Developing Creativity and Related Attitudes

Sixteen fifth-grade teachers and 377 pupils served as Ss in experimental classes. The Torrance Tests of Creative Thinking were used as pretests and posttests and the Childhood Attitude Inventory for Problem Solving was given as a posttest. Eight of the experimental classes used the Purdue Creative Thinking Program (PCTP) for five weeks and eight used the Productive Thinking Program (PTP). Eight teachers used relevant discussion, eight did not; eight teachers were high and eight low in creative ability. Pupils in all conditions made significant gains on verbal and nonverbal originality and nonverbal fluency. Teachers who were low in creative ability had lower means. There were several significant interactions among the three independent variables.     

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.     

Human Sciences,Sport Sciences,and the Need to Study People “In the Round”

The current orthodoxy regarding science within sport science is rethought so as to enable the social sciences to enter the field and allow for a debate over the nature and purpose of the sport sciences. An alternative vision of the potential of the sport sciences is proposed: A more “scientific” picture of human beings may be produced if human beings are studied “in the round,” capturing them as whole selves, not as isolated physiological or psychological units. If a multidisciplinary synthesis were adopted, the subject, via its component disciplines, would provide a model for the reintegration of disciplines in the urgent need to study people in human-development and not performance-efficiency terms.     

Understanding the Routine Expression of Deceptive Affection in Romantic Relationships

Studies suggest that individuals regularly communicate inauthentic affectionate messages to their romantic partners. Yet, most studies do not describe this process, what constitutes deceptive affection, or the functions involved. The study involved a 7-day diary in which participants recorded what they lied about, why they lied, and how they used affection to deceive their romantic partners. Results indicate that participants lied about their own feelings, feelings about their partners, or feelings about the situation. They communicated deceptive affection using verbal messages of confirmation or avoidance, and incorporated nonverbal cues of haptics, proxemics, and kinesics. Motives for the deception included face-saving, conflict management/avoidance, and emotion management. This study provides a clearer picture of how deceptive communication may support and maintain romantic relationships.     

An Ethical Exercise for the Social Studies Classroom: The Trolley Dilemma

The Trolley Problem as defined in this paper is a series, or continuation, of increasingly difficult ethical riddles successfully implemented in a classroom environment to spur complex, critical thinking and dialogue. The activity is designed upon the scenario of a runaway train with different and challenging choices, segueing neatly into group discussions of ethics while limiting potential disruptions or controversies. It fits nicely with multiple standards, goals and/or outcomes and can be accommodated to multiple grade levels and courses. It is a powerful, yet easily implemented classroom exercise for educators to develop higher order thinking and dialogue for their students.     

Stereotypes of Aging: Their Effects on the Health of Seniors in North American Society

Seniors are routinely subjected to negative stereotypes regarding their physical and cognitive abilities. The power and prevalence of cultural stereotypes of aging essentially results in a “double-whammy” to seniors. First, they influence the way that seniors are treated by society. Second, cultural stereotypes affect how seniors see themselves. The ramifications here are important, for research suggests that stereotypes influence decisions to engage in cognitive and physical activity, the ability to recover from disease and, ultimately, the length and quality of life. Considering the demographic trends in North America, finding ways to effectively minimize and counteract the most negative stereotypes remains a pressing social concern.     

Lemons to Lemonade: How Five Challenges in Teaching Macro Practice Helped to Strengthen Our Course

Teaching macro practice can be challenging. While students have some concepts of what macro practice entails, their knowledge may be limited and sometimes inaccurate. Moreover, students may be reluctant to engage in macro change efforts. Given the scarcity of literature regarding teaching macro practice and the growing importance of it in social work, this article addresses major issues that we encountered in teaching macro practice at a large Midwestern school of social work. In our institution only 6% of students are enrolled in macro concentrations and we wish to encourage students to expand their interests in macro practice even if they do not wish to pursue a macro concentration. We describe a macro practice course we designed to meet the challenges of teaching community, organization, and policy practice skills to master's level and advanced undergraduate students. Our goal is to expand the macro practice pedagogy literature and encourage social work faculty to consider both established and innovative ways of introducing the planned change process in community, organization, and policy practice to their students.