‘We need a woman,we need a black woman’: gender,race, and identity taxation in the academy

In 1994, Amado Padilla used the phrase ‘cultural taxation’ to describe the extra burden of service responsibilities placed upon minority faculty members because of their racial or ethnic background. In this paper, we expand upon Padilla's work and introduce the concept of ‘identity taxation’ to encompass how other marginalised social identities (such as gender, race and gender, and sexual orientation) may result in additional non-academic service commitments for certain faculty. Using qualitative interviews with faculty members at a large, public university in the Midwest, we examine identity taxation involving gender and the intersection of gender and race to demonstrate how women faculty (in general) and women of colour (specifically) feel their gender and racial group memberships influence their experiences in academia.     

Video Journaling as a Method of Reflective Practice

The purpose of this phenomenological study was to examine seven school counseling students’ experiences of creating reflective video journals during their first internship course. Specifically, this study focused on capturing the essence of the experiences related to personal reactions, feelings, and thoughts about creating two video journal entries. Qualitative analysis revealed that reflection as a developmental process, authenticity, parallel process, and apprehension with the process were significant themes related to the video journaling experience. Implications for counselor education and training and directions for future research are presented.     

Separating the fish from the sharks: a longitudinal study of preschool response inhibition

The development of response inhibition was investigated using a computerized go/no‐go task, in a lagged sequential design where 376 preschool children were assessed repeatedly between 3.0 and 5.25 years of age. Growth curve modeling was used to examine change in performance and predictors of individual differences. The most pronounced change was observed between 3 and 3.75 years. Better working memory and general cognitive ability were related to more accurate performance at all ages, but relations with speed changed with age, where better cognitive skills were initially related to slower responding, but faster responding at later ages. Boys responded more quickly and were more accurate on go trials, whereas girls were better able to withhold responding on no‐go trials.     

General Communications

MASSCOM: MODULES IN MASS COMMUNICATION, (Chicago: Science Research Associates, 1984—series of seven booklets, price not given, paper)

COMPARATIVE BROADCASTING SYSTEMS, by Richard C. Burke (43 pp.)

MASS MEDIA AND POPULAR CULTURE, by Kathleen J. Turner (38 pp.)

MASS MEDIA HISTORY, by Don Pember (57 pp.)

MASS MEDIA AND FUTURE TECHNOLOGIES, by Loy Singleton (43 pp.)

MASS MEDIA LAW, by William L. Rivers (43 pp.)

MASS MEDIA CAREERS, by Joseph Turow (60 pp.)

WRITING TELEVISION CRITICISM, by Bruce E. Gronbeck (44 pp.)

FUNDAMENTALS OF COPY AND LAYOUT, by Albert C. Book and C. Dennis Schick (Chicago: Crain Books, 1984—$14.95)

THE BENEVOLENT DICTATORS: INTERVIEWS WITH ADVERTISING GREATS, by Bart Cummings (Chicago: Crain Books, 1984—$24.95)     

Essential Criteria to Characterize Constructivist Teaching: Derived from a review of the literature and applied to five constructivist‐teaching method articles

Constructivism is an important theory of learning that is used to guide the development of new teaching methods, particularly in science education. However, because it is a theory of learning and not of teaching, constructivism is often either misused or misunderstood. Here we describe the four essential features of constructivism: eliciting prior knowledge, creating cognitive dissonance, application of new knowledge with feedback, and reflection on learning. We then use the criteria we developed to evaluate five representative published articles that claim to describe and test constructivist teaching methods. Of these five articles, we demonstrate that three do not adhere to the constructivist criteria, whereas two provide strong examples of how constructivism can be employed as a teaching method. We suggest that application of the four essential criteria will be a useful tool for all professional educators who plan to implement or evaluate constructivist teaching methods.     

Longitudinal Associations Between Executive Control and Developing Mathematical Competence in Preschool Boys and Girls

Executive control (EC) is related to mathematics performance in middle childhood. However, little is known regarding how EC and informal numeracy differentially support mathematics skill acquisition in preschoolers. A sample of preschoolers (115 girls, 113 boys), stratified by social risk, completed an EC task battery at 3 years, informal numeracy assessments at 3.75 and 4.5 years, and a broad mathematics assessment during kindergarten. Strong associations were observed between latent EC at age 3 and mathematics achievement in kindergarten, which remained robust after accounting for earlier informal numeracy, socioeconomic status, language and processing speed. Relations between EC and mathematics achievement were stronger in girls than in boys. Findings highlight the unique role of EC in predicting which children may have difficulty transitioning to formal mathematics instruction.     

Getting in Touch: Use of Mobile Devices in the Elementary Classroom

In this single-case study, we examined the perceived influence of school-wide Apple iPod Touch integration on student learning and engagement. Data collection consisted of elementary teacher and principal interviews, as well as parent surveys. Findings revealed that there was a marked shift in teachers’ and students’ perceived roles when the iPod Touch was used. Consistent with current pedagogical practices, the findings also suggested that mobile technology facilitated self-directed learning, peer mentoring, differentiated instruction, and formative assessment, and enhanced student engagement. Caveats are offered regarding the integration of these mobile devices into K–8 schools and the use of the iPod Touch as a way to extend the support of learning beyond the classroom.     

Individual and community practices for constructing communicative resilience: exploring the communicative processes of coping with parental alienation

ABSTRACT

Parental alienation occurs after parents divorce and intentionally or even unintentionally persuade their children to distance themselves from or reject the other parent. Framed by the communication theory of resilience, this study explores the communicative practices that enable and constrain the targeted alienated parents’ ability to create normalcy at the individual and online community levels. We also examine the relationships between individual-level and online community-level resilience. Findings from 40 narrative interviews reveal communicative practices/processes that enable and constrain alienated parents at both the individual and online support group levels. Findings also suggest that there is a robust relationship between resilience practices at the individual and community levels. Theoretical implications and practical applications are discussed.     

Essay Review

Scholarly Publishing: Books, Journals, Publishers and Libraries in the Twentieth Century edited by Richard E. Abel and Lyman W. Newlin (Against the Grain Special Millennial Issue), Wiley, 2002, 318 pp.