“Latino night”: Performances of latino/a culture in northwest Ohio

It's something they can relate to. You know, assimilate. They go there, talk in Spanish, not worry about it, drink, have fun, do it all in a language they're accustomed to, or at least with people they feel more comfortable with. I guess that's why a lot of them come Monday nights from these distances. That's what I was trying to explain to Chris. If you have a Latino night it's going to be successful because us as Latinos don't have a lot of options for us to go or places for us to go.     

'The Kids are Doing All Right': Differences in parental satisfaction,expectation and attribution in St Petersburg,Sunderland and

Comparative studies of attitudes in different countries have resulted in the claim that parents in the USA and England tend to have unrealistically positive views of their children's schools and academic performance. Low expectations, together with a belief in the importance of natural ability, it has been argued, lead to low standards and reduce striving to succeed. The present study builds upon earlier investigations of children's attitudes, beliefs and behaviours in Sunderland, Eastern Kentucky and St Petersburg by surveying parental perspectives. Findings from these three regions reinforce earlier findings about English and American complacency and the more demanding nature of the Russian context. In line with our earlier studies, and contrary to the suggestion of a number of writers, an emphasis upon effort, rather than ability, was a strong feature of the English and American responses, although it is pointed out that such beliefs may not actually result in high work rates. The paper concludes by suggesting that the important role of parents in instilling important attitudes and behaviours in their children is undermined by the current emphasis upon schools as fundamentally responsible for ensuring high levels of achievement.     

An Analysis of Peer Feedback Exchanged in Group Supervision

The authors examined the peer feedback exchanged in 2 supervision groups of counselors‐in‐training (CITs). CITs generated 169 statements grouped into 10 clusters representing 5 regions of peer feedback: counselor focus and engagement, insight‐oriented skills, exploratory skills, therapeutic alliance, and intervention activities. Both positive and corrective peer feedback was exchanged on topics ranging from counselor performance skills to case conceptualization.     

Library Services for Persons with Disabilities: Twentieth Anniversary Update

The Sauls Memorial Virtual Library closed its physical space in 2012. This article outlines the reasons for this change and how the library staff and hospital leadership planned and executed the enormous undertaking. Outcomes of the change and lessons learned from the process are discussed.     

The influence of brief stimuli uncorrelated with reinforcement on choice between variable-ratio schedules

Experiment 1 investigated the behavior of rats trained to leverpress on a concurrent variable ratio (VR) 30 VR-30 schedule with a brief, 500-msec, light occurring at the midpoint of the ratio on one of the levers. Higher response rates were recorded on the lever associated with this stimulus, a finding that paralleled the effect produced by inserting primary reinforcement at the midpoint (i.e., by training on a concurrent VR-30 VR-15 schedule). Similar results were found in Experiment 2 using a concurrent VR-20 VR-20 schedule with a 2-sec visual stimulus presented midway through one of the components. In addition, a brief stimulus inserted midway through the VR-20 component of a concurrent VR-20 VR-10 schedule retarded the development of a difference in response rates between the components relative to a VR-20 VR-10 group lacking the signal. In Experiment 3, multiple VR VR schedules were used. Again, the response rate was higher in the component that had the added stimulus or, for a second group of subjects, on the component with the smaller response requirement. Probe-choice trials revealed a preference for the component that generated the higher rate in both groups. Presenting a stimulus partway through a ratio appears to reduce the effect on response rate and choice of a large ratio value.     

A Conceptual Framework for Learning to Teach Secondary Mathematics: A Situative Perspective

This paper offers for discussion and critique a conceptual framework that applies a situative perspective on learning to the study of learning to teach mathematics. From this perspective, such learning occurs in many different situations -- mathematics and teacher preparation courses, pre-service field experiences, and schools of employment. By participating over time in these varied contexts, mathematics teachers refine their conceptions about their craft -- the big ideas of mathematics, mathematics-specific pedagogy, and sense of self as a mathematics teacher. This framework guides a research project that traces the learning trajectories of teachers from two reform-based teacher preparation programs into their early teaching careers. We provide two examples from this research to illustrate how this framework has helped us understand the process of learning to teach. This revised version was published online in July 2006 with corrections to the Cover Date.