Family Racial Socialization and Ecological Competence: Longitudinal Assessments of African-American Transracial Adoptees

Ecological Competence was assessed longitudinally in 88 African-American transracial adoptees (TRAs). Relations were examined among measures of Family Racial Socialization, Africentric, and Eurocentric Reference Group Orientations, transracial adoption stressors, and their effects on psychological adjustment. Longitudinal path analyses assessed the relations among these constructs. Path analytic models indicated that in childhood (Time 1) Family Racial Socialization predicted neither Africentric Reference Group Orientation (ARGO) nor Eurocentric Reference Group Orientation (ERGO); by adolescence (Time 2), Family Racial Socialization predicted ARGO but not ERGO. Both ARGO and ERGO contributed significantly to adjustment. Change models indicated that adjustment declined significantly over the 10 years. There were multiple determinants of this decline. TRAs experienced difficulty becoming ecologically competent in both ARGO and ERGO. They displayed greater ERGO than ARGO. Discriminant function analyses based on the independent variables yielded hit rates of 71% at Time 1 and over 84% at Time 2 for classifying the TRAs as adjusted or maladjusted.     

职前教师数学周记的实施与评价——以哥伦比亚大学教师学院为例

职前教育是教师教育中重要的一个阶段.在该阶段实施周记的撰写又是体现数学多元评价和促进教师专业成长重要方式之一.本文借助于哥伦比亚大学教师学院作为案例,探讨职前教育中数学周记的实施及评价.     

The perceived responsibilities of the departmental chairperson: A note of a preliminary study

A small survey in one department revealed surprising differences in perception amongst faculty and students of the role of the chairperson as departmental executive officer. Though styles of leadership vary, the role of the chairperson in higher education requires further investigation and clarification since the quality of a department is, it is claimed, a reflection of the qualities of the chairperson.     

五个半乌托邦

当我还是一个男孩的时候，我读过相当多的科幻小说。尽管我早就立志成为一个科学家，但科幻作品吸引我的，反倒不是其中的科学成分，而是其中所描绘的未来社会图景，不管好与坏，可能迥异于我们自己的想象。这就把我从科幻小说引向了乌托邦文学：柏拉图的《理想国》、莫尔(Thomas More)的《乌托邦》(Utopia)和贝拉米(Edward Bellamy)的(《回顾》(Looking Backward)，同时也把我引向了反面乌托邦文学：赫胥黎(Aldous Huxley)的《开创新世界》(Brave New World)和奥威尔(George Orwell)的《1984》。近些年我的兴趣主要在其他方面，但在踏上新的千禧年之际，自然就会停下来想一想，未来等待我们的，究竟是种什么样的乌托邦，抑或是何种反面乌托邦。     

Federal funding of doctoral recipients: What can be learned from linked data

This technical note describes the results of a pilot approach to link administrative and survey data to better describe the richness and complexity of the research enterprise. In particular, we demonstrate how multiple funding channels can be studied by bringing together two disparate datasets: UMETRICS, which is based on university payroll and financial records, and the Survey of Earned Doctorates (SED), which is one of the most important US survey datasets about the doctoral workforce. We show how it is possible to link data on research funding and the doctorally qualified workforce to describe how many individuals are supported in different disciplines and by different agencies. We outline the potential for more work as the UMETRICS data expands to incorporate more linkages and more access is provided.     

Enhancing achievement motivation and performance in college students: An attributional retraining perspective

Academic performance in higher education ultimately involves a complex interplay of student attributes and the educational environment. Although instruction is regarded as the major environmental factor affecting scholastic success, other factors can become more important when teaching does not produce the desired results. Attributional retraining is one alternative that shows considerable promise for enhancing students' motivation and achievement striving by changing how students think about their successes and failures. This paper reviews attributional retraining studies published since 1985 having a higher education focus. Their conceptual and methodological strengths and weaknesses are discussed in relation to Weiner's attribution theory. Within this context, attributional retraining is presented as a potentially viable and important intervention for improving college students' academic development, especially those students deemed to be at risk. In particular, attributional retraining is considered as an adjunct to, and possible aspect of, effective teaching.Support for this research was provided to Raymond P. Perry by Franz E. Weinert, Max Planck Institute, Munich, and by the Social Sciences and Humanities Research Council of Canada (#410-91-1296). The junior authors contributed equally to the article and are listed alphabetically.