Relationship among laboratory instruction,attitude toward science,and achievement in science knowledge

This study investigated the use of a hands-on laboratory program as a means of improving student attitude toward science and increasing student achievement levels in science knowledge. Using a posttest-only control group design, curriculum referenced objective examinations were used to measure student achievement in science knowledge, and a posttest Q-sort survey was used to measure student attitude toward science. A one-way analysis of variance compared the groups' differences in achievement and attitude toward science. Analysis of covariance was used to determine the effect of the laboratory treatment on the dependent achievement variable with attitude toward science as the covariable. The findings showed that students who had regular laboratory instruction (a) scored significantly higher (p < .01) on the objective examination of achievement in science knowledge than those who had no laboratory experiences; (b) exhibited a moderate, positive correlation (r = .406) between their attitude toward science and their achievement; and (c) scored significantly higher (p < .01) on achievement in science knowledge after these scores were adjusted on the attitude toward science covariable. There were no significant differences in achievement or attitude toward science for the limited English proficiency groups. It was concluded that laboratory instruction influenced, in a positive direction, the students' attitude toward science, and influenced their achievement in science knowledge. It was recommended that science instruction include a regular laboratory experience as a demonstrated viable and effective instructional method for science teachers. This model of science instruction has been shown to be effective with students of diverse backgrounds who live within large urban centers. J Res Sci Teach 34: 343–357, 1997.     

Forgiveness as an educational goal with at-risk adolescents

An educational intervention using forgiveness as the goal was implemented with 10 at-risk adolescents attending an alternative school in a Midwestern city. The adolescents ranged in age from 15 to 19 years of age. A randomized experimental and active control group pre- and post-test design was used. Twenty-one participants were randomly assigned to either the experimental group (forgiveness education class) or the control group (personal communications class). Classes met daily for 31 sessions for approximately 23 hours of education. Enright’s process model of forgiveness was used as the focus of the intervention. Dependent variables included forgiveness, self-esteem, hope, depression, and state-trait anxiety scales. After the education, the experimental group gained more than the control group in forgiveness and hope, and decreased significantly more than the control group in anxiety and depression. Verbal reports from the experimental participants following the education also illustrate the positive impact forgiveness had on the students.     

Transition club: Facilitating learning, participation and psychological adjustment during the transition to secondary school

The transition from the primary to secondary phase of education has been highlighted as an area of concern for policy makers, educators and researches alike in recent years. In particular, there is evidence to suggest that it is during this crucial phase of compulsory education that many pupils are at risk of becoming marginalized and disaffected — thus, it is a salient topic for consideration in the broader discourse on inclusive education. The current paper reports on the attempts of a secondary school in the north-west of England to facilitate the learning, participation and psychological adjustment of new pupils through an innovative process called Transition Club. Using participant observations, questionnaires and a focus group interview we examined the views of 38 pupils who participated in its pilot. Qualitative content analysis of our dataset indicated that Transition Club was successful in providing pupils with a sense of belonging, helping them to navigate the ‘maze’ of secondary school, and making learning fun. There was also evidence to suggest that pupils who did not participate directly also experienced some of the benefits of the process.     

Joint coordination when running in minimalist,neutral, and ultra-cushioning shoes

ABSTRACT

Ultra-cushioning (ULTRA) shoes are new to the running shoe market. Several studies have evaluated kinematics and kinetics while running in ULTRA shoes, however it remains unknown how such shoes influence joint coordination. Therefore, the purpose of this study was to evaluate lower extremity coordination and coordination variability when running in minimalist (MIN), traditional (NEUT) and ULTRA shoes. Fifteen runners ran for ten minutes in each shoe type. Coordination patterns and coordination variability were assessed for rearfoot-tibia, rearfoot-knee, and tibia-knee couplings using a modified vector coding method during early, mid, and late stance periods. During late stance ULTRA shoes resulted in more antiphase coordination than MIN (p =.036) or NEUT (p =.047) shoes and less in-phase coordination than MIN (p =.048) or NEUT (p =.013) shoes. During late stance there was also more proximal phase rearfoot-knee coordination in ULTRA shoes than in either MIN (p =.039) or NEUT (p =.005) shoes and less in-phase coordination in ULTRA shoes than in NEUT shoes (p =.006). There were no differences in coordination variability between shoes during any phase. The differences in coordination may have implications for tissue loading and injury development when running in ULTRA shoes..     

Teacher educators' reflections on moments in a secondary teacher education course: thinking forward by challenging our teaching practices

In this paper the authors explore two pedagogical moments that occurred within a diversity‐focused secondary teacher education course, giving specific attention to Genevieve's and Debra's reflections as course instructors. We explore the ways in which instructors find themselves challenged, engaged and provoked to rethink taken for granted ideas and beliefs about their pedagogies as teacher educators. We conclude the paper by ‘thinking forward’: challenging teacher educators to be responsible and to be vulnerable with respect to their own teaching stances and to take the time to critically examine their own lived experiences in order to connect with their students' emergent understandings.     

When International Press Rights Are the News

Objective: To educate about restraints and restrictions on the press around the world and on international efforts to protect press freedom

Courses: High School and College Journalism and Mass Communication     

Film Bibliographies

Alan R. Dyment's The Literature of the Film: A Bibliographical Guide to the Film as Art and Entertainment 1936-1970 (Detroit, Mich.: Gale Research [London: White Lion Publishers, Ltd.], 1975---$35.00)

Mel Schuster's Motion Picture Performers: A Bibliography of Magazine and Periodical Articles Supplement No. 1 (Metuchen, N.J.: Scarecrow Press, 1976---$27.50)

A.G.S. Enser's Filmed Books and Plays: A List of Bpoks and Plays From Which Films Have Been Made 1928-1974 (New York: Academic Press [London: Andre Deutsch], 1975---$24.00)

American Film (December 1975, and January-Bebruary 1976 issues)

Hollis Melton's “Museums with Film Programs,” (Educational Film Library Association, 17 West 60th St., New York 10023---$5.00/$3.00 to members, paper)     

Law and Ethics

TELEVISION & ETHICS: A BIBLIOGRAPHY by Thomas W. Cooper, et al. (Boston: G.K. Hall, 1988—$45.00 [$55 for export], ISBN 0-8161-9866-8)

MEDIA ETHICS IN THE NEWSROOM AND BEYOND by Conrad C. Fink (New York: McGraw-Hill, 1988—price not given, ISBN 0-07-O20976-6)

FREEDOM OF SPEECH ON PRIVATE PROPERTY by Warren Freedman (Westport, CT: Quorum Books/Greenwood, 1988—$39.95, ISBN 0-89930-323-4)