Periodicals

SELECTED PAPERS OF EMIL FROESCHELS 1940–1964. Introduction by H. Beebe. Amsterdam: North‐Holland, 1964; pp. x+232. Paper $5.60.

CHILDHOOD APHASIA AND BRAIN DAMAGE: A DEFINITION. Edited by Sheldon R. Rappaport. Narberth, Pa.: Livingston, 1965; pp. 128. Paper $3.00.

CHILDHOOD APHASIA AND BRAIN DAMAGE: DIFFERENTIAL DIAGNOSIS. Edited by Sheldon R. Rappaport. Narberth, Pa.: Livingston, 1965; pp. 164. Paper $3.00.

THE EXPERIMENTAL INVESTIGATION OF MEANING. By Marjorie B. Creelman. New York: Springer, 1966; pp. xi+219+unpaged Indexes. $6.75.

HUMAN MOTIVATION: A SYMPOSIUM. 1965. Edited by Marshall R. Jones. Lincoln: University of Nebraska Press, 1965; pp. vii+87. $4.25.

NEBRASKA SYMPOSIUM ON MOTIVATION: 1965. Edited by David Levine. Lincoln: University of Nebraska Press, 1965; pp. xi+344. S5.50; paper $2.50.

THE PRONUNCIATION OF ENGLISH. By Daniel Jones. (Fourth edition, revised and enlarged.) New York: Cambridge University Press, 1966; pp. xxiv+223. Paper $1.95.

RULES OF PRONUNCIATION FOR THE ENGLISH LANGUAGE. By Axel Wijk. New York: Oxford University Press, 1966; pp. 160. Paper 8/6.

THE COLLOQUIAL STYLE IN AMERICA. By Richard Bridgman. New York: Oxford University Press, 1966; pp. vii+254. $6.50.

CRITICAL DIMENSIONS: THE ART OF PUBLIC ADDRESS CRITICISM. By Anthony Hillbruner. Random House, 1966; pp. 180. Paper $1.95.

WILLIAM PENN, THE POLITICIAN: HIS RELATIONS WITH THE ENGLISH GOVERNMENT. By Joseph E. Illick. Ithaca, N. Y.: Cornell University Press, 1965; pp. x+267. $5.75.

ADAMS AND JEFFERSON: THE STORY OF A FRIENDSHIP. By John Murray Allison. Norman: University of Oklahoma Press, 1966; pp. xii+349. $4.95.

PROHIBITION AND POLITICS: TURBULENT DECADES IN TENNESSEE, 1885–1920. By Paul E. Isaac. Knoxville: University of Tennessee Press, 1965; pp. xi+301. $6.00.

GEORGE W. NORRIS: GENTLE KNIGHT OF AMERICAN DEMOCRACY. By Norman L. Zucker. Urbana: University of Illinois Press, 1966; pp. x+186. $5.00.

THE IRISH AND IRISH POLITICIANS. By Edward M. Levine. Notre Dame, Ind.: University of Notre Dame Press, 1966; pp. xi+241. $6.00.

THE PAPERS OF WOODROW WILSON, Vol. I: 1856–1880. Edited by Arthur S. Link. Foreword by Raymond B. Fosdick. Princeton, N. J.: Princeton University Press, 1966; pp. xxviii+715. $15.00.

THE POLITICAL THOUGHT OF WOOD‐ROW WILSON. Edited by E. David Cronon. Indianapolis: Bobbs‐Merrill, 1965; pp. xcv+ 559. Paper $3.45.

DIONYSUS: MYTH AND CULT. By Walter F. Otto. Translated with an Introduction by Robert B. Palmer. Bloomington: Indiana University Press, 1965; pp. xxi+243. $6.50.

SOCRATES AND ARISTOPHANES. By Leo Strauss. New York: Basic Books, 1966; pp. 320+Index. $8.50.

TO CRITICIZE THE CRITIC. By T. S. Eliot. New York: Farrar, Straus &; Giroux, 1965; pp. 189. $4.95.

THE CHOICES OF CRITICISM. By William Chace Greene. Cambridge, Mass.: M.I.T. Press, 1965; pp. vi+207. $7.50.

THE DYSKOLOS OF MENANDER. Edited by E. W. Handley. Cambridge, Mass.: Harvard University Press, 1965; pp. x+323. $10.00.

THE PLAY CALLED CORPUS CHRISTI. By V. A. Kolve. Stanford, Calif.: Stanford University Press, 1966; pp. viii+337. $8.50.

THE SHAKESPEARE INSET: WORD AND PICTURE. By Francis Berry. New York: Theatre Arts Books, 1965; pp. x+173. $5.75.

ESSAYS ON SHAKESPEARE. Edited by Gerald W. Chapman. Princeton, N. J.: Princeton University Press, 1966; pp. viii+176. $5.00.

ESSAYS ON SHAKESPEARE. Edited by Gordon Ross Smith. University Park: Pennsylvania State University Press, 1965; pp. 249. $6.00.

DUALITIES IN SHAKESPEARE. By Marion Bodwell Smith. University of Toronto Press, 1966; pp. vi+252. $6.50.

SHAKESPEARE: TIME AND CONSCIENCE. By Grigori Kozinstev. Translated by Joyce Vining. New York: Hill &; Wang, 1966; pp. 276. $5.95.

KING LEAR IN OUR TIME. By Maynard Mack. Berkeley: University of California Press, 1965; pp. viii+117+unpaged Index. $3.75.

METHOD AND MEANING IN JONSON'S MASQUES. By John C. Meagher. Notre Dame, Ind.: University of Notre Dame Press, 1966; pp. vii+214. $6.50.

THE IRISH STAGE IN THE COUNTY TOWNS, 1720–1800. By William Smith Clark. New York: Oxford University Press, 1965; pp. xii+405. $11.20.

JAMES BRIDIE: CLOWN AND PHILOSOPHER. By Helen L. Luyben. Philadelphia: University of Pennsylvania Press, 1965; pp. 180. $5.00.

BEHIND SPANISH AMERICAN FOOTLIGHTS. By Willis Knapp Jones. Austin: University of Texas Press, 1966; pp. xvi+609. $9–50.

FOLK THEATRE OF INDIA. By Balwant Gargi. Foreword by Millard B. Rogers. Seattle: University of Washington Press, 1966; pp. x+217. $8.95.

JODISCHES THEATER IN NAZIDEUTSCH‐LAND. By Herbert Freeden. Tubingen, Germany: J. C. B. Mohr, 1964; pp. x+184. $6.25.

MODERN TRAGICOMEDY: AN INVESTIGATION INTO THE NATURE OF THE GENRE. By Karl S. Guthke. New York: Random House, 1966; pp. xv+205. Paper $1.95.

MODERN TRAGEDY. By Raymond Williams. Stanford, Calif.: Stanford University Press, 1966; pp. 208. $5.50.

THE SERPENT'S EYE: SHAW AND THE CINEMA. By Donald P. Costello. Foreword by Cecil Lewis. Notre Dame, Ind.: University of Notre Dame Press, 1965; pp. xxi+2og. $6.50.

THE JAPANESE MOVIE: AN ILLUSTRATED HISTORY. By Donald Richie. Preface by Teinosuke Kinugasa. Rutland, Vt.: Japan Publications Trading Co., 1956; pp. 200. $11.00.

PERFORMING ARTS—THE ECONOMIC DILEMMA. By William J. Baumol and William G. Bowen. New York: The Twentieth Century Fund, 1966; pp. xvi+582. $7.50.     

Children's Understanding of Guild and Shame

Children's conceptions of the self-conscious emotions guilt versus shame were investigated. In Study 1, 10–12-year-old children answered questions about scenarios that should elicit feelings of guilt and/or shame (moral transgressions and social blunders). In Study 2, 7–9- and 10–12-year-old children completed a sorting task to ascertain the features they associate with guilt and shame. Feelings of guilt were aroused by moral norm violations. Guilt feelings were also seen as involving an approach-avoidance conflict with respect to the victim, self-criticism, remorse, desire to make amends, and fear of punishment. Feelings of shame resulted from both moral transgressions and social blunders. Younger children associated shame with embarrassment, blushing, ridicule, and escape. Older children additionally characterized shame as feeling stupid, being incapable of doing things right, and not being able to look at others.     

Understanding science teaching effectiveness: examining how science-specific and generic instructional practices relate to student achievement in secondary science classrooms

ABSTRACT

In order to create conditions for students’ meaningful and rigorous intellectual engagement in science classrooms, it is critically important to help science teachers learn which strategies and approaches can be used best to develop students’ scientific literacy. Better understanding how science teachers’ instructional practices relate to student achievement can provide teachers with beneficial information about how to best engage their students in meaningful science learning. To address this need, this study examined the instructional practices that 99 secondary biology teachers used in their classrooms and employed regression to determine which instructional practices are predictive of students’ science achievement. Results revealed that the secondary science teachers who had well-managed classroom environments and who provided opportunities for their students to engage in student-directed investigation-related experiences were more likely to have increased student outcomes, as determined by teachers’ value-added measures. These findings suggest that attending to both generic and subject-specific aspects of science teachers’ instructional practice is important for understanding the underlying mechanisms that result in more effective science instruction in secondary classrooms. Implications about the use of these observational measures within teacher evaluation systems are discussed.     

Contradictions of interaction for wives of elderly husbands with adult dementia

The researchers used a dialectical framework to examine interviews with wives whose elderly husbands experienced adult dementia from Alzheimer's disease and related disorders (ADRD), centering on how wives coped communicatively with their husbands' illness. These "married widows" experienced a primary contradiction between their husbands' physical presence and cognitive/emotional absence. Interwoven with the presence-absence contradiction were three additional contradictions: certainty-uncertainty, openness-closedness, and past-present. Results describe the ways these wives communicatively negotiated the web of contradictions as they interacted in the present with husbands they once knew. Applications for practitioners and caregivers working with ADRD patients and their wives, including formal and informal support, understanding, and managing contradictions, and ways to more effectively interpret ADRD patients' communication, are discussed.     

An Investigation of Parental Protectiveness of Young Children Travelling to School

Teachers in school are expected to provide similar experience for both girls and boys. Parents however, by their behaviour, may not be facilitating this. It has been suggested that sex roles are changing with the advent of the feminist movement. In an attempt to examine actual behaviour towards young girls and boys, children from 27 infant schools were observed attending and leaving school. It was predicted that parental behaviour would reflect traditional sex‐role attitudes by accompanying female children more than male. This was supported. It was observed that, in total, few children travelled unaccompanied.     

Education reform in the twenty-first century: declining emphases in international organisation reports, 1998–2018

ABSTRACT

The liberal and neoliberal world order is increasingly under attack. Global levels of democracy have been declining for over a decade, accompanied by rollbacks in some kinds of rights. We examine the implications of increasing criticisms of the (neo)-liberal era over time for educational reform discourse around the world by drawing on a unique primary dataset of 473 reports produced by international organisations between 1998 and 2018. Extending insights from neo-institutional theories of organisations, we argue that globalised models of education reform is on a decline as a result of growing attacks on the (neo)-liberal cultural system that has affected education policies around the world. Empirically, we find no evidence that reform emphases continue to grow since the 1990s, and support for arguments that predict stagnant or falling levels of reform discourse.     

Community-driven informal adult environmental learning: Using theory as a lens to identify steps toward concientización

Abstract

This article examines community-driven adult environmental learning in a volunteer watershed stewards program. We look for evidence of elements that portray steps toward “concientización”—the process of individuals and communities directing their own learning in nonhierarchical ways. Leveraging two theories from the learning sciences and community development research, affinity spaces and the Asset-Based Community Development model, we trace participants’ development toward concientización. Data collected through interviews with watershed stewards speaks to parts of these theories that in turn signal elements of concientización. Our findings point to the importance of providing communities with support that is flexible and easy to use for identifying and leveraging the resources in their community. We call for a new framework to understand how to help learners access community-driven environmental learning experiences and supporting resources at opportune times.     

Multiple Representations in Computational Thinking Tasks: A Clinical Study of Second-Grade Students

Journal of Science Education and Technology - Computational thinking requires high cognitive load as students work to manage multiple tasks in their problem-solving environment. Through research in...