Mathematics Anxiety in Young Children: An Exploratory Study

This study explored the nature of mathematics anxiety in a sample of 106 ethnically and linguistically diverse first-grade students. Although much is known about mathematics anxiety in older children and adults, little is known about when mathematics anxiety first emerges or its characteristics in young children. Results from exploratory factor analysis indicated that mathematics anxiety in first grade is a multidimensional construct encompassing negative reactions, numerical confidence, and worry. Negative reactions were related specifically to foundational mathematical concepts whereas numerical confidence was related specifically to computation skill; worry was not related to any outcome. Levels of mathematics anxiety did not differ by sex or language background. Overall, negative reactions and numerical confidence were found to be the most salient dimensions of mathematics anxiety in this sample.     

Controversial Cinema: The Films that Outraged America

The Rhetorical Reader, by Ebenezer Porter, D.D. New York: Mark H. Newman, 1831.

Works, by John Witherspoon. Ten Volumes. Edinburgh, 1805. Volumes VI and VII in particular.     

Relational Framing Theory: Utterance Form and Relational Context as Antecedents of Frame Salience

Using relational framing theory, this article examines the influence of utterance type and relational context on the salience of relational frames. The authors report the results of two studies that used scenarios to manipulate utterance form and information about the relationship between interactants. Participants rated the relevance of dominance-submissiveness and affiliation-disaffiliation frames to interpreting the hypothetical interactions. Results showed that judgments of dominance-submissiveness frame salience were sensitive to variations in utterance type and relational context, but the results were mixed for the affiliation-disaffiliation frame. The authors discuss the implications for relational framing theory and the possibility of an affiliation bias.     

Making Professional Development Flexible: A case study

There seems to be a relentless pressure to move towards more flexible approaches to learning and teaching in higher education, as described by Latchem and Hanna (2002) elsewhere in this issue. To achieve this, academic staff need to have access to professional development opportunities in flexible learning. This case study describes the experience of trying to 'practice what we preach' in terms of offering professional development for learning and teaching in a flexible way. However, it was found that academic staff were less prepared to be flexible learners than they thought, and that it was necessary to reduce flexibility for the professional development to achieve its intended outcomes.     

Coparenting Among Lesbian,Gay, and Heterosexual Couples: Associations With Adopted Children's Outcomes

Coparenting is associated with child behavior in families with heterosexual parents, but less is known about coparenting among lesbian‐ and gay‐parent families. Associations were studied among self‐reported divisions of labor, coparenting observations, and child adjustment (M_age = 3 years) among 104 adoptive families headed by lesbian, gay, or heterosexual couples. Lesbian and gay couples reported sharing child care, whereas heterosexual couples reported specialization (i.e., mothers did more child care than fathers). Observations confirmed this pattern—lesbian and gay parents participated more equally than heterosexual parents during family interaction. Lesbian couples showed the most supportive and least undermining behavior, whereas gay couples showed the least supportive behavior, and heterosexual couples the most undermining behavior. Overall, supportive coparenting was associated with better child adjustment.     

Exploring UK secondary teachers' professional values: an overview of the literature since 2000

Background:?Professional commitment from teachers requires more than contractual compliance as personal and professional values are integral to teaching practice. Secondary school teachers are expected to act as role models and demonstrate positive attributes and attitudes in an evolving educational context. Little is known about how they understand or interpret their own values, or realise the shared values that lie at the heart of a school community.

Purpose:?The purpose of this review is to summarise the literature relating to values that teachers hold. The review is concerned with theoretical and empirical studies in which such values are considered, and also any tensions identified between the personal values of teachers and organisational values of the schools reflected in professional practice. This scoping exercise is part of two-year funded empirical research carried out by the authors in five secondary schools in England, using data from individuals, groups and schools on the personal values of teachers and head teachers. This research explored whether these values are congruent with the organisational values schools seek to establish.

Design and methods:?An extensive literature review was undertaken relating to the values held by secondary school professionals. The search was restricted to more recent works (i.e. the year 2000 onwards), and was mainly UK and secondary education focused. The search was conducted using the educational database, Education Indexes on Dialog, and the Electronic Journal Service which is a database covering wider disciplines. To reach harder-to-find research reports, additional strategies were adopted including hand searching of key journals and reference to existing publication lists. The review generated over 1000 published references that were then screened to determine whether publications were based on empirical research conducted in schools, and/or helped a deeper theoretical understanding about the meaning of values.

Conclusion:?The review highlights the integral part values continue to play in education. This article presents a framework of understanding derived from the literary contexts in which values are discussed. There is little empirical data to support current understanding about the values that secondary teachers hold, and how these fit with the organisational values of the schools in which they work. Studies in the context of values and professionalism stress the need for dialogue and reflection so that ‘implicit’ values that teachers hold become explicit, and refined through practice.