Book review

Douglas, S. J. (1994). Where the girls are: Growing up female with the mass mediay. New York: Times Books. 340 pages.

Lang, A. (Ed.). (1994). Measuring psychological responses to media messages. Hillsdale, NJ: Lawrence Erlbaum. 244 pages.

Cosby, C. O. (1994). Television's imageable influences: The self‐perceptions of young African Americans. Lanham, MD: University Press of America. 172 pages.

Kern‐Foxworth, M. (1994). Aunt Jemima, Uncle Ben, and Rastus: Blacks in advertising, yesterday, today, and tomorrow. Westport, CT: Greenwood Press. 205 pages.

Fiske, J. (1994). Media matters: Everyday culture and political change. Minneapolis, MN: University of Minnesota Press. 253 pages.

Johnson, L. L. (1994). Toward competition in cable television. Cambridge, MA & Washington, DC: MIT Press & AEI Press. 214 pages.

Krattenmaker, T. G., & Powe, L. A., Jr. (1994). Regulating broadcast programming. Cambridge, MA & Washington, DC: MIT Press & AEI Press. 369 pages.

Moores, S. (1993). Interpreting audiences: The ethnography of media consumption. London: Sage. 140 pages.     

The Proof is in the Project: Integrating the Framework for Information Literacy in Developmental Education Through Project-Based Learning

ABSTRACT

Reading and library faculty collaborated in the revision of the developmental reading curriculum at Chandler-Gilbert Community College in an effort to strengthen students’ reading and information literacy skills through project-based learning. This article describes how the new curriculum addresses the challenging concepts defined in the Framework for Information Literacy for Higher Education in an effort to prepare students more effectively for college-level courses. The results of this new curriculum included stronger posttest scores and student success data.     

Service-Learning's Impact on Developmental Reading/Writing and Student Life Skills Courses

Designed to investigate the impact of service-learning on developmental-level students' success and retention, this study reports the results of pre-and postcourse surveys with service-learning and nonservice-learning sections of developmental courses at Miami-Dade College. Knowledge gained, course pass rates, and both in-class and semester-to-semester retention are reported.     

IMPACTS OF 2‐YEAR AND 4‐YEAR COLLEGES ON LEARNING ORIENTATIONS: A PRELIMINARY STUDY

This investigation compared the impacts of 2‐year and 4‐year colleges on learning orientations. Controlling for precollege learning orientations, academic aptitude, age, work, place of residence, and enrollment status, this study found no significant differences between 2‐ and 4‐year students in freshman‐year effects on enjoyment of diversity and intellectual challenge, learning for self‐understanding, internal locus of attribution for academic success, and preference for higher order cognitive activities. The findings are consistent with other recent evidence casting doubt on major differences in the net educational effects of 2‐ and 4‐year colleges.     

Choice? Factors That Influence Women’s Decision Making for Childbirth

This article reports the findings from a mixed-methods study on factors that influence women’s decisions about birth, with the view that women’s decision making about birth can affect the use of cesarean surgery. Data was collected from focus groups and structured postpartum interviews and was analyzed using the Consensual Qualitative Research method. The findings relate specifically to the factors reported as influential in making decisions about birth including how the women categorized, prioritized, and/or favored certain types of knowledge about modes of birth. Four major information categories were identified but only stories about birth and/or attending a birth appeared to have a lasting effect on birth choices. These findings have implications for prenatal and perinatal education and nursing practice.     

Early childhood education on‐line: Challenges and rewards

Abstract

This paper describes our collaborative experiences in the process of developing, designing, and facilitating an online graduate level course in early childhood education. Data collection strategies included: pre/post course questionnaires, informal conversations with students, and university course evaluations. This information described the experiences of novice computer users as they engaged in their content area (early childhood education) and also developed expertise in navigating the computer environment.     

Collaborative teaming and critical reflection: A model for practice in preservice programs and general education settings

Abstract

Inclusion settings for young children with mild to moderate educational needs are becoming the norm. Development of collaborative intervention teams has become essential to effective inclusion. Models of collaborative team development have described multiple aspects of team developmental stages (Tuckman & Jensen, 1977; Lowe & Herranen, 1982). What may be missing in these professional models is the understanding of intrinsic personal qualities that may support or inhibit team development. The model proposed in this reflection advocates a combination of professional and personal commitment models of team development. The authors also explore the benefits of critical reflection about team processes and the value of developing collaborative preservice preparation programs and collaborative intervention models at the preschool and primary levels.     

The Quest for Gender Equity in America's Schools: From Preschool and Beyond

"Nothing can be more absurd than the practice which prevails in our country of men and women not following the same pursuits with all their strengths and with one mind, for thus the state instead of being whole, is reduced to half.” Plato, 24 B. C.