning objectives, literature, and an evaluation are suggested.     

Match or Mismatch: The perceptions of parents of nursery age children related to those of the children's main nursery workers

The purpose of this study was to explore the extent to which shared aims, values and understanding exist both between parents and professionals and among professionals. Of particular concern was the impact that any differences in perspective might have on a given child. For each of seven case study children, one parent and two key nursery workers were interviewed and asked to complete rating scales. Thus, there were seven parent and 14 nursery practitioner interviews carried out. Interviews were analysed on a thematic basis with a particular focus on attributional analysis. It was found that, where there were differences between parents and practitioners in the attributions that they made for children's behaviour and learning that these had a significant influence on how children were understood and, in some cases, could lead to nursery practitioners underestimating or 'blaming' children and their families for perceived deficiencies. Cette étude avait pour objectif d'explorer s'iI existe des objectifs, des valeurs et des visions communes entre les parents et les professionnels et parmi les professionnels. On a examiné tout particulièrement l'impact potentiel de toute différence de perspective sur un enfant donné Pour chacun des 7 enfants ayant fait l'objet d'études de cas, un parent et deux enseignants-clés ont été interrogés et ont eu à remplir des questionnaires avec échelle d'évaluation. Il y a donc eu 7 entretiens avec des parents et 14 avec des enseignants de maternelle. Les entretiens ont été analysés sur une base thématique, en mettant un accent particulier sur 1'analyse des attributions. Il en est ressorti que lorsqu'il existait des différences entre les parents et les professionnels dans leurs attributions du comportement et 1'apprentissage des enfants, ces différences avaient une influence considérable sur la manière dont les enfants étaient compris et que, dans certains cas, elles pouvaient entraîner les professionnels à sous-estimer ou e blâmer f les enfants et leur famille pour des lacunes perçues.     

Education and training for publishing in Britain prepares for the “information society”

This article considers the British experience of developing education for publishers at the end of the 1990s. To introduce the subject, it briefly outlines recent trends in the UK in publishing and bookselling: the size and nature of the workforce as revealed in recent surveys; and what employers recently indicated that they are looking for in their employees. Then, it summarises some of the developments that are taking place in education and training, before outlining the courses currently available in the Universities, their growing emphasis on business management and Information Technology, and the benefits to employers of recruiting students from these courses. Finally, it raises issues that will become more significant in the future: new legal and ethical challenges, and the responsibility for preservation and conservation arising from technological changes; keeping existing staff up to date; the international dimensions of the industry; retaining links between the academic community and the industry; regulating standards of professional practice; and the development of research. An earlier and shorter version of this paper, entitled “Education for publishing— the British experience,” was presented by Ian Johnson at a colloquium “Books, Publishers and Libraries,” organised by Zagreb Chamber of Commerce’s Association of Publishers and Booksellers and the University of Zagreb’ s Department of Information Science in December 1996. IAN JOHNSON has been Head of the School of Information and Media at The Robert Gordon University, Aberdeen, Scotland since 1989, and initiated the School’s development as a centre for publishing education and research in 1992. He is currently joint editor of Libri; a member of the Editorial Board of Education for Information; and Chairman of the Heads of Schools and Departments Committee of BAILER: the British Association for Information and Library Education and Research, and of the Executive Board of EUCLID: the European Association for Library and Information Education and Research. JO ROYLE is Subject Leader for Publishing Studies and Course Leader for the BA/BA (Honours) in Publishing Studies in the School of Information and Media, where she has taught since 1993. She is currently researching aspects of branding in publishing, and the impact of the Internet on relationship management within the book trade.     

Imagery use by injured athletes: a qualitative analysis

The purpose of this study was to expand our knowledge and increase our understanding of imagery use by athletes in sport-injury rehabilitation using a qualitative approach. The participants were 10 injured athletes who were receiving physiotherapy at the time they were interviewed. During the interviews, the athletes provided extensive information about their use of imagery during injury rehabilitation and it was clear that they believed imagery served cognitive, motivational and healing purposes in effectively rehabilitating an injury. Cognitive imagery was used to learn and properly perform the rehabilitation exercises. They employed motivational imagery for goal setting (e.g. imagined being fully recovered) and to enhance mental toughness, help maintain concentration and foster a positive attitude. Imagery was used to manage pain. The methods they employed for controlling pain included using imagery to practise dealing with expected pain, using imagery as a distraction, imagining the pain dispersing, and using imagery to block the pain. With respect to what they imaged (i.e. the content of their imagery), they employed both visual and kinaesthetic imagery and their images tended to be positive and accurate. It was concluded that the implementation of imagery alongside physical rehabilitation should enhance the rehabilitation experience and, therefore, facilitate the recovery rates of injured athletes. Moreover, it was recommended that those responsible for the treatment of injured athletes (e.g. medical doctors, physiotherapists) should understand the benefits of imagery in athletic injury rehabilitation, since it is these practitioners who are in the best position to encourage injured athletes to use imagery.