The role of sweeteners in the diet of young children

The health and nutrition implications of high sugar intake for young children are discussed. Infants and young children prefer foods that taste sweet. Sugar substitutes used in moderation can provide a compromise for child care providers who want to offer nutritious food which young children will eat. This study examined sweetener preferences of young children, including a new sweetener (Sweet One^®). Participants (3–8 years of age) sampled a beverage and plain cottage cheese sweetened with either sugar or Sweet One^® as part of a sensory difference test. They also ranked four vanilla puddings sweetened with sugar and three FDA approved sweeteners. In the difference test, the subjects were able to tell the difference between sugar and Sweet One^® in the beverage, but not in the cottage cheese. There was no consensus among the panelists for a sweetener preference in the rank-order test.     

Naturalizing negativity: how journalism textbooks justify crime,conflict, and “bad” news

This critical analysis of U.S. journalism textbooks from 1894 to 2016 shows how texts across decades have (re)constructed a discourse of damage through news values emphasizing and rationalizing conflict and bad news. Findings are reported in the context of literature suggesting that negative news values foster a distorted sense of social relations, increase fear, and depress civic participation. Literature also indicates that non-journalists often view news through less conflict-oriented, and more value-laden, frames, suggesting that journalistic values are not natural or inevitable but subject to change. The discourse in journalism textbooks can be a key site for understanding and influencing journalism culture. Constructive alternatives to the dominant discourse are suggested.     

A 10-year follow-up survey of programs and services for students with learning disabilities in graduate and professional schools

This 10-year follow-up study compares programs and services for students with learning disabilities (LD) in graduate and professional schools between 1985 and 1995. In 1995, surveys were sent to the same institutions (n = 682) as in the earlier survey, with a response rate of 30.6%. Significant changes over the 10 years include a higher level of awareness about LD and evidence of greater compliance with Section 504, a greater specificity of assessments required for the identification of students who receive services, improvements in the types and extent of services available, and increased program visibility. Despite these positive changes, 24% of the respondents indicated that they did not have a coordinator for LD at their institution, and 33% did not have a written plan for services. Eighteen institutions with programs or services for students with LD gave permission to publish their names. Implications and recommendations are discussed.     

Metaphors of hierarchy in mathematics education discourse: the narrow path

This paper adopts a rhetorical perspective in order to examine language about children in the discourse of mathematics education through a study of metaphor. Previous research has tended to emphasize the notion of ‘beliefs’, which locates responsibility for problematic conceptions of children within the heads of individuals, particularly practising and preservice teachers. Using the notion of metaphor, this paper examines several texts in US mathematics education, including conversations in an elementary classroom, a university mathematics methods classroom, mathematics textbooks, and standards documents. All of these texts draw on the metaphor of children’s learning as travel along a physical path, which supports talking and thinking about children in hierarchical ways. The dominance of this metaphor presents a new challenge for teacher educators concerned with equity: that of examining their own language and practices for hierarchical language.     

How do African American Mothers in a Rural Community Perceive Resources for Supporting Family Involvement in the Early Years?

Previous research focused on schools that serve low-income and minoritized communities has demonstrated that families often do not feel that their schools are receptive to family involvement. This interview study, which comes out of a long-term ethnographic project at a rural school that primarily served low-income, African American families, reports on the ways that mothers in this school felt welcomed by school staff during their children’s first three years of schooling (Prekindergarten to Grade 1). Many of the parents identified the rural context as contributing to their positive feelings about involvement with the school because the context supported long-term relationships with school staff, and the small school allowed parents to feel that both they and their children were known. Mothers reported that these characteristics supported their efforts to intervene on behalf of their children.     

Extinction,genealogy, and institutionalization: Challenging normative values in popular endangered language discourse

News accounts of the recent discovery of Hawai’i Sign Language tell of the identification of a new language—one nearing extinction—and, ultimately, the happy ending of language preservation. By applying postcolonial and disability studies scholarship to the news coverage, we reframe marginalized languages through an alternative logic. We examine the narratives of extinction, genealogy, and institutionalization that underlie both colonial and ableist discourses in the articles. We argue that popular conceptions of endangered language and language purity obscure how normative values are applied to language communities and institutionalization, often at the expense of those very communities.