Effects of Personality Types on the Use of Television Genre

This study examined the role of three personality characteristics, Psychoticism, Extraversion, and Neuroticism (PEN), on viewers' level of attention to five different genres of television programming: news, soap operas, reality shows, talk shows, and crime dramas. A survey of 381 college students showed psychoticism to be negatively related to attention to news and reality show programming. There was a positive relationship between extraversion and attention to reality programming. Finally, neuroticism was positively associated with attention to all genres assessed. The implications of these findings for future research are discussed.     

The Louis Stokes Health Sciences Library: the Howard University move experience.

The Louis Stokes Health Sciences Library attributes its successful move to early planning and preparation. Professional literature on the subject as well as consultation with other experienced library personnel also proved beneficial. Utilizing these resources, the committees devised a strategy that supported the library's mission to provide excellent and complete information services for the advancement of health sciences. This paper describes the Howard University Health Sciences Library move experience and offers practical advice for planning a library move. We hope that the information shared will assist other libraries facing a similar challenge.     

Predictors of Global Quality in Family Child Care Homes: Structural and Belief Characteristics

Research Findings: With a substantial number of young children receiving care in family child care settings, an examination of the characteristics, both structural and attitudinal, that predict program quality is warranted. The current study examines gaps in the research by examining both structural characteristics and provider beliefs that influence observed global quality in family child care homes. Results of this study suggest that belief characteristics can predict the quality of family child care homes above and beyond structural characteristics alone. Practice or Policy: Providing support to help all providers understand appropriate developmental expectations for children and how to effectively guide children is critical for quality improvement efforts. In addition, providing support to decrease job stress and improve professional motivation is highlighted.     

Social Competence and Oral Language Development for Young Children of Latino Immigrants

Research Findings: In this study we analyze how parent and teacher ratings of young Latino children’s social competencies in rural California are associated with children’s oral language development. We find (a) that there is considerable incongruence between parent and teacher ratings of child social competence, (b) that both parent and teacher ratings account for meaningful variation in children’s oral language development, and (c) that incongruence between parent and teacher ratings is associated with oral language above and beyond the effects of parent and teacher ratings alone. Practice or Policy: Young Latino children’s social competencies contribute to their oral language development. These competencies represent an important, though to date underutilized, asset for building stronger academic/language functioning. Part of the paradoxical development of Latino children (i.e., strong social though weak academic/language competence) could be attributable to cultural differences that underlie teacher and parent perceptions of social competence. Teachers of young Latino children should (a) be aware of the cultural nature of social competence and (b) explore culturally responsive ways of interacting in classrooms to build stronger oral language functioning.     

Use and relationships among effective practices in co-taught inclusive high school classrooms

Opportunities to respond (OTR) and specific praise are two practices that may be particularly beneficial to students learning in secondary inclusive classrooms. Yet, there is relatively little research on effective inclusion practices involving secondary students with learning disabilities (LD) or studies at the secondary level. This study sought to extend the existing research by evaluating the relationship between rates of OTR and specific praise in co-taught high school core classrooms on student on-task behaviour and class engagement. This study was part of a larger study conducted during the 2010–2011 school year. First, core academic classrooms were observed and data were collected on OTR, praise, and student behaviour. OTR information was collected using an audio recording device. Class audio recordings were divided into 15-minute intervals of whole group instruction and coded for OTR, specific praise, and non-specific praise. Observation data on student behaviour and class engagement that corresponded with each 15-minute interval were identified. Results indicate low levels of teacher use of OTR and praise statements and few significant relationships found between the variables of interest. Implications for practice and future research directions are also presented.     

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Reactions to the Wallace shooting and awareness of it indicate that the role of interpersonal first sources of information was much greater than expected from previous studies. A second study supported the hypothesis that delays between the event and the time‐of‐interview account for the apparent lack of interpersonal influence in other studies, through the dissociation of source and content within the receiver.