Consider critically the courses you study

The American University, Jacques Barzun. New York: Harper and Row, 1968. 319 pp. $7.95.

Books, Young People, and Reading Guidance, second edition. Geneva Hanna and Mariana K. McAllister. New York: Harper &; Row, 1968. 241 pp. $5.75.

The Chinese in Australia. E. A. Huck. Australia: Longmans of Australia Pty Limited, Croydon, Victoria, March 1968. 117 pp. Australia $4.50. U.S.A. $5.00.

Comparative Education Through the Literature: A Biographic Guide. Thelma Bristow and Brian Holmes. Hamden, Connecticut: Anchon Books, The Shoe String Press. London: Butterworth &; Co., Ltd. 1968. $5.00.

Develoments in Applied Psycholinguistics Research. Sheldon Rosenberg and James H. Koplin, editors. New York: The Macmillan Company, 1968. 311 pp. $8.95.

The Difficult Child, Joseph S. Roucek, editor. New York: Philosophical Library, Inc., 1964. Pp. 292. $7.50.

The Dog Who Never Knew. Kurt Unkelbach. New York: Four Winds Press, 1968. 127 pp. $3.50.

Hooked on Books: Program and Proof, Daniel N. Fader and Elton B. McNeil. Berkley Publishing Corporation, 1968. 236 pp. $0.75.

Mass Behavior in Battle and Captivity: The Communist Soldier in the Korean War. William C. Bradbury, research studies director; Samuel M. Myers and Albert D. Biderman, editors. Chicago: The University of Chicago Press, 1968. 377 pp. $11.00.

Normal Adolescence: Its Dynamics and Impact. Group for the Advancement of Psychiatry. Committee on Adolescence. New York: Charles Scribner's Sons, 1968. 127 pp. $3.95.

The Pineapple Duck with the Peppermint Bill. Written and illustrated by Lois Utz. New York: Bobbs‐Merrill, 1968. $3.75.

Wakan: The Spirit of Harold Benjamin; A Collection of the Writings of Harold R. W. Benjamin. Edited by Robert M. Bruker. Minneapolis: Burgess Publishing Company, 1968. 247 pp. Paperback $4.25.     

A liberal arts science course for the 1970's

SOCIAL SCIENCE, EDUCATIONAL POLICY, SEARCH FOR STANDARDS: INDETERMINACY IN EDUCATION edited by John E. McDermott. Berkeley, CA: McCutchan Publishing Corporation, 1976. XV + 336 pp. $12.50.

LIBRARIES FOR TEACHING: LIBRARIES FOR RESEARCH edited by Richard D. Johnson. Chicago: American Library Association, 1977. xvi + 259 pp. $12.50.

SCHOOLING IN CAPITALIST AMERICA by Samuel Bowles and Herbert Gintis. New York: Basic Books, 1976. 340 pages.

THE NEGLECTED MAJORITY: FACILITIES FOR COMMUTING STUDENTS and HOUSING FOR NEW TYPES OF STUDENTS. New York: Educational Facilities Laboratories, 1977.     

The teachers college faces the future in the selection of teachers

This article examines the educational conditions and resources, institutional characteristics, and political factors that contribute to shaping states' educational accountability policies. The policies addressed are identification of underperforming schools, state takeover or reconstitution of failing schools, and state power to replace principals and teachers in underperforming schools. The article addresses accountability for schools and educators, rather than high-stakes tests for students, because of the emphases of the federal No Child Left Behind Act (NCLB). Based on correlations and cross-sectional, logistic regression, the most important predictors of states' accountability policies appear to be National Assessment of Educational Progress NAEP performance, state education agency staff resources, and Democratic party identification. However, the impact of Democratic party identification is reduced when the southern states are excluded. The article concludes with a discussion of directions for further quantitative and qualitative research, as well as predictions of how NCLB is likely to affect states' accountability policies.     

Inter‐professional collaboration and the implementation of the Education (Scotland) Act, 1981

This paper draws upon quantitative and qualitative data from a four‐year study conducted in Scotland to examine the impact of the special educational needs sections of the Education (Scotland) Act, 1981. The particular focus of the paper is the examination of inter‐professional collaboration in the process of drafting a Record of Needs. The origins of the special educational needs legislation are considered and changes are set in the context of relevant social policy literature. Role conflict and confusion were experienced by educational psychologists and educational administrators with inter‐professional collaboration being patchy and restricted to a minority of the 17 administrative areas. The position of health board personnel was seen to be marginalized, in part a consequence of a perceived power struggle between doctors and psychologists ‐ a phenomenon already addressed in the literature.     

Weiterentwicklung der Rankingsysteme im Reitsport

A critical analysis of the existing ranking systems of German and international horse sports could identify weak points with regard to their implicit evaluations of the horses’ performances. This study is aimed at developing a feasible and more performance-related valuation method and comparing it with the existing cumulative ranking systems of the German and international equestrian umbrella organizations. On the one hand, the modeling is based on a method using average points per competition; on the other hand, by considering additional points and drawbacks. We investigated a sample of 50 top-ranked jumping horses and monitored the differences towards the existing ranking systems. The modification proposed results in significant implications on the rankings. The validity in relation to the horses’ performance evaluation could be improved. As a consequence, the interests of different stakeholder groups are better served than before. It is recommended to further develop the existing ranking system accordingly and to analyze a more differentiated placing of points.     

Forces and Motion: How Young Children Understand Causal Events

How do children evaluate complex causal events? This study investigates preschoolers' representation of force dynamics in causal scenes, asking whether (a) children understand how single and dual forces impact an object's movement and (b) this understanding varies across cause types (Cause, Enable, Prevent). Three‐and‐a half‐ to 5.5‐year‐olds (n = 60) played a board game in which they were asked to predict the endpoint of a ball being acted upon by one or two forces. Children mostly understood the interactions of forces underlying each type of cause; only 5.5‐year‐olds could integrate two contradictory forces. Children perceive force interactions underlying causal events, but some concepts might not be fully understood until later in childhood. This study provides a new way of thinking about causal relations.     

Developmental Trajectories of Acculturation in Hispanic Adolescents: Associations With Family Functioning and Adolescent Risk Behavior

This study examined longitudinal acculturation patterns, and their associations with family functioning and adolescent risk behaviors, in Hispanic immigrant families. A sample of 266 Hispanic adolescents (M_age = 13.4) and their primary parents completed measures of acculturation, family functioning, and adolescent conduct problems, substance use, and sexual behavior at five timepoints. Mixture models yielded three trajectory classes apiece for adolescent and parent acculturation. Assimilated adolescents reported the poorest family functioning, but adolescent assimilation negatively predicted adolescent cigarette smoking, sexual activity, and unprotected sex indirectly through family functioning. Follow‐up analyses indicated that discrepancies between adolescent and parent family functioning reports predicted these adolescent outcomes. Results are discussed regarding acculturation trajectories, adolescent risk behavior, and the mediating role of family functioning.