A Prospective Sequential Analysis of the Relation Between Physical Aggression and Peer Rejection Acts in a High-Risk Preschool Sample

Research Findings: Early Head Start home-based programs provide services through weekly home visits to families with children up to age 3, but families vary in how long they remain enrolled. In this study of 564 families in home-based Early Head Start programs, “dropping out” was predicted by specific variations in home visits and certain family characteristics. It also was negatively related to several targeted program outcomes. Home visits to dropout families focused less on child development, were less successful at engaging parents, and had more distractions. Dropout families had more risks and changes of residence, were more likely to be headed by a single mother, and were less likely to have a mother with poor English skills or a child with a documented disability. Practice or Policy: Home visiting programs may be able to reduce dropout rates, and thereby increase the duration of services to each family, by keeping home visits engaging and focused on child development and also by individualizing to the specific needs of families at risk for dropping out. To keep families involved longer, home visiting programs should consider (a) planning home visits that are longer, more engaging for both parent and child, scheduled at a time when there are fewer distractions for the family; and (b) spending the majority of time on child development activities and topics.     

‘Yes,but if we have students think all day when will we get anything done?’: two conceptual resources to engage students in democratically dangerous teaching

While the politics of curriculum reform occupy adults, high stakes get played out in crowded classrooms. As a component of democratic inquiry, how might teachers engage students in a study of those agendas shaping their education? What sorts of conceptual resources could help? To begin to answer these questions, I briefly review scholars who address the emergence in several countries of what Kliebard names as a ‘social efficiency’ agenda in education. I then examine two strong examples of literature in ‘authentic’ practices as a curriculum conversation contesting this agenda. While supportive of the intent of scholars concerned with authentic practices, I assert that they insufficiently address ways in which students might engage with issues shaping their experience of formal education and offer two conceptual resources with which to do so.     

Effects of job-embedded professional development on inclusion of students with disabilities in content area classrooms: results of a three-year study

During the mid-1990s, members of the global education community issued the Salamanca Statement that described inclusive schools as effective educational environments that also combat discrimination. Since that time, considerable progress has been made in moving students with disabilities from separate placements to inclusive settings. In the USA, nearly 10% of the school-aged population needs special education services and of that group, 96% are educated in general education classrooms 80% of the time. Placement of such large numbers of students with disabilities has increased the diversity of the student body and the complexity of teaching of core curriculum. For teachers and students to be successful, teachers need on-going professional development. This paper explores the efficacy of a Job-Embedded Professional Development (JEPD) model in six schools (urban, suburban and rural) that had made a commitment towards including all students with significant disabilities in general education core curriculum. Results are discussed for the six schools as well as for students identified as displaying behaviour disorders, autism or intellectual disabilities.     

Partnerships in action: towards a common goal

As part of their coursework, our Post Graduate Certificate in Education [PGCE] Technology students were required to spend four weeks developing education‐business partnerships [EBPs], liaising with schools and local businesses to develop resource materials for use in the classroom. The emphasis was on education about business and through business rather than education for business, and on the development of personal and professional skills. The programme attracted considerable interest and was expanded to include non‐Technology students. In 1996/97, a total of 49 students from 8 subject areas worked with 13 business organisations to produce a variety of teaching and learning resources, including some on the World Wide Web.

The paper looks at the rationale for EBPs, describes the development and implementation of our programme, and hints at the difficulties it now faces under pressures from the Teacher Training Agency and Ofsted.     

A Critique of Internet Polls as Symbolic Representation and Pseudo-Events

The Internet continues to grow as an information and entertainment medium. Internet growth has implications for the news industry. Twenty-four hour news networks such as CNN and MSNBC regularly encourage viewers of their television programs to visit their Web sites. While visiting news Web sites, visitors are invited to participate in opinion polls. Unfortunately, these online opinion polls are not scientific and have little real news value. In spite of these limitations, news Web sites' Internet polls are often treated as serious topics in broadcast news discussions. This article examines media organizations' Internet online polls and critiques them as instances of symbolic representation and pseudo-events that have arisen largely out of the integration of print, broadcast, and Internet media.     

Uses of computer‐mediated political communication in the 1992 presidential campaign: A content analysis of the Bush,Clinton and Perot computer lists

This article presents a content analysis of three computer‐mediated communication (CMC) networks used for political discussion during the 1992 Presidential election campaign. Data indicate that the main use of computer networks in the campaign was to assert personal opinions about the candidates, issues, and the election. Other uses were talking about one's own life and experiences, telling others what they should be doing, and posting information for others to read. Significant differences were found between the three campaigns for uses of these computer networks. The Clinton network was used more than the other two for posting information. The Perot network was used more than the others for asserting opinions. This study indicates that voters have specific functions for the use of computer networks as new channels of political communication. Future research should examine what groups of voters use these networks the most and how such use affects candidate image formation. Suggestions are offered for the study of campaign computer lists in the upcoming presidential election of 1996.     

Effects of school‐wide positive behavior support on teacher self‐efficacy

This study examined the relationships between implementation of a school‐wide approach to behavior, School‐wide Positive Behavior Support (SWPBS), and teacher self‐efficacy. Twenty‐two teachers from schools implementing SWPBS and 40 teachers from schools not implementing SWPBS completed a questionnaire measuring aspects of self‐efficacy. Differences in ratings of self‐efficacy were examined using multilevel modeling. Results showed that teachers at SWPBS schools reported significantly higher perceptions of teacher self‐efficacy when controlling for school‐level effects. Results are discussed in terms of implications for future research and practice. © 2011 Wiley Periodicals, Inc.     

Transborder data flows: The transfer of medical and other scientific information by the united states

Abstract

The expression “transborder data flows'’ (TBDF) is shorthand for a complex set of issues that have come to the forefront as a result of the electronic transfer or exchange of information across national boundaries. It involves the flow of digital information across borders for the storage or processing in foreign computers and reflects the interests of governments in regulating or otherwise intervening in the free flow of such exchanges for a variety of reasons including economic, social, political, and cultural. This paper provides an overview of these TBDF issues and discusses the policies and experiences of the U.S. National Library of Medicine pertaining to the transfer of biomedical information worldwide. Trends in the international interchange of all types of scientific and technical information are noted and the future of U.S. information policy is addressed.