Popular Illustration

Gerald McConnell and Gene Light's Illustrators 19 (New York: Hastings House, 1978—$26.50)

Evelyn and Leo Farland's Posters by Painters (New York: Abrams, 1978—$8.95, paper)

Robert R. Hartmann's Graphics for Designers (Ames: Iowa State University Press, 1976—price not given, spiral bound)

Peggy and Harold Samuels' The Illustrated Biographical Encyclopedia of Artists of the American West (Garden City, N.Y.: Doubleday, 1976—$25.00)

The Second Norman Rockwell Poster Book (New York: Watson-Guptill Publications, 19777—$6.95, paper)     

Maps and inventories: Anchoring efforts to track student learning

Opportunities for students to learn what we wish them to are tucked in nooks and crannies of their college experience as much as they are in the obvious places. The author presents two strategies for revealing all the corners where learning occurs and those where it should but might be missing.     

Guidelines for a creative drama program

Creative drama is a process of perceiving and communicating thoughts and ideas. It is a thoughtful and usually teacher-directed effort to retell a story in dramatic from (Schickendanz, York, Stewart, & White, 1990). Sometimes the story has been made up or read and reread by the teacher or students. Children may select roles for stories or use props (e.g., puppets, dolls, and everyday clothes) to dramatize the story.Jeffrey I. Gelfer is Associate Professor, Department of Instructional and Curricular Studies, and Peggy G. Perkins is Assistant Professor, Department of Counseling and Educational Psychology, both at the University of Nevada, Las Vegas.     

Transforming teacher education: Visions and strategies

The five projects highlighted in this special issue represent a range of approaches to transforming teacher preparation programs. In this article, I describe how these programs are scaffolding teachers’ change efforts through the use of three powerful approaches: collaboration, modeling, and reflection. Similarities and differences among the five projects are described and suggestions are made for future research.     

Women’s Involvement in Educational Psychology Journals from 1976 to 2004

Previously, Robinson, McKay, Katayama, and Fan (1998) examined women’s involvement in six educational psychology journals (American Educational Research Journal, Contemporary Educational Psychology, Educational Psychologist, Educational Psychology Review, Journal of Experimental Education, and Journal of Educational Psychology) from 1976 to 1996 and found that although women made gains as authors and editorial board members, they remained underrepresented as editors. In this Reflections on the Field article, we compare the Robinson et al. data with our more recent data. We found that from 1996 to 2004, the percentage of women members in education and psychology organizations has risen. Meanwhile, the percentage of women authors has remained stable; the percentage of women editorial board members has risen slightly; and the percentage of women editors has risen dramatically. We also found that the percentage of women authors and editorial board members lags slightly behind what would be expected based on organizational membership percentages for women. On the other hand, there are now more female editors than would be expected.     

Learner-generated drawing as a strategy for learning from content area text

Learner-generated drawing is a strategy that can improve learning from expository text. In this paper, a model of drawing construction is proposed and the experimental design tests hypotheses derived from this model. Fourth and sixth grade participants used drawing under three experimental conditions with two conditions including varying degrees of support. On a problem solving posttest, both supported drawing groups scored higher than the non-drawing Control group. Although the grade by condition interaction was not significant, there was a strong trend in this direction. When sixth grade participants were considered independently, participants in the most supported drawing condition also obtained higher problem solving scores than those who drew without support. There were no significant condition effects for fourth grade nor were there any significant effects on a multiple-choice recognition posttest. Results were consistent with hypotheses and are discussed in light of the proposed theoretical framework.     

Service Provision for Disturbed Children

Service provision for children classified as emotionally disturbed, behaviourally disordered or maladjusted involves a variety of service agencies including health, education and welfare. Recently a collaborative approach to service delivery, which recognises the multi‐disciplinary nature of the problem area and the necessity to avoid wastage of resources through duplication has been adopted. To determine priorities for service delivery the present study involved a multi‐disciplinary sample of experienced professionals working in the area of emotional disturbance. Using the Delphi technique, goals for service delivery in terms of system, instructional, adjustment and social objectives were assembled, clarified, rated in terms of their importance, and rank‐ordered to more clearly determine priorities. Results indicate that a collaborative multi‐disciplinary approach to service provision for disturbed children is feasible and that, despite diverse theoretical and professional backgrounds, competent workers in the field are able to arrive at substantial consensus in setting objectives.     

Enhancing self-efficacy for computer technologies through the use of positive classroom experiences

The effects of experience on attitudes toward computers and judgments of confidence, or self-efficacy, for specific computer technologies were investigated. Thirty-two students in a computer applications in physical education course participated in the study. The Computer Technologies Survey was used as a pretest and posttest measure to assess students' attitudes toward computers and perceived self-efficacy for electronic mail (e-mail) and word processing. Treatment conditions required the students to communicate with the instructor via e-mail, a word-processed note, or handwritten note. These conditions manipulated experience with e-mail and word processing while keeping instructor-student interaction constant. Students' judgments of computer capability significantly increased from pretest to posttest across all treatments. A direct relationship between time-on-task and levels of confidence was not found which suggests that quality rather than quantity of computer experience may be most critical.