第十次全国图书馆学期刊工作会议召开

第十次全国图书馆学期刊工作会议于2006年10月24-27日在江西省井冈山市召开。中国图书馆学会编译出版委员会主任戴龙基,江西省图书馆馆长章伏源、书记谭兆民,编译出版委员会副主任刘兹恒、李万健等出席了会议。来自全国26个省（市）、33种图书馆学期刊的54名代表参加了会议。     

Relationship between toy and material use and the occurrence of social interactive behaviors by normally developing preschool children

The purpose of this naturalistic study was to identify the kinds of social behaviors that normally developing preschool children exhibit while manipulating various toys and materials found in most preschool settings. One hundred fifteen 3-, 4-, and 5-year-olds in four day-care centers were observed during free play periods. Thirty-eight available toys and play materials were rated as to whether they were used in an Isolate, Parallel, Sharing/Cooperative, or Physical Assistance context. The resulting data on toy/material use are discussed in terms of selecting physical stimuli in social behavior modification efforts that clearly set the occasion for positive social interaction.     

The activity context of preschool children's social interactions: A comparison of high and low social interactors

The purpose of this observational study of the activity context in which preschool children engaged in positive social interactions was to produce a data source that could be used to assist in the identification of socially withdrawn children, and to select efficient training contexts in which to develop the social behavior repertoire of withdrawn youngsters. Eleven high-rate and 10 low-rate social interactors, ranging in age from 36 to 72 months, were observed for 12 10-minute sessions across a 3-month period. Six activity contexts were coded by trained observers: Observer, Isolate, Parallel, Game, Cooperative, and Fantasy. The results indicated that: (a) Low-rate children engaged in significantly more Isolate and Observer activity than did high-rate children. (b) High-rate children engaged in significantly more Cooperative and Fantasy activity than did low-rate children. (c) There were no significant differences between groups for Game and Parallel activities. Results are discussed in terms of the concurrent validity between frequency of interaction measures and the activity context data, the developmental progression of social skills acquisition, and the selection of treatment contexts for withdrawn children.     

Special educators' perceptions of parental participation in the individual education plan process

Special educators were queried about their perceptions of parent involvement in the individual education plan (IEP) process. Specific research questions focused on parents' participation level and their role in the IEP process. One hundred forty-five special education teachers, of all disability categories and from 6 states, were surveyed. Results showed a diversity of opinion over practices, processes, and attitudes regarding the IEP process, despite their purported familiarity since the inception of PL 94-142.     

Short-run effects of parental job loss on children's academic achievement

We study the relationship between parental job loss and children's academic achievement using data on job loss and grade retention from the 1996, 2001, and 2004 panels of the Survey of Income and Program Participation. We find that a parental job loss increases the probability of children's grade retention by 0.8 percentage points, or around 15%. After conditioning on child fixed effects, there is no evidence of significantly increased grade retention prior to the job loss, suggesting a causal link running from the parental employment shock to children's academic difficulties.