Reference Works

UNION LIST OF FILM PERIODICALS: HOLDINGS OF SELECTED AMERICAN COLLECTIONS, by Anna Brady (compiler and editor), Richard Wall (assistant editor), and Carolyn Newitt Weiner (computer editor), (Westport, Ct.: Greenwood Press, 1984—$35.00)

THE CIRCULATING FILM LIBRARY CATALOG, (Publication and Sales, The Museum of Modern Art, 11 West 53rd Street, New York, N.Y. 10019—$12.95 to the general public and $9.71 to members)

THE D.W. GRIFFITH PAPERS, (available on 36 microfilm reels, with printed guide and index from University Publications of America, 44 North Market Street, Frederick, Maryland 21701—$2,300.00)

THE NORTH DAKOTA QUARTERLY of Summer 1983 (but issued in the summer of 1984)

THE ANNUAL INDEX TO MOTION PICTURE CREDITS, edited by Byerly Woodward (Los Angeles: Academy of Motion Picture Arts and Sciences, 1984 —$80.00)

WHAT A BUNCH OF CHARACTERS! AN ENTERTAINING GUIDE TO WHO PLAYED WHAT IN THE MOVIES by Tom Scott Cadden (Englewood Cliffs, N. J.: Prentice Hall, 1984 — $9.95 paper)     

On Doing Philosophy Of Teacher Education

Several authors posit the notion that universities have experienced ‘moral loss’ over the last 15 years under the sustained influence of neoliberal education policies. However, whilst some consensus exists around the causes and effects of moral loss, there appears to be little agreement about how ‘moral reconstruction’ can be enacted. This paper explores the academic discourse on moral loss and moral reconstruction. It concludes that action-based approaches to the moral reconstruction of universities such as recognition and reward policies are unlikely to alter the current utilitarian trend in higher education. In the context of the contemporary world, the restoration of an ‘academic community’ founded on ‘higher moral purpose’ appears to be a remote aspiration. This is because the university has evolved into an integral part of the wider socio-economic system, which itself has fractured under the same neoliberal influences.     

Discipline Policies in Early Childhood Care and Education Programs: Building an Infrastructure for Social and Academic Success

Research Findings: Preventing challenging behavior in young children is a national priority. The number of young children with behavioral problems is on the rise. Discipline policies can help early childhood programs build an infrastructure that promotes social and academic success. This study sought to document the extent to which existing early childhood program discipline policies implement the essential features for developing high-quality, system-wide (viz., program- and school-wide) discipline policies. Using the Early Childhood Discipline Policy Essentials Checklist, investigators assessed the quality of 65 discipline policies from state-licensed early childhood care and education programs. Practice or Policy: Results revealed that early childhood program discipline policies, for the most part, fail to sufficiently address those essential features known to contribute to reducing challenging behavior and promoting prosocial behavior in young children.     

Critical Voyages: Postmodern feminist pedagogies as liberatory practice

Critical postmodern feminist theory as a pedagogical tool acknowledges differences and organizes people to create social change. Connections between feminism, critical theory, and postmodernism are discussed in relationship to possible pedagogical directions for schools and other community organizations. The authors outline six guiding principles of a critical postmodern feminist pedagogy including: students' experiences as central to teaching and learning; provisions for safe spaces in the development of students' voices; the revision of centers and margins to understand power and agency; the recognition of difference as central to the reconfiguration of existing social boundaries; the development of a language of critique and possibility; and the evolution of teachers as intellectuals. Finally, the authors highlight, in detail, two curriculum projects based in schools that exemplify these principles, a middle school forum for girls that addresses issues of sexual violence in rural Pennsylvania, USA and a high school class for pregnant and parenting teen mothers in Las Vegas, NV.     

Extent,Type, Preferences and Consequences of Crisis Intervention Training for Teachers

This study addresses the issue of including crisis intervention training as a component of teacher preparation programs. Results demonstrated that (a) few teachers receive training as a component of formal coursework, but the substantive majority are expected to perform crisis intervention at varying levels of involvement; (b) measurable improvements in self‐efficacy to perform interventions were achieved with short‐term training; (c) recognition and delivery training produced higher self‐efficacy than recognition training alone; and (d) recognition training using behavioral cues, rather than life events, was the preferred approach. Noting the important need for training of this type in teacher preparation programs, it was concluded that, if mental health instruction cannot be expanded generally, crisis intervention training should be provided specifically.     

Roles of a teacher and researcher during in situ professional development around the implementation of mathematical modeling tasks

Partnership with teachers for professional development has been considered beneficial because of the potential of collaborative work in the teacher’s own classroom to be relevant to practice. From this perspective, both teachers and researchers can draw on their own expertise and work as authentic partners. In this study, we address the need for such collaboration and focus on how a teacher and a researcher performed their roles when collaboratively implementing mathematical modeling tasks within a context of in situ professional development. Using multi-tier design-based research, as a framework, a researcher worked in a teacher’s classroom to implement a series of research-based mathematical modeling activities. A broad corpus of data from this interaction was analyzed, including audio recordings of interviews with the teacher, video recordings of three mathematical modeling lessons, researcher field notes and journal reflections, instructional materials, and students’ written work using the principles for designing activities for teachers. The emerging roles and relationships between the teacher and the researcher were documented, as (1) the researcher implemented the professional development, (2) the teacher shared her concerns, (3) the researcher responded to the teacher’s challenges, and (3) the teacher reflected on student development. As a case study of collaboration, the participants’ roles and strategies to overcome challenges and achieve shared objectives can benefit teachers and researchers who plan to collaboratively implement modeling in the classroom. The study supports the value and viability of this form of in situ professional development, indicating that significant changes in teachers’ thinking about their students’ mathematical model development can occur in relatively short periods of time.     

Using Peers as Trainers to Increase an Autistic Child's Social Interactions

This report presents a data‐based intervention designed t o increase the social interactions between an autistic boy and his nondisabled peers. A “loose training” prompting tactic was used to teach the child to initiate to the peers. After several training sessions the autistic child increased his spontaneous interactions (a) with the training peers in non‐training, generalizationsessions and (b) with non‐training peersin the generalization sessions. The results show promise for the discovery and implementation of generalization tactics that promote the social integration of disabled and nondisabled children.     

Anonymous versus public student feedback systems: metacognition and achievement with graduate learners

Educational technology research and development - The aim of this repeated measures study was to examine an anonymous student feedback system (delivered using clickers) versus a public student...