Female Participation as Top-Producing Authors,Editors, and Editorial Board Members in Educational Psychology Journals from 2009 to 2016

This article examines top-producing female authors, editors, and editorial board members in five educational psychology journals (i.e., Cognition and Instruction, Contemporary Educational Psychology, Educational Psychologist, Educational Psychology Review, and Journal of Educational Psychology) from 2009 to 2016. Results extend data from four previous studies (Evans et al. Educational Psychology Review, 17(3), 263–271, 2005; Fong et al. Educational Psychology Review, 21(3), 267–277, 2009; Greenbaum et al. Educational Psychology Review, 28, 215–223, 2016; Robinson et al. Contemporary Educational Psychology, 23, 331–343, 1998) and also compare top female authors to the top male authors. The top-producing women in the field have, on average, less seniority in the field than do top male authors. Male authors have more publications, on average, and more sole authorships and first authorships, as compared to female authors. No discernible progress has been made by women in terms of editorial board memberships or editorships since 2004.     

Community education in Kansas,a challenge to community colleges

This article discusses an educational outreach project conducted during 1974 and 1975 by University for Man (UFM), a free university based in Manhattan, Kansas, that offers educational programs not only to the KSU/Manhattan community but to other areas of the state as well. The major objective of the project, supported by the Kansas Committee for the Humanities, was to serve adult educational needs with programs examining public issues through a humanistic perspective. Programs were organized in series of weekly town hall meetings that featured several speakers on a particular issue, including an academic humanist. The mechanics of organizing such a program are reviewed, the program's results are briefly summarized, and the implications of such programs are considered. Major implications include (1) the offering of new perspectives on public policy issues to the adult public, (2) the design of new roles for professional humanists, (3) the rejuventation of participatory democracy, and (4) the movement toward permanent programs of community education in small rural communities.They directed the UFM project reported here, which was supported by the Kansas Committee for the Humanities project grant FY-73-74-36. The contents of this article do not necessarily reflect the views of that committee.     

Adult development and disciplinary content: A guide to effective teaching of adults

Most of the literature dealing with effective teaching of adult students deals with particular teaching methods. As important as suchprocess suggestions are, it may be even more important to help adults find connections between thecontent of the disciplines and the issues they experience personally as they move through the life cycle. A discussion of ways to do this is provided by an interdisciplinary team. These ideas are then integrated into a view of the disciplines as a tool for helping students mediate course content as well as their life experiences in the service of learning and individual development.Dr. Charles S. Claxton is Associate Professor in the Department of Curriculum and Instruction and the Center for the Study of Higher Education. His major research interests include effective teaching of adults, student learning styles, and use of adult development theory to enhance the college curriculum. Dr. Susanne B. Darnell is Associate Dean of University College, a unit in which students design individualized baccalaureate degrees in professional or liberal studies. She was formerly a member of the Department of Sociology. Dr. Geneva B. Reid is an Instructor in the Department of English and has extensive teaching experience with traditional age and adult students. Dr. Cecil G. Shugart is Professor in the Department of Physics and has long been active in the American Association of Physics Teachers and the American Physical Society.     

Newspaper coverage of women's sports during the 2000 Sydney Olympic Games: Belgium, Denmark, France, and Italy

In general, women are well represented among sport participants and sport audiences but not in the media. Data show that women's sport is greatly underreported and trivialized in newspapers. Therefore, the purpose of this study was to measure press coverage during the 2000 Summer Olympic Games in the largest circulating Belgian, Danish, French, and Italian daily newspapers by: (a) number of articles, (b) size, (c) page placement, (d) accompanyingphotographs, and (e) photograph size. For each sport covered, the athletes' nationality and the gender were recorded. Compared to the 1996 Atlanta Games, there was an increase of 326 female athletes (+4 %), and women competed in 25 sports and 132 events (44 %) of the total 300 events. Although only 29.3 % of the articles and 38 % of photos were on women 's sports, the newspaper coverage was similar to the distribution of participating athletes and events. No significant gender differences were found with respect to article size, page placement, accompanying photographs, or photograph size. The most covered sport was track and field, independent of national achievement. Other sports received different coverage in relation to national expectations, achievement, and participation. In conclusion, there was a trend to overcome gender inequities in media coverage during the Olympic Games, which may be due to the International Olympic Committee's actions to promote increased participation of women in sport activities and to publicize their achievements. Moreover, during the Olympic Games, a nationalistic fervor might affect the equality of gender coverage.     

Television News Content of Minority Groups as an Intergroup Context Indicator of Differences Between Target-Specific Prejudices

Although research has shown that different types of prejudice are highly correlated, the existence of prejudice hierarchies indicates that individuals differentiate between target groups. Here we examine the relationship between television news coverage and differences in attitudes toward minority groups. We rely on intergroup threat theory, tone, and framing theories to formulate our hypotheses and conduct a multimethod study: All prime-time television news items in Flanders (N = 1,487) reporting on five minority groups (lesbian, gay, bisexual, and transgender; Jews; Eastern Europeans; North Africans; Roma) were coded in terms of tone and framing and subsequently combined with individual-level survey data. Patterns in news coverage reflect differences in prejudice: Groups that are most negatively/positively evaluated by the public receive the most negative/positive coverage. Prejudice is especially high for minority groups associated with problems and criminal threat frames in the news. We conclude that news content is an important characteristic of the intergroup context reflecting differences in minority group appraisals in society.     

Statistics related to profile interpretation of the Peabody Individual Achievement Test

The Peabody Individual Achievement Test has attained widespread use in the academic assessment of school-age children. Despite its popularity, little has been published regarding the appropriate interpretation of the five subtests making up the PIAT. The present paper provides standard errors of measurement of scaled scores for each subtest at five grade levels. Differences in scaled score units required at .05 and .01 significance levels for comparing each subtest to the mean subtest score are provided, and implications for interpretation are discussed.     

Standard score tables for the McCarthy drawing tests

Few adequately normed drawing tests are available for current practice. Two subtests of the McCarthy Scales, Draw-A-Design and Draw-A-Child, are the best normed of all drawing tests for children aged 2½ to 8½ years: however, no age-corrected deviation scaled scores are available for interpretaion, only raw scores and age equivalents. This paper presents scaled scores for use in interpretation of these two drawing tests.     

A quick-scoring guide to the interpretation of children's Kinetic Family Drawings (KFD)

Thirty-two potentially significant clinical signs which may appear on children's Kinetic Family Drawings are presented in the form of an interpretive guide. Cautions and benefits of using such a guide are discussed briefly.