The Measurement of Child Behavior in Terms of Its Social Stimulus Value

This study proposed to determine the policy of a single university department concerning admissions to the doctoral program. A Q-sort technique was used with several attributes of each graduate listed on an index card. The twelve members of the graduate faculty rated each graduate by placing a profile into one of seven piles. The number in each pile was fixed. Each rater’s policy was captured by using multiple linear regression. With the use of the Judgment Analysis technique (JAN), the raters were placed into appropriate clusters, and it was found that at least two separate judgment systems were present.     

Teaching criminal investigation/criminalistics with Fatal Vision/Fatal Justice

This article discusses how two publications can be utilized as a practical pedagogical tool when teaching courses covering criminal investigations and criminalistics. The first book, Fatal Vision, has proven to be a useful tool in complementing a criminal investigations textbook with a real-life scenario that students can analyze and draw upon to understand the importance of evidence collection at a crime scene. The second book, Fatal Justice, has proven to be the natural extension of the first book, which serves as a useful tool in explaining the connection between evidence collection and forensic science, providing a real-world, in-depth, and controversial exploration of criminalistics.     

Problems of teacher education in Canada's smallest province

In considering the problems of teacher education in Prince Edward Island one must deal not only with the perennial questions about types of programs to be offered but also with the prior question of whether such a small province should attempt to provide for this service locally or participate with neighboring provinces in training teachers for a wider area. The author concludes that this small province can justify its own teacher education program only if the hitherto neglected in-service education function is given priority.     

Explain This,Explore That: A Study of Parent–Child Interaction in a Children's Museum

Parents visiting a gear exhibit at a children's museum were instructed to encourage their children (N = 65; ages 4–6) to explain, explore, or engage as usual. Instructions led to different patterns of play at the exhibit: Encouragement to explain led to greater discussion of gear mechanisms, whereas encouragement to explore led to more time connecting gears. In the explain condition, parents’ questions predicted their children's discussion and further testing of gears. Questions also predicted the amount of time children spent on a follow-up task. Parents’ exploration predicted an increase in exploration by their children. These data indicate that minimal interventions impact parent–child interaction at a museum exhibit and that prompts to explore or explain uniquely influence parent and child behavior.