GROWING AS TEACHER EDUCATORS: Learning New Professional Development Practices

This article examines the ways that, in Holocaust education in Jewish schools in Melbourne and New York at the beginning of the 21st century, knowledge of the Holocaust is transferred to students in chronological form. It begins by asking: What work do chronological narratives do within the Holocaust historical narratives offered within Jewish high school classrooms? In order to explore this question, examples from curricula and interviews with the teachers are explored. It is argued that while the use of chronological narratives within the high-school classroom to narrate historical events is not unique to the teaching of the Holocaust, the work which this narrative form does is particular to the negotiation of the traumatic aftermath of the Holocaust.     

Planning for the Integration of the Digital Library,Clinical Decision Support,and Evidence at the Point of Care

ABSTRACT

Integrating knowledge-based resources at the point of care is an important opportunity for hospital library involvement. In the progression of an IAIMS planning grant, the digital library is recognized as pivotal to the success of information domain integration throughout the institution. The planning process, data collection, and evolution of the planning project are discussed.     

Dump-and-Chase: The Effectiveness of Persistence as a Sequential Request Compliance-Gaining Strategy

Two field experiments were performed assessing the effectiveness of the dump-and-chase, a compliance-gaining technique employing strategic persistence. These two experiments demonstrate the effectiveness of the dump-and-chase relative to other known compliance-gaining techniques. Experiment 1 found the dump-and-chase more effective than pooled data from the door-in-the-face and placebic information technique. Experiment 2 found the dump-and-chase more effective than the door-in-the-face, placebic information, and foot-in-the-door. The dump-and-chase produced consistently higher compliance-gaining proportions across experiments. Moreover, because the contextual features of two experiments differed substantially, the effect was robust to important contextual differences.     

Film and Society

Bill Nichols IDEOLOGY AND THE IMAGE: SOCIAL REPRESENTATION IN THE CINEMA AND OTHER MEDIA (Bloomington: Indiana University Press, 1981 —$29.95/$9.95)

David Pirie ANATOMY OF THE MOVIES (New York: Macmillan, 1981—$15.95)

Nancy Lynn Schwartz THE HOLLYWOOD WRITER'S WARS (New York: Alfred A. Knopf, 1982—$17.95)

Gilbert Ad air VIETNAM ON FILM: FROM THE GREEN BERETS TO APOCALYPSE NOW (New York: Proteus, 1981— $13.95). Adair begins with John Wayne's The Green Berets (1968)

Edward D. C. Campbell, Jr. THE CELLULOID SOUTH (Knoxville: The University of Tennessee Press, 1981—$17.50)

Elizabeth Weatherford NATIVE AMERICANS ON FILM AND VIDEO (Available from Museum of the American Indian, Broadway at 155th Street, New York, NY 10032— $4.95, paper)     

Interpreting relational meanings: The influence of sex and gender‐role

This study addresses three types of sex differences in relational communication. Male and female respondents completed an assessment of gender‐role measuring agency and communion and read four scenarios with messages attributed to male and female sources. Respondents rated the relational dimensions of affiliation and dominance. Female sources are judged higher in affiliation. Sex and agency interact with situation for perceptions of affiliation. Situation and communion affect judgments of dominance. Individuals higher in communion perceive less dominance. The results provide insight into dominance and affiliation as competing frames for interpreting situations.     

Expanded Markers of Success in Introductory University Physics

As part of our Physics Education Research Group efforts to transform the physics instruction at Florida International University (FIU), we have focused attention on how to assess the reforms we implement. In this paper, we argue that the physics education community should expand the ways that it measures students' success beyond grades and conceptual inventory scores to include assessments of students' participation in a learning community and changes in their attitudes. We present case studies of three introductory undergraduate physics students' increasing participation in the physics learning community at FIU, which is a large, urban, Hispanic-serving institution. In previous work, we have reported gains in conceptual learning and attitudes about learning science in those students enrolled in the introductory courses at FIU taught with Modeling Instruction, which operates in a collaborative learning environment [Brewe, E., Kramer, L., & O'Brien, G. (2009 Brewe, E., Kramer, L., & O'Brien, G. (2009). Modeling instruction: Positive attitudinal shifts in introductory physics measured with CLASS. Physical Review Special Topics—Physics Education Research, 5(1). doi: 10.1103/PhysRevSTPER.5.013102  [Google Scholar]). Modeling instruction: Positive attitudinal shifts in introductory physics measured with CLASS. Physical Review Special Topics—Physics Education Research, 5(1). doi: 10.1103/PhysRevSTPER.5.013102]. This paper expands upon those results in considering the variety of opportunities for participating in the physics learning community and by closely examining three aspect of student participation: students' attitudes about learning physics, their ties within the physics classroom, and their relationships within the physics learning community. This provides a more comprehensive understanding of how students in underrepresented groups may become successful physics learners.     

The Microcomputer and The Curriculum: A Critique

The classroom experience contains an infinite number of variables that cannot realistically be related to in any manageable teacher's manual. When manuals aim at being ‘practical’, what is produced is often something that looks like practicality, but is not. Curriculum‐writing needs a new approach, intended to educate teacher rather than students. Such curriculum‐writing can be described as ‘rehearsal curriculum’. A rehearsal curriculum allows the teacher to work through a process of learning, as a ‘rehearsal’ for directing his or her students through that same process. A rehearsal curriculum is written in a way that also motivates the teacher to learn.     

An Exploration of Oral Language Development in Spanish-Speaking Preschool Students

The purpose of this qualitative, multi-case study was to explore the oral language of Spanish-speaking preschool students and their responses to questions, comments and requests made by an English-speaking teacher. Research questions focused on students’ responses to questions; comments and requests by the teacher; and whether the response was given in Spanish, English, or nonverbally. Four Spanish-speaking students in a school-based preschool program were chosen as participants in this study. Multiple data sources were used and included a Family Culture and Language Survey, audio taped sessions, observations, and field notes. As Spanish-speaking students responded to an English-speaking teacher, they began communicating via observation and non-verbal responses. As relationships were established, students responded using a combination of English and Spanish and used one to two English word phrases. Small group sessions, activities, and language that were consistent and repeated daily elicited more verbal response from students.     

A Confirmatory Factor Analysis of the Life Orientation Test—Revised With Competitive Athletes

Current reviews outside of sport indicate that the Life Orientation Test-Revised (LOT-R) items load on two separate factors (optimism and pessimism) and, therefore, should be treated as independent constructs. However, researchers in the sport sciences continue to use the single composite score reflecting a unidimensional definition of optimism. Hence, I sought to explicitly examine the factor structure of the LOT-R with athletes. Results of this study support the two-factor structure, which is consistent with accumulating evidence outside of sport and exercise science. This contribution is an important first step toward continued examination of this instrument and future work on the influence of optimism (versus pessimism) on sport and exercise behavior.     

Sympathoadrenal and parasympathetic responses to exercise

Exhaustive exercise is associated with a persistent sensation of weakness and sometimes nausea suggesting abdominal vagal activity. We measured plasma indices of sympathoadrenal (adrenaline, noradrenaline, dopamine) and vagal (pancreatic polypeptide) activity before, during and after submaximal and maximal exercise in healthy young subjects. Plasma adrenaline, noradrenaline and dopamine increased to 8.5 (range 7.4-40.5), 48.0 (32.3-100.5) and 1.8 (1.2-6.6) nmol 1-1 respectively (n = 5), during maximal exercise and decreased towards control values within 15 min of rest. Pancreatic polypeptide (n = 10) increased only during maximal exercise and reached its highest value, 48 (21-145) pmol 1-1, after exertion. The results conform to an increase in sympathetic activity during exercise and a persistent vagal activity after intense exercise which could contribute to the sensation of weakness.