Promoting Academic and Social‐Emotional School Readiness: The Head Start REDI Program

Forty‐four Head Start classrooms were randomly assigned to enriched intervention (Head Start REDI—Research‐based, Developmentally Informed) or “usual practice” conditions. The intervention involved brief lessons, “hands‐on” extension activities, and specific teaching strategies linked empirically with the promotion of: (a) social‐emotional competencies and (b) language development and emergent literacy skills. Take‐home materials were provided to parents to enhance skill development at home. Multimethod assessments of three hundred and fifty‐six 4‐year‐old children tracked their progress over the course of the 1‐year program. Results revealed significant differences favoring children in the enriched intervention classrooms on measures of vocabulary, emergent literacy, emotional understanding, social problem solving, social behavior, and learning engagement. Implications are discussed for developmental models of school readiness and for early educational programs and policies.     

Recent Publications in Natural History

Principal Review: Darwin, Charles. The Illustrated origin of species. Abridged and introduced by Richard E. Leakey. Consultants W. F. Bynum and J. A. Barrett     

What enables rapid economic progress: What are the needed institutions?

In recent years “institutions” have again become a central focus of economists and other scholars studying the processes of economic growth, and the reasons why nations have differed so greatly in their achievements on this front. However, with few exceptions the exploration of the role of institutions has not been connected with a coherent analysis of the relationships between institutions and institutional change and technological advance. This paper proposes a way of analyzing these relationships. The concept of “social technologies” which support “physical technologies” plays a key role in the analysis.     

A case of preservice elementary teachers exploring, retelling, and reframing

This study shows preservice elementary teachers' frames (points of view) about science curriculum. Frames are rules that influence how one perceives and organises events with which one thinks. Participants' frames were externalised by exploring issues from Sagan's text,The Demon Haunted World: Science as a Candle in the Dark (1996), Sagan uses commonly held frames about controversial topics to contrast pseudoscience and science. This narrative explores how students retelling their reactions (to experiences of their own design) might influence one's awareness of beliefs in general and reconsideration of personal beliefs about science and teaching. The entangled issues of critical and metaphoric thinking, as well as reframing are exemplified.     

Measuring knowledge spillovers: What patents, licenses and publications reveal about innovation diffusion

Measurement of knowledge spillovers remains an important challenge. While patent citation analyses are one common empirical approach, questions persist about their efficacy and potential biases. In an effort to assess various measures of knowledge diffusion, this paper compares patent data surrounding recombinant DNA technology to licenses and publications building on the same technology. Evaluation of these measures highlights errors of both omission and over-representation in each measure, and reveals potential biases tied to organizational age and location. The results suggest that studies of knowledge diffusion can be strengthened dramatically by drawing upon multiple indicators.     

The Role of Attention in the Development of Short-Term Memory: Age Differences in the Verbal Span of Apprehension

In previous studies of memory span, participants have attended to the stimuli while they were presented, and therefore have had the opportunity to use a variety of mnemonic strategies. In the main portion of the present study, participants (first- and fourth-grade children, and adults; 24 per age group) carried out a visual task while hearing lists of spoken digits and received a post-list digit recall cue only occasionally, for some lists. Under these conditions, list information presumably must be extracted from a passively held store such as auditory sensory memory. The results suggest that each individual has a core memory capacity limit that can be observed clearly in circumstances in which it cannot be supplemented by mnemonic strategies, and that the capacity limit appears to increase with age during childhood. Other, attention-demanding processes also contribute to memory for attended lists.     

Technology policy and global warming: Why new policy models are needed (or why putting new wine in old bottles won’t work)

In recent years, the threat of global climate change has come to be seen as one of the most serious confronting humanity. To meet this challenge will require the development of new technologies and the substantial improvement of existing ones, as well as ensuring their prompt and widespread deployment. Some have argued that the urgency of the situation requires a “Manhattan Project” or an “Apollo Program”. This paper examines why such a policy model is inappropriate, arguing that the nature of the policy context for confronting climate change necessitates a different kind of technology policy than that for building an atomic bomb or for achieving a manned lunar landing. Instead, it seeks to draw lessons from three sectors that seem to be more pertinent and where government technological development and deployment programs have been pursued with some success in the United States - namely, agriculture, biomedical research and information technology. It compares and contrasts these with the policies pursued with regard to the first two of these sectors in the United Kingdom. The paper concludes by drawing out the implications for the design of policies supporting technological development and innovation to address the problem of global climate change.     

It Looks a Bit Like This: Prototyping in an Academic Library

Abstract

Prototyping is an incremental process that facilitates those looking to make changes in products, services, or resources. Originating in industrial fabrication process, prototyping can be adapted by librarians to examine changes made to library services, amenities, and resources. They offer a cost-effective way of trying something new and needed, to ensure that patron needs are met. This article modifies prototyping into a five-step process and reviews five examples where the Lee Library used prototyping to inform library decisions to inform the development of library services, amenities, processes, and resources to better serve its patrons.