Elementary school teachers’ preferences for school‐based interventions for students with emotional and behavioral problems

Teachers’ adoption and implementation of evidence‐based programs is often limited. Program characteristics may be important facilitators or barriers of use, yet little is known about which attributes influence teacher decisions. Using a discrete choice experiment with a sample of general education elementary teachers (N = 230), we examined (a) preference for attributes of school‐based interventions, (b) relative preference for three intervention packages with experimentally manipulated characteristics, and (c) teacher characteristics related to the above preference profiles. Intervention outcomes were the most important characteristics in teachers’ intervention decisions. Most teachers’ responses suggested preference for a social and emotional learning program (57.9%) or school‐based consultation for behavioral interventions (35.8%); a small group of teachers preferred a general support intervention (5.8%). Teachers preferring the general support intervention reported greater mental health symptoms, lower mental health literacy and lower confidence in program effectiveness than peers preferring other interventions. Implications for intervention development and future directions are discussed.     

Reclaiming professionalism for geography education: Defending our own territory

In a world where governments increasingly attempt to impose regulation on all professional activities, this paper advocates that professional standards for teachers be developed ‘by the profession for the profession’. Foucauldian archaeology is applied to two teacher standards documents recently published in Australia, one developed at national governmental level and the other by geography teachers through their professional associations. The excavation reveals that both students and geography teachers themselves are better served when teachers assert their own definition of professionalism and thus reclaim their professional territory, rather than being compliant with generic governmental agendas. Whilst we use Australia as an illustrative example, our findings are applicable to all other countries where governments attempt to impose external professional standards on the teaching profession.     

Paedagogica Historica: trendsetter or follower?

This article considers the role Paedagogica Historica has played in stimulating new approaches in the history of education within the international community since the emergence of the new series in 1900. Particular focus is placed on the volumes published in the wake of ISCHE (International Standing Conference in the History of Education) conferences and the special issues, which the editors began to promote in 1990 as a way of highlighting innovative scholarship in the field. The article considers a total of 55 issues. In addition to a presentation of the diversity of topics addressed, the article assesses the following: editorial strategies to reach a broader public and connect with specialised networks internationally; efforts to achieve international ranking for the journal; the ways individual scholars or national communities showcase certain approaches or themes in the history of education. Finally, the article will consider the limits to the journal’s efforts to establish trends in our contemporary digital age.     

Telecommunications

SILICON VALLEY FEVER: GROWTH OF HIGH-TECHNOLOGY CULTURE by Everett M. Rogers and Judith K. Larsen (New York: Basic Books, 1984---$19.95)

TECHNOSTRESS: THE HUMAN COST OF THE COMPUTER REVOLUTION by Craig Brod (Reading, Mass.: Addison-Wesley, 1984---$16.95)

THE NAKED COMPUTER: A LAYPERSON'S ALMANAC OF COMPUTER LORE, WIZARDRY, PERSONALITIES, MEMORABILIA, WORLD RECORDS, MIND BLOWERS AND TOMFOOLERY by Jack Rochester and John Gantz (New York: William Morrow, l983---$15.95)

TELEMATICS AND INFORMATICS edited by Indu B. Singh and Jay Liebowitz (Pergamon Press, Fairview Park, Elmsford, NY 10523----$95.00 institutions/$45.00 to individuals, quarterly)

MICROCOMPUTER COMMUNICATIONS: A WINDOW ON THE WORLD by Barbara E. McMullen and John F. McMullen (New York: John Wiley, 1983---$14.95, paper)     

The Influence of Television News Depictions of the Images of War on Viewers

Results of an experiment about the influence of network television news coverage of combat in Iraq on viewers indicated that, compared with a control condition which featured news stories about combat operations in Iraq described by news anchors, news reports also featuring footage of combat operations increased viewer involvement levels about the war and reduced viewer support for continued military presence in Iraq. Television news footage of combat operations also reduced viewers' pride in U.S. military presence but did not affect other emotions. However, regardless of how news stories were packaged, women experienced greater emotional response to network news stories about combat operations than men. The results also shed light on the potential of inoculation to deflect such influence.     

Class instruction in voice

DRAMA IN LIFE: THE USES OF COMMUNICATION IN SOCIETY. Edited by James E. Combs and Michael W. Mansfield. Humanistic Studies in the Communication Arts. New York: Hastings House, Publishers, 1976; pp. xxx+444. $18.50; paper $10.50.

UTOPIA AND REVOLUTION: ON THE ORIGINS OF A METAPHOR, OR SOME ILLUSTRATIONS OF THE PROBLEM OF POLITICAL TEMPERAMENT AND INTELLECTUAL CLIMATE AND HOW IDEA, IDEALS, AND IDEOLOGIES HAVE BEEN HISTORICALLY RELATED. By Melvin J. Lasky. Chicago: University of Chicago Press, 1976; pp. xiii+726. $35.00.

COMMUNICATION YEARBOOK I. Edited by Brent D. Ruben. New Brunswick, New Jersey: Transaction Books, 1977; pp. xii+656. $24.95.

DECISION MAKING: A PSYCHOLOGICAL ANALYSIS OF CONFLICT, CHOICE, AND COMMITMENT. By Irving L. Janis and Leon Mann. New York: The Free Press, 1977; pp. xxii+488. $15.95.

RHETORIC AND PHILOSOPHY IN CONFLICT: AN HISTORICAL SURVEY. By Samuel Ijsseling. The Hague: Martinus Nijhoff, 1976; pp. 142. DG 35.

LORD NORTH. By Peter D. G. Thomas. London: Allen Lane, 1976; pp. viii+176, £6.00; New York: St. Martin's Press, $12.95.

THE IMPENDING CRISIS, 1848–1861. By David M. Potter. New York: Harper &; Row, 1976; pp. xv+638. $15.00.

SCHOOLMASTERS OF THE TENTH CENTURY. By Cora E. Lutz. Hamden, Connecticut: Archon Books, 1977; pp. xi+202. $1250.