ATTITUDES OF YOUNG ADULTS TOWARD OLDER ADULTS: EVIDENCE FROM THE UNITED STATES AND THAILAND

Negative attitudes toward older adults are often thought to be diminished in cultures that preserve gerontocratic tendencies. Little empirical evidence concerning this belief, however, is extant in the literature. The present study employed an adjective‐generation instrument to measure attitudes toward the elderly. This instrument was administered to young adults in rural northern Thailand, a culture which is widely reported to maintain a strong tradition of filial piety, and to young adults in the United States, a culture in which widespread ageism is suspected. A significant interaction was observed; contrary to initial expectations, Thai students were somewhat more negative about elders than were their American counterparts. Results indicate that gerontocratic traditions within a given society do not necessarily insulate the aged from negative stereotyping.     

The classroom as laboratory: An exploration of teacher research

The field of education, including gifted education, suffers from a communication breakdown between classroom‐based practitioners and university‐based researchers. Research results often do not make it to the classroom where they can improve practice. This article reviews the literature regarding teacher‐performed research and argues that equipping teachers to perform their own research either individually or in collaboration with university researchers is one way to enrich teachers’ knowledge and improve classroom practice.     

Achieving community borrower compliance with an urban university library's circulation policies: One university's solution

The University of Nevada, Las Vegas Library has taken steps to provide the community with access to its collections while safeguarding its resources. It requires external borrowers to register a major credit card and agree to have the Library charge replacement costs and fees to their accounts.     

Problem‐Solving Model for Decision Making with High‐Incidence Disabilities: The Minneapolis Experience

The problem‐solving model (PSM) is used in the Minneapolis Public Schools to guide decisions regarding: (1) interventions in general education, (2) referral to special education, and (3) evaluation for special education eligibility for high‐incidence disability areas. District implementation was driven by four themes: the appropriateness of intelligence tests and the IQ‐achievement discrepancy for determination of eligibility, bias in assessment, allocation of school psychologist time, and linking assessment to instruction through curriculum‐based measurement. This article describes how the PSM was designed as a three‐stage process to measure response to intervention and used in the special education eligibility process. Program evaluation data collected since initial implementation in 1994 is reported in the areas of child count, achievement, referral, eligibility, and disproportion. The authors discuss the limitations of conducting PSM research in school settings, barriers to implementation of PSM, and make suggestions for enhancing treatment integrity.