BOOK REVIEW

Public educators of adults, because of their locally based programs, are strategically positioned to facilitate the learning of large numbers of older people. Little is known, however, about how these educators view the learning needs of elders who live in their communities. We conducted a telephone interview survey, using fixed‐response and open‐ended questions, with 30 directors of public adult education programs in Maine. The instrument assessed how important particular educational goals were for these directors at the time of the interview and how important each should be in the future. We examined both outcome and process variables. Health education was the outcome factor with the largest discrepancy between present and future program goals. Outreach to elders not presently participating in adult education programs was the process factor with the largest discrepancy. We discuss implications of this research for adult education and for potential partnerships between local educators and gerontologists.     

Perspectives: Evaluating an early childhood gifted education program

The authors address the issues faced when evaluating an early childhood gifted education program from two fields of study representing different perspectives: early childhood and gifted education. This article describes the evaluation process as well as the resulting impact of the evaluation on the constituents and stakeholders of Oakwood Laboratory School.? The questions raised from the evaluation process lead to a critical examination of what is meant by best practices in both fields. In addition, the process of evaluation may serve as a prototype for other programs which serve similar populations of students.     

A Nature Corps for Public Action

Abstract

Three years of data from a week-long environmental camp were analyzed to determine the effects of gender on test scores. Pre- and post-tests were used to measure attitudes, knowledge, and expectations, in addition to perceptions of amount learned, the camp's organization, and enjoyability of the experience. Two significant gender differences were found. The females were lower on the knowledge pre-test and made greater gains between the two knowledge tests. Explanations for the pre-test difference focused on the sexist structure of both American society and the educational system. Recommendations and implications for natural resource based programs were made.     

Flexibly Adaptive Professional Development in Support of Teaching Science with Geospatial Technology

The flexibly adaptive model of professional development, developed in the GIT Ahead project, enables secondary science teachers to incorporate a variety of geospatial technology applications into wide-ranging classroom contexts. Teacher impacts were evaluated quantitatively and qualitatively. Post-questionnaire responses showed significant growth in teachers’ perceived technological expertise, interest, and ability to integrate geospatial technology into their science teaching. Application of the Technical Pedagogical Content Knowledge (TPACK) framework to three case studies illustrates such growth. Crucial aspects of professional development in support of teaching science with geospatial technology include intensive training, ongoing support, a supportive learning community, and flexibility in terms of support provided and implementation expectations. Implications are presented for design of professional development and use of TPACK in evaluating impacts.     

Potential of one-to-one technologies in the classroom: teachers and students weigh in

Increased efforts to promote 21st century learning emphasize the central role of technology in instructional delivery in order to advance the multifaceted abilities and skills required for student success in an increasingly technology-rich learning and work environment. A qualitative study was conducted in a large, economically diverse, mid-Atlantic school district to examine the implementation of six technology devices in 18 elementary, middle, and high school classrooms. The purpose was to understand teachers’ and students’ experiences related to the instructional implications of each device to inform long term, one-to-one implementation of an appropriate technology device to meet the district’s strategic goals for a 21st century learning environment. Teacher interviews and student focus groups revealed several themes related to technology integration, factors influencing implementation, impact on instruction, and impact on student motivation and engagement. Findings are discussed in relation to the district infrastructure and other considerations to support a one-to-one teaching and learning environment and how each of the six devices support the establishment of 21st century learning environments.     

Relations Between Effective Emotional Self-Regulation, Attentional Control, and Low-Income Preschoolers' Social Competence with Peers

Relations between children's emotional self-regulation, attentional control, and peer social competence (as reported by both teachers and peers) were examined for 51 low-income, preschool-aged children enrolled in Head Start. Using a short delay-of-gratification task administered at Head Start sites, children's use of self- distraction was found to be positively associated with their success in handling the delay, replicating previous, laboratory-based research. Contrary to our expectations, children's use of self-distraction was found to be unrelated to their attentional control, as assessed during a computer task. Hierarchical regression analyses revealed that children's use of self-distraction predicted significant variance in both peer- and teacher-reports of childrem's competence with peers, even after children's attentional control was statistically taken into account. These findings are discussed in light of current models of reactivity and regulation in predicting young children's social behavior, as well as in the context of early intervention efforts for children facing socioeconomic risk.