Mother-child conflict in the toddler years: lessons in emotion,morality, and relationships

Sixty-three mother-toddler dyads took part in a 6-month prospective study that examined how differences in the frequency and nature of early mother-toddler conflict related to individual differences in children's subsequent socioemotional development. When the children were 30 months, mothers and children participated in a series of laboratory tasks and in a 1.5-hr unstructured home observation. All episodes of verbal conflict between mothers and their children were identified from these sessions, transcribed, and coded for certain elements (e.g., strategy, discussion of emotion, and resolution). At 36 months, children participated in measures of emotional understanding, social competence, and early conscience development. Mothers' use of justification, resolution, and mitigation in conflict at 30 months predicted high levels of socioemotional development at age 3. These findings suggest that conflict may be an important context for children's socioemotional development.     

Learning from curriculum materials: Scaffolds for new teachers?

This article explores how beginning teachers use and learn from curriculum materials. As part of a longitudinal study of beginning English teachers who teach in the Pacific Northwest of the United States, the researchers tracked teachers’ responses to and use of materials over time, and how these materials shaped their classroom practice. The authors found that the teachers spent an enormous amount of time searching out curriculum materials for their classes and that the curriculum materials they encountered did, indeed, powerfully shape their ideas about teaching language arts as well as their classroom practice. Based on their findings, the authors propose a trajectory for the teachers’ use of the curriculum materials. New teachers begin by sticking close to the materials they have at hand. Then, over time, as they learn more about both students and curriculum, they adapt and adjust their use of the materials. The authors argue that new and aspiring teachers need opportunities to analyze and critique curriculum materials, beginning during teacher education and continuing in the company of their more experienced colleagues.     

Teacher education and family–school partnerships in different contexts: A cross country analysis of national teacher education frameworks across a range of European countries

Abstract

Collaboration with parents is widely regarded as important in the education of children and young people, yet teachers rarely feel sufficiently prepared for this task. Several studies indicate that initial teacher education (ITE) programmes struggle to address issues of family–school partnerships (FSP). Our purpose in this study was to assess whether national ITE frameworks in seven European countries enable or constrain effective FSP preparation for preservice teachers. Our data, drawn from document analysis and national surveys, suggests that, despite the importance officially attributed to FSP at both governmental and ITE institutional levels, no single country presents a satisfactory picture in terms of FSP provision within their ITE programmes or in the extent to which preservice teachers are prepared to deal with the issue. Regardless of the existence (or not) of a national curriculum and variations, both in terms of legally-required competences and the amount of attention given to FSP in ITE programmes, it appears that simply making FSP compulsory is not the solution. Nor do national frameworks, in themselves, really appear to shape and direct the provision offered. Essentially FSP preparation still seems to depend upon the proclivities and expertise of individual teacher educators.     

Longitudinal Prediction of Specific Cognitive Abilities from Infant Novelty Preference

A test of visual novelty preference, the Fagan Test of Infant Intelligence, was administered to a group of 113 full-term infants from the Colorado Adoption Project at 5 and 7 months of age. The infants were followed longitudinally and the Bayley scales were administered at 12 and 24 months, the Sequenced Inventory of Communication Development at 24 and 36 months, and the Stanford-Binet and the Colorado Specific Cognitive Abilities Test at 36 months. 1 novelty preference score was obtained for each infant by averaging across the 2 test ages. Novelty preference correlated significantly with 36-month Binet IQ, the first unrotated principle component from the cognitive battery, and the 24-month Bayley MDI score. Novelty preference was also compared to specific abilities at all 3 follow-up ages; all of the specific abilities were significantly related to novelty preference, with the exceptions of 12- and 24-month Imitation and 36-month Perceptual Speed. Partial correlations suggest that novelty preference predicts language and memory independent of IQ. Overall, the results indicate that novelty preference during the first year of life not only predicts later IQ but may also reflect specific cognitive processes.     

美国石油行业管理理论法律研究

石油业作为综合性的影响行业,在美国扮演着重要角色。石油企业巨头在国内外一直发挥重要影响。国际石油涨价、国内政治压力与变化以及重视可再生能源的增长的应对中,突发环境事故进一步引发石油行业监管理论反思。美国主要有三个行业管理理论:控制型管理理论、以市场为基础的管理理论和自管型管理理论。墨西哥灾难事故说明,美国更适合自管型管理理论。     

Print Media

Dick Lupoff and Don Thompson All in Color For a Dime (Arlington House, 81 Centre Ave., New Rochelle, New York 10801, $11.95, or $7.95 from Nostalgia Book Club)

Warren Chappell's A Short History of the Printed Word (Knopf, $12.50)

Turner Catledge's My Life and The Times (Harper & Row, $10.00)

Hodding Corter's Their Words Were Bullets: The Southern Press in War, Reconstruction, and Peace (University of Georgia Press, 04:00)

Winzola McLendon and Scottie Smith's Don't Quote Me: Washington Newswomen and the Power society (Dutton, $5.95)     

Cyberbullying,revenge porn and the mid‐sized university: Victim characteristics,prevalence and students' knowledge of university policy and reporting procedures

In this study, we provide a snapshot of cyber abuse behaviours among students at a single, mid‐sized public commuter university in the United States. The goal of this study is to provide helpful information that can guide universities when creating cyber‐civility policies, information that is currently lacking in Higher Education. We examine recent university cases and relevant laws related to cyberbullying and revenge porn, survey student characteristics that are associated with this type of victimisation and make suggestions for language universities should consider when drafting their cyber abuse policies. Finally, we address the role of the university in protecting potential victims, training students on policies and reporting procedures, and intervening in incidents related to these types of cyber abuse.