John Dewey and the Artful Life

REPRESENTATIVE AMERICAN SPEECHES: 1952–1953. Edited by A. Craig Baird. New York: H. W. Wilson Co., 1953; pp. 199. $1.75.

IT TAKES TIME: AN AUTOBIOGRAPHY OF THE TEACHING PROFESSION. By Marie I. Rasey. New York: Harper &; Brothers, 1953; pp. 204. $3.00.

YOUR VOICE AND SPEECH. By Letitia Raubicheck. New York: Prentice‐Hall, Inc., 1953; pp. 376. $4.05.

HOW TO BE A SUCCESSFUL EMCEE. By Le‐Roy Stahl. Minneapolis: T. S. Denison and Co., 1953; pp. 200. $2.75.

GROUPS IN HARMONY AND TENSION. By Muzafer Sherif and Carolyn W. Sherif. New York: Harper &; Brothers, 1953; pp. 316. $3.50.

EFFECTIVE READING. By Lawrence H. Feigenbaun. New York: Globe Book Company, 1953: pp. 224. $2.00.

READING SKILLS. By William D. Baker. New York: Prentice‐Hall, Inc., 1953; pp. 120. $1.50.

WEBSTER'S NEW WORLD DICTIONARY. Cleveland and New York: World Publishing Co., 1953; pp. xxxvi+1724. $5.00 plain edges, $6.00 thumb‐indexed.

THE ROMANCE OF THE ENGLISH THEATRE. By Donald Brook. (Revised Edition). London: Rockliff (Macmillan), 1953; pp. 222. $4.50.

REPRESENTATIVE AMERICAN PLAYS, FROM 1767 TO THE PRESENT. Edited by Arthur Hobson Quinn. (Seventh Edition). New York: Appleton‐Century‐Crofts, Inc., 1953: pp. 1248. $6.50.

APPROACHES TO POETRY. By Walter Blair and W. K. Chandler. (Second Edition). New York: Appleton‐Century‐Crofts, 1953; pp. 734. $3.90.

POEMS FOR STUDY. By Leonard Unger and William Van O'Connor. New York: Rinehart, 1953: pp. xxi+743. $4.75.

THE BURLESQUE TRADITION IN THE ENGLISH THEATRE AFTER 1660. By V. C. Clinton‐Baddeley. London: Methuen &; Co., 1952; pp. xvi+152. $4.00.

THESAURUS OF ENGLISH WORDS AND PHRASES. Revised from Peter Roget by D. C. Browning. New York: E. P. Dutton &; Co., Inc., 1953; pp. 572. $3.75.     

A ‘whole-school/community development’ approach to preventing and countering bullying: the Erris Anti-Bullying Initiative (2009–2011)

This paper describes how a ‘whole-school/community development’ anti-bullying programme was designed, implemented and evaluated in an initiative in Erris, Co. Mayo, Ireland, involving local primary and post-primary schools and community groups. Students from seven participating schools (five primary, two post-primary) completed modified versions of the Olweus Bully/Victim Questionnaire both prior to and following programme implementation. Thereafter, there were reductions in students' reports of involvement in bully/victim problems and increases in their reports of feelings about bullying and countering bullying that were consistent with an anti-bullying ethos. The sizes of these effects were modest, in some cases perhaps due to the significantly low incidence of students' involvement in bully/victim problems prior to the programme. This model is in continued use in Erris, and in its further development it is intended to seek out opportunities to implement and evaluate it in other locations.     

Knowing,researching, and reporting science education: Lessons from science and technology studies

Recent research in science and technology studies changed the way we understand science as it is practiced—that is, how scientific knowledge emerges from social, natural, social, political, cultural, historical, and economic contingencies of scientific work. Many science educators agree that students should learn not only science but also about science. In this article, we (a) outline important findings, research methods, and ways of reporting research that emerged from science and technology studies; and (b) show how familiarity with science and technology studies research can provide science educators with valuable insights about curriculum design and research on learning. We conclude that science and technology studies can serve as a resource to science education and that there is a potential for conducting collaborative work between science education and science and technology studies. Such collaborations have the potential to yield better theories about how people become competent in science from childhood to adulthood. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 213–235, 1998.     

Portfolio Assessment: More Than ABCs and 123s

Demands for educational accountability are being called for at all levels: preschool through graduate school. Standardized tests are being widely utilized, but this measurement is not appropriate for young children. Portfolio assessment is a more promising approach to measure children's growth, development, and achievement. This paper outlines criteria that portfolios must have in order to be effective assessment tools. Methods of gathering information and tips for portfolio development are shared and several examples of children's work samples are included     

National institutions, public-private knowledge flows, and innovation performance: A comparative study of the biotechnology industry in the US and France

The biotechnology industry is a striking example of the disconnect between the location of knowledge creation and its commercial development. I argue that national technological performance in biotechnology is critically affected by institutions governing scientific careers, which shape the professional identities and boundary-spanning activities of research scientists. I test this in a comparison of the United States and France. Drawing on fieldwork and analysis of patent data, I compare institutional frameworks and estimate models of forward patent citations. The models show that entrepreneurial firms are associated with high-performing innovations in this sector whereas large established firms perform poorly in both countries, and highlight the importance of institutions in creating country-specific combinations of human capital with organizational capabilities.     

Awareness, use and opinions of methodological search filters used for the retrieval of evidence-based medical literature-a questionnaire survey

The aim of this study was to determine the level of awareness of methodological search filters among health and academic librarians in the UK and Ireland, their use of filters and views on the perceived benefits, limitations and ways to increase usage of search filters. A random proportional sample of health and academic librarians were surveyed by telephone and fax. Overall, 88% (196/224) completed the telephone survey to establish awareness and use of filters. Eighty-four per cent (51/61) completed a fax survey focusing in more depth on usability issues surrounding filters. Results indicate a high level of awareness of methodological filters, but low level of usage. Furthermore, a high level of awareness did not necessarily correlate with a high level of knowledge or understanding. Examination of responses revealed limitations and recommendations beyond those reported in the literature and highlights the relationship between understanding and effective use of filters. Improved dissemination and publication of filters is required to better inform librarians on the concept of filters and how to use them effectively.     

Gender typing of sports: an investigation of Metheny's classification

The purpose of this study was to investigate if children perceived certain sports to be masculine, feminine, or neutral. Students attending a University Laboratory school (grades K-12) were asked to fill out a survey about sports during a class period, Children in grades K-6 were given a sport (such as baseball) and asked if a boy named David would play it, if a girl named Jane would play it, or if both David and Jane would play the sport. Students in grades 7-12 were asked to name their favorite athlete or team and sport and indicate what sports they felt was best for a girl and a boy. Then they were given a list of sports and asked to indicate, using a 5-point Likert-type scale, whether they believed the sport was masculine, neutral, or feminine. Results from loglinear analyses indicated that students sex-typed certain sports, such as aerobics and football. Additionally, although some responses from students in grades 7-12 indicated that individuals should be able to play any sport they wanted, there were many gendered rsponses in terms of what sport(s) girls and boys should participate in. The results are discussed with reference to Metheny's categories of permissible sports for girls and in the framework of the gender typing of sport.     

Development of the Design Thinking and Instructional Lessons (DTAIL) model: a creative approach for teachers

Educational technology research and development - The educational landscape continues to become increasingly complex, which suggests a need for a teacher-driven creative approach to developing...