The effect of schooling upon understanding of selected science terms

Eight science terms were studied as to their meanings for 9-, 13-, and 17-year-old students randomly selected from a single school district in the midwest. The results indicate that the school is ineffective in increasing numbers of students who master the select terms between seventh and eleventh grade. On three of the eight terms 9-year-olds perform as well as 17-year-old students. Although there is growth between ages 9 and 13 on degree of mastery for five terms, some of these differences can be attributed to increasing student abilities to read, increases in student experiences with school science and testing procedures, maturation and development of reasoning for students across grades, and the relative emphasis of science content/terminology for the various age levels.     

To keep America number 1: confronting the deep nationalism of US higher education

The Chancellor of the University of California, Berkeley, Robert Birgeneau, told Time magazine recently that America is in ‘an economic war’ with the world and ‘the importance of investing in long‐term research for winning that war hasn’t been understood’. This article argues that such comments are not just metaphorical or unfortunate word choices, but instead reveal deep truths about the role of American universities globally. The fact that people such as Birgeneau, as head of a ‘world class’ university, line up so readily behind US nationalism and militarism has serious implications for how we need to understand higher education not just in America but worldwide.     

Infant Care: Evaluation of Pre-Care Differences Hypotheses

189 infants/toddlers and their parents were visited in their homes 2 weeks before starting an out-of-home care arrangement and followed every two weeks until 6 months after care had begun (or its equivalent for parent care groups). At the beginning of the study infant/toddlers ranged in age from 2 to 30 months. In this report, hypotheses examining the role of pre-care family characteristics in determining child care use and later child adjustment were evaluated. Discriminant function analyses reliably separated care type and age of entry groups using pre-care family and infant characteristics as predictors. There were no significant differences in child behavior problems (externalizing and internalizing behavior) as a function of care arrangement type experienced. Mother's pre-care parent stress (PSI parent domain subscale: attachment to child) predicted anxious/withdrawn behavior 6 months later. Aggressive/destructive behavior was related independently to mother's health status and parent stress (PSI parent domain subscale: sense of competence) as measured before out-of- home care was begun. Difficult temperament infants had more behavior problems of all types.     

The knowledge audit: Meta-Matrix analysis

Knowledge Management Research & Practice - Knowledge management is a method for simplifying and improving the process of sharing, distributing, creating, and understanding organizational...     

Slut-shaming and victim-blaming: a qualitative investigation of undergraduate students’ perceptions of sexual violence

Sexual violence is a significant public health issue on US college campuses. This qualitative study aimed to better understand college student perceptions of sexual violence and bystander intervention. Gendered group and individual interviews were conducted with male (n = 3) and female (n = 12) undergraduates. Eight major themes emerged which included slut shaming; victim blaming; the preventive power of social networks; the importance of family influence and early education; ambiguous definitions of sexual behaviour and assault; perpetrator typology; and gendered actions. Sexual behaviour is simultaneously a topic of confusion and importance to college students. Future prevention efforts may be more relevant and efficacious by addressing the university experience and campus climate as perceived by the students.     

Making Sure The Child's Voice Is Heard

International Review of Education -