How Not to Work and Play with Others: An Updated Taxonomy of Dysfunctional Individual Behaviors in Groups

Much of what we do in today's organizations involves working collectively in groups or teams. Certain individual behaviors hinder this effort. In this article, the author proposes a taxonomy of dysfunctional individual group member behaviors that is informed by the much‐cited list of self‐serving behaviors proposed by Benne and Sheats in 1948. This taxonomy identifies six individual dysfunctional behaviors using the categories of personal relating, power, and performance.     

Standardized test outcomes for students engaged in inquiry‐based science curricula in the context of urban reform

Considerable effort has been made over the past decade to address the needs of learners in large urban districts through scaleable reform initiatives. We examine the effects of a multifaceted scaling reform that focuses on supporting standards based science teaching in urban middle schools. The effort was one component of a systemic reform effort in the Detroit Public Schools, and was centered on highly specified and developed project‐based inquiry science units supported by aligned professional development and learning technologies. Two cohorts of 7th and 8th graders that participated in the project units are compared with the remainder of the district population, using results from the high‐stakes state standardized test in science. Both the initial and scaled up cohorts show increases in science content understanding and process skills over their peers, and significantly higher pass rates on the statewide test. The relative gains occur up to a year and a half after participation in the curriculum, and show little attenuation with in the second cohort when scaling occurred and the number of teachers involved increased. The effect of participation in units at different grade levels is independent and cumulative, with higher levels of participation associated with similarly higher achievement scores. Examination of results by gender reveals that the curriculum effort succeeds in reducing the gender gap in achievement experienced by urban African‐American boys. These findings demonstrate that standards‐based, inquiry science curriculum can lead to standardized achievement test gains in historically underserved urban students, when the curriculum is highly specified, developed, and aligned with professional development and administrative support. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 922–939, 2008     

Teachers reviewing Annual Reviews

Phyllis Jones, Senior Lecturer (Special Educational Needs), and John Swain, Reader in Disability Studies, at the University of Northumbria, report on the first stage of a qualitative investigation into participants' views of, and feelings about, Annual Reviews. Although this article was submitted before the publication of Special Educational Needs: Consultation Document on the Proposed Revision of the SEN Code of Practice (DfEE, 1999), both highlight the need 'to reduce the paperwork required of schools and of LEAs in relation to annual reviews' (p.4). The Document does not envisage any fundamental change to the current regulatory framework for Annual Reviews but this small-scale study highlights the pressing need for organisationalreform.     

Cross-validation of the factor structure of the McCarthy scales for kindergarten children

This study was designed to cross-validate the factor structure of the McCarthy Scales of Children's Abilities for children 5 to 6 1/2 years of age. A factor analysis was performed on a group of 105 children with a mean General Cognitive Index (GCI) of 115.42. The subjects ranged in age from 4–11 to 6–7 with a mean age of 5–6. The age variable was partialled from each score using multiple regression procedures. Five factors were generated, including Verbal Comprehension, Quantitative-Reasoning, Memory, Perceptual-Performance, and Motor factors. These data were subsequently compared to Kaufman's factor analytic studies with the McCarthy standardization group, and to the scale structure of the instrument. In general, the overall factor pattern of this study provides further evidence of the construct validity of the McCarthy Scales for kindergarten children.     

辨析中国专利制度中的禁止反悔规则 《最高人民法院关于审理侵犯专利权纠纷案件应用法律若干问题的解释》中关于“无效宣告程序中放弃的技术”的规定及相关案例分析

我国现在的专利制度似乎正在实施所谓的全面禁止反悔规则。一方面,在专利侵权诉讼中,专利权人可因专利申请过程中或者专利无效宣告程序中所作的限缩性修改和陈述而被禁止反悔,另一方面,在专利无效宣告程序和专利无效诉讼程序中,他又可因自己在专利侵权法律程序中的陈述而被禁止反     

Reflections upon teacher education in severe difficulties in the USA: shared concerns about quantity and quality

In this article, Phyllis Jones of the Department of Special Education at the University of South Florida and Elizabeth West from the University of Washington explore key issues in respect to teacher education for teachers who teach pupils with severe and profound learning difficulties in the USA. Issues relating to quantity and quality of teachers are discussed in the context of policy and practice in the USA. Reflections related to teacher education delivery in the USA, in terms of case-based learning and distance education, for example, and the content of teacher education courses, for example, in terms of helping teachers to understand the needs of pupils with learning difficulties and the promotion of evidence-based practices, are discussed. Phyllis Jones and Elizabeth West suggest that their reflections can contribute to continuing discussions about teacher education in the UK for teachers who work with pupils with severe and profound learning difficulties.     

The Role of Preschool Relational and Physical Aggression in the Transition to Kindergarten: Links With Social-Psychological Adjustment

Research Findings: The transition to kindergarten has important ramifications for future achievement and psychosocial outcomes. Research suggests that physical aggression may be related to difficulty during school transitions, yet no studies to date have examined the role of relational aggression in these transitions. This article examines how engagement in preschool physical and relational aggression predict psychosocial adjustment during the kindergarten school year. Observations and teacher reports of aggression were collected in preschool, and kindergarten teachers reported on student–teacher relationship quality, child internalizing problems, and peer acceptance in kindergarten. Results suggested that preschool physical aggression predicted reduced peer acceptance and increased conflict with the kindergarten teacher. High levels of relational aggression, when not combined with physical aggression, were related to more positive transitions to kindergarten in the domains assessed. Practice or Policy: These data lend support to the need for interventions among physically aggressive preschoolers that target not only concurrent behavior but also future aggression and adjustment in kindergarten. Thus, educators should work to encourage social influence in more prosocial ways among aggressive preschoolers.