Discursive Constructions of the Meaning of “Family” in Online Narratives of Foster Adoptive Parents

Framed by relational dialectics theory, discursive constructions of the meaning of “family” were examined in 100 online foster adoption narratives. Parental narratives manifested struggles between biogenetic and discursive constructions of “family,” identified here as the discourse of biological normativity (DBN) and discourse of constitutive kinning (DCK). The DBN reinscribes the dominant cultural and foster care system preference for biogenetically connected families. The DCK resists the DBN, maintaining that enacted behaviors and shared affections, rather than shared genetics, constitute legitimate families. Contrapuntal analysis revealed a high degree of polemic interplay; both discourses competed to be centered rather than marginalized through the discursive practices of negating, countering, and entertaining. Implications for theorizing definitions of family and studying families in context are discussed     

Turn-taking in tutorial group discussion,under varying conditions of preparation and leadership

The effects of variations in preparation and leadership on turn-taking behaviour in problem solving groups were investigated in a field-experimental setting. A factorial, randomized, longitudinal design was employed, with controls imposed over many of the identifiable extraneous effects. Four groups (n = 15) discussed problematic case study material under conditions of varying preparation (prepared vs. unprepared) and leadership (emergent vs. assigned leadership), for eight consecutive weekly sessions of one hour's duration. The principal hypotheses were tested by 2 × 2 analysis of variance, and a cautious approach was adopted to the interpretation of statistically significant results, in that preparation or leadership effects were only taken as being of any theoretical or practical significance if they reached significance in at least three of the eight discussion sessions. Both preparation and leadership, as well as the interaction of these variables, influenced turn-taking behaviour. Interactive behaviour also showed a degree of stability across sessions, with the greatest stability occurring in the behaviour of members of prepared groups. The obtained leadership effects were explained in terms of interaction expectation theory, and behaviour modelling.     

Professional Development at Distance as an Information‐technology Enterprise

This paper considers the issues involved in the delivery of professional development to teachers across Australia using information technology. A DEET‐funded pilot project to provide professional development in statistics education using satellite television is the basis for the discussion. Aspects of the project include the procedures followed in setting up and implementing the programme, the difficulties encountered, the evaluation of the various participants and products, the future plans arising from the project, and the possible transfer of lessons learned to other subject areas.     

Picture preferences of children and young adults

The authors offer definitions of six types of illustrations and report a study of student preference for those picture styles. Generally, their subjects, 380 students in grades K, 1, 2, 3, 5, 9, and 11, preferred photographs, with realistic drawings ranked second. But there were significant differences between sexes and age groups. This study was supported by the Faculty-In-Aid Program of Virginia Commonwealth University. Statistical advice was given by David F. Bauer.