Peer-Collaborator Preferences of African American and White Sixth-Graders in Mathematics Classrooms

Abstract

This study focused on academic and social correlates of collaborator preferences of African American and White sixth-graders in mathematics classrooms in fall and spring. Students’ appraisals of emotional risk were examined as a moderator. Nomination procedures identified collaborator preferences, group affiliations, and social centrality; students self-reported engagement and emotional risk; school records provided achievement scores. Results indicated students preferred group affiliates, but not exclusively, as collaborators. Students with greater centrality, achievement, and engagement received more nominations. In the fall, high achievers received more nominations when appraisals of risk were high; whereas, engaged students whose appraisals of risk were low received more nominations. Results are interpreted in relation to coordinating social and academic factors in peer collaboration.     

The lamaze certified childbirth educator: standards of practice

A student in a Lamaze Childbirth Educator Program expresses concern that some Lamaze Certified Childbirth Educators (LCCE educators) do not teach classes that reflect Lamaze standards. In this column, the ethical and professional standards of the LCCE educator and the challenges the childbirth educator experiences while practicing in the current maternity-care environment are presented and discussed. Lamaze International's Code of Ethics for Lamaze Certified Childbirth Educators provides guidance when dealing with these challenges.     

Use of the Case Method in MBA Education

The position of the case method in MBA education is discussed, followed by an examination of the nature of business cases, benefits to be derived from the case method, roles for students and instructors in case-oriented courses, and issues concerning integration of cases into an overall course design. It is argued that case analysis helps students to develop the kinds of skills that are essential to success in business organizations: identification and analysis of complex business problems, application of judgment in developing solutions, interactive problem-solving, and persuasive presentation of conclusions. The case method presents special challenges to both the instructor and the student. Both are required to sacrifice their traditional roles. The instructor is a facilitator rather than a content expert, and the student must assume a highly active role, providing the substantive content for the discussion. Both instructor and student are well rewarded for their adjustments by the many benefits of the case method.