The Influence of Rurality and Parental Affect on Kindergarten Children's Social and Behavioral Functioning

Research Findings: Children's early academic achievement is supported by positive social and behavioral skills, and difficulties with these skills frequently gives way to underachievement. Social and behavioral problems often arise as a product of parent–child interactional patterns and environmental influences. Few studies have examined the role of a salient aspect of children's environments, community locale, in the relationship between parenting practices and child outcomes. Using a large, nationally representative sample, we examined whether preschool parenting practices and children's social-behavioral skills in kindergarten were related to geographic setting (rural vs. city, suburban, and town). Results indicated that rural children experienced greater difficulties with parent-reported externalizing behaviors. Furthermore, rural parents displayed less emotional support than parents in other settings. Preschool parenting behaviors were associated with social skills and behavior problems in kindergarten, as reported by both parents and teachers. Parents' emotional supportiveness was found to account for the relationship between geographic setting and parent-reported children's social skills, such that rural parents who provided less emotional support had children with lower social skills in kindergarten. Practice or Policy: Findings of this research indicate that rural children may face particular risk for behavioral issues and highlight the need for increased behavioral supports in rural communities. Moreover, our results suggest that interventions designed to promote parents' support of children's emotions may have particular utility for rural families.     

儿童青少年运动员的营养需要

1. 儿童青少年运动员应该食用多样化的食物，其中，蛋白质应占膳食总能量的12％-15％，碳水化合物至少占55％，而脂肪至多占30％。日常生活中如何吃才能满足这些要求呢？膳食指南宝塔提供了一条可行之道。2.有些营养素对热爱运动的儿童青少年运动员非常重要，要保证摄入充足，这些营养素是碳水化合物（包括纤维素）、维生素B6、维生素D、铁、钙、镁、锌、铬。科学合理、包罗各类食物的平衡膳食，对青少年运动员最大程度地全面摄取各种营养素，满足生长发育和运动训练的需要，是非常必要的。3.鼓励儿童青少年运动员在运动训练前、中、后进行补液，以避免脱水的发生。4.如果膳食合理平衡，就没必要额外补充营养品。     

The development of student teachers’ research knowledge,beliefs and attitude

This study reports on the development of second-year student teachers’ knowledge of research, and the changes in their beliefs and attitude regarding research during an introductory course at an institute for primary teacher education. Questionnaires and concept maps were administered before and after the course. The results showed that student teachers’ knowledge about research grew during the introductory course and that their positive beliefs about research became more positive, while their negative beliefs about research decreased. A positive change was found concerning the attractiveness of research to student teachers. Furthermore, student teachers’ self-efficacy regarding research appeared related to their beliefs and attitude: the more the student teachers were convinced of their abilities to conduct and use the results of research after the course, the more positive their beliefs and their attitude regarding research were. This study provides guidelines for institutes for teacher education on integrating research activities into their curricula, so that their student teachers develop research knowledge and positive beliefs and attitudes towards research.     

Language use and racial redirect in the educational landscape of ‘just good teaching’

At colleges and universities across the United States, teacher preparation programs are increasingly required to prepare teachers for culturally and linguistically diverse student populations. Teacher education programs have responded by incorporating fieldwork experiences and curricular requirements that include a social justice and multicultural education focus. One key individual is uniquely positioned to reinforce and connect coursework with classroom practice during the teacher candidate’s practicum experience: the university supervisor. Our research team focused on the supervisors and their understandings of culturally responsive pedagogy (CRP) in order to better support them as they worked with teacher candidates to reinforce CRP in the classroom. Through interviews, field notes, and classroom observations, we examined language (words, phrases) that the supervisors used to talk about race and culture in relation to CRP. Our findings indicate a tendency to redirect conversations about race and culture to topics that they were more versed on such as teaching to the whole child or addressing the needs of the individual student. We termed this linguistic move the racial redirect, which emerged in language that (1) simplified the meaning of CRP and (2) made CRP seem like an unexpected or chance event in teaching.     

High school biology: What makes it a challenge for teachers?

This study contributes to our understanding of the complex issues inherent in dealing with the heterogeneity of current high school science classrooms, by reporting on in-depth interviews with 38 experienced biology teachers. Analyses of teachers' responses revealed complex and occasionally counter-intuitive relationships among: (a) their perceptions of what was distinctive about their school, its biology program, or their students; (b) their allocation of class time; (c) their efforts to individualize instruction and meet the needs of a heterogeneous student population; (d) their student outcome goals; and (e) the methods they used to evaluate student progress. Thus, for example, of the 9 teachers who cited the diversity of their students. 4 also commented on their poor motivation, but another 4 also commented on their high motivation. In addition, teachers reported using a similar range of instructional formats but for different reasons, depending on the characteristics of their students (e.g., cooperative learning groups used to compensate for poor attention spans, to challenge bright students, and to foster social tolerance). Discussion of these findings addresses several points of relevance for science education, teacher preparation, and curriculum reform. © 1996 John Wiley & Sons, Inc.     

Popular Music

Brad Benedict and Linda Barton's Phonographics: Contemporary Album Cover Art and Design (New York: Collier Books/Macmillan Publishing, 1977—$9.95, paper)

George McCue, ed. Music in American Society, 1776-1976: From Puritan Hymn to Synthesizer (New Brunswick, N.J.: Transaction Inc., 1977—$14.95/3.95)

Dean Tudor and Andrew D. Armitage, comps. Popular Music Periodicals Index, 1975 (Metuchen, N.J.: Scarecrow Press, 1976—$15.00)

Derek Jewell, Duke: A Portrait of Duke Ellington (New York: Norton, 1977—$9.95)

Stanley Dance, The World of Earl Hines (New York: Scribner's, 1977—$14.95/7.95     

Public journalism公共新闻——A reply to critics对批评的回应

公共新闻运动在新闻学者和新闻从业者中是个颇具争议性的话题.它始于上世纪90年代早期,是对政府和公民、新闻机构和受众间日益扩大的分歧的回应.也就是政治选举中选民参与的下降,更普遍的说,是公民参与本地社区事务的衰退,这被视做公民普遍退出民主进程的例证.     

Population differences in constructive memory

An experiment was conducted to evaluate constructive memory in fourth-grade low-SES black and middle-SES white children. The children were read nine short passages; each passage was composed of two premise statements and a filler sentence. The children were tested by a recognition procedure. Thirty-six test sentences were presented randomly. Four sentences were associated with each passage (true premise, false premise, true inference, and false inference). Subjects were asked to make yes/no recognition decisions based on whether the test sentence was identical to a sentence presented at study. Middle-SES white children made few errors, except to true inference test sentences. This pattern of performance is consistent with the constructive view of memory. Low-SES black children also had a high error rate to true inference items. However, this outcome may not reflect constructive memory because they also had a high error rate to some of the other types of test sentences.