Cross-Validation of a Model of Intrinsic Motivation With Students Enrolled in High School Elective Courses

The purpose of this study was to cross-validate a model of relationships among social-contextual factors, individual differences, and intrinsic motivation in adolescent students enrolled in required courses (E. Ferrer-Caja & M. R. Weiss, 2000) with an independent sample of students taking elective courses. Female and male high school students (N = 219) completed measures of motivational climate, teaching style, perceived competence, self-determination, goal orientation, and intrinsic motivation. Motivated behavior was assessed by teachers who rated the students on effort and persistence in class activities. First, the authors used structural equation modeling to examine model invariance between the original and the new samples, which yielded a lack of equivalence. Next, the authors examined several alternative theory-based models using the elective sample. The results indicated that the data were best represented by a model that separated social-contextual factors, individual factors, intrinsic motivation, and motivated behaviors. The strongest predictors of intrinsic motivation were task-goal orientation and perceived competence. These results are discussed from both theoretical and methodological perspectives.     

ADULTS IN EXPANDED GRANDPARENT ROLES: CONSIDERATIONS FOR PRACTICE,POLICY, AND RESEARCH

The number of middle-aged and older adults assuming primary caregiver roles to their grandchildren has dramatically increased in the past decade due to a myriad of serious family-related problems. Gerontology professionals in human service and mental health positions as well as policy makers and researchers can play important roles in helping these women and men function effectively in their expanded grandparent roles. The primary goal of this article is to provide a representative picture of (1) the circumstances surrounding grandparents' acquisition of the surrogate parent role; (2) the consequences of the caregiving roles for the older generation (positive as well as negative outcomes); and (3) recommendations of types of support (socioemotional and instrumental) that would be most helpful for grandparents raising their grandchildren. Recommendations for future programs, policies, and research on this growing population of family caregivers are also provided.     

Evaluation of third age learning in Hong Kong: Why and how?

ABSTRACT

Facing the challenges of a fast-growing ageing population – amidst the worldwide trends of declining birth rates and longer lifespans – the Hong Kong government has since two decades ago developed and implemented policies and plans for senior adults in Hong Kong to engage in third age learning, both formally and informally. This paper first argues for a critical need to evaluate the efficacy, adequacy and value of the policy and provision of third age learning in Hong Kong. It then discusses the choice between the functionalist approach and the critical educational gerontology (CEG) approach for a critical evaluation of the content and purpose of education for older adults. In this paper, CEG is conceived to be more comprehensive and robust than the functionalist approach that focuses primarily on learning for self-fulfillment and adjustment to older age. More broadly though, CEG views third age learning from a sociopolitical perspective and takes into account the empowering and liberating nature of learning for and by senior adults.     

The genesis of mentors’ professional and personal knowledge about teaching: perspectives from the Republic of Ireland

This study investigates the sources of mentors’ knowledge about teaching. A mixed-method research design combining quantitative and qualitative data collection methods was used to examine this area. The findings of the study suggest that: mentors’ knowledge about teaching is practice orientated and emerges from their professional experiences, their teaching skills, their pre-service teacher education and, to a considerable extent, from their own personal experiences. The authors argue that mentors require support to reflect on their early socialisation experiences and their attachment to practice-based experience as a source of professional knowledge, in this way they can better understand and carry out their role as mentors.     

Speaking and listening across the primary curriculum: an entry to improved learning and a focus for CPD

This paper reports on the initial stage of an exploratory project based in six primary schools in Newcastle upon Tyne (UK) – and on plans for its extension. The potential value of the project as a curricular initiative is set out, from both practical and research perspectives. Its framing as a vehicle for the continuous professional development (CPD) of the teachers involved is also outlined. The first phase of the project itself is then described in some detail and its results discussed. Outcomes are also identified in order to provide pointers to the continuation stage. Finally, the value of the CPD model adopted is discussed, with particular regard to the choice of the present specific curricular focus.     

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.     

Directors and Writers

Eric Sherman's Directing the Film: Film Directors on Their Art (Boston: Little, Brown, 1976---$15.00)

Donald Spoto's The Art of Alfred Hitchcock: Fifty Years of His Motion Pictures (New York: Hopkinson and Blake, 1976---$13.00/8.95)

Kemp R. Niver's D.W. Griffith: His Biograph Films in Perspective (Historical Films, P.O. Box 46505, Los Angeles, Calif. 90046---$12.00)

Stephen Pendo's Raymond Chandler on Screen: His Novels into Film (Metuchen, N.J.: Scarecrow Press, 1976---$10.00)

Ronald Lloyd's American Film Directors: The World as They See It (New York: New Viewpoints/Franklin Watts, 1976---price not given, paper)

Maureen Lambray's The American Film Directors (New York: Whirlwind/Pathe Press, 1976---$22.50)

Bob Thomas' Walt Disney: An American Original (New York: Simon and Schuster, 1976---$9.95)

Richard Koszarski's Hollywood Directors, 1914-1940 (New York: Oxford University Press, 1976---$13.95/3.95)

Philip Cecchettini and Don Whittemore's Passport to Hollywood: Film Immigramts (New York: McGraw-Hill, 1976---413.50)

Beatriz Reyes Nevares' The Mexican Cinema: Interviews with Thirteen Directors (Albuquerque, N.M.: University of New Mexico Press, 1976---$9.95/4.50)

Francisco Aranda's Luis Bunuel: A Critical Biography (New York: Da Capo Press, 1976---44.95, paper)

Glenn B. Infield's Leni Riefenstahl: The Fallen Film Goddess (New York: Crowell, 1976---$9.95)

Stuart Rosenthal's The Cinema of Federico Fellini (Cranbury, N.J.: A.S. Barnes, 1976---$9.95)

Edward Murray's Fellini the Artist (New York: Ungar, 1976---$10.00)     

History and Habit in the Mobilization of ICT Resources

A healthy civil society has long been held as vital to a healthy democracy and there is interest in whether the Internet affects this linkage. This paper explores the relationships between offline and online modes of associational life and also analyzes offline and online interactions with local governments in the US context. Based on our empirical analyses of 1,203 respondents, we show that online participation is not simply an extension of offline participation, but can be distinguished in important ways. First, we find that political and community-oriented engagements cluster separately from more private-regarding engagements. Second, participants of online democratic engagement are not characterized by the SES markers associated with offline democratic engagement who are older, have higher incomes, and have lived in the community longer. Finally, we find significant links between democratic engagement with the political system and involvement with political associations (but not social and community-oriented associations).