Stars

Whitney Stine's Mother Goddam: The Story of the Career of Bette Davis (New York: Hawthorne, 1974---$12.95)

Elizabeth: The Life and Career of Elizabeth Taylor (New York: Doubleday, 1974---$10.00)

Marilyn Monroe, My Story (New York: Stein & Day, 1974---$5.95)

Raymond Strait's The Tragic Secret Life of Jayne Mansfield (Chicago: Henry Regnery, 1974---$7.95)

Jack Hawkins' Anything for a Quiet Life: An Autobiography (New York: Stein and Day, 1974---$7.95)

Richard Schickel's Harold Lloyd: The Shape of Laughter (Greenwich, Conn.: New York Graphic Society, 1974---$14.50)

Roger Manvell's Chaplin (Boston: Little-Brown, 1974---$6.95)

John McCabe's The Comedy World of Stan Laurel (New York: Doubleday, 1974---$7.95)

Arthur Lennig's The Count: The Life and Films of Bela “Dracula” Lugosi (New York: Putnam, 1974---$10.00)

Donald F. Glut's The Dracula Book (Metuchen, N.J.: Scarecrow Press)

David Dalton's James Dean: The Mutant King (New York: Straight Arrow Books, 1974---$9.95)

Ray Milland's Wide-Eyed in Babylon: An Autobiography (New York: Morrow, 1974---$7.95)

Warren G. Harris' Gable and Lombard (New York: Simon and Schuster, 1974---$7.95)

Anthony Curtis (ed.) The Rise and Fall of the Matinee Idol: Past Dieties of Stage and Screen, Their Roles Their Magic, and Their Worshippers (New York: St. Martin's Press, 1974---$9.95)

Sol Chaneles and Albert Wolsky's The Movie Makers (Secaucus, N.J.: Derbibooks, 1974---$19.95)

John Kobal's 50 Super Stars (New York: Bounty Books/Crown, 1974---$9.95, paper)

John Springer and Jack Hamilton's They Had Faces Then: Super Stars, Stars and Starlets of the 1930s (New York: Citadel, 1974---$19.95)

James Robert Parish's Hollywood's Great Love Teams (New Rochelle, N.Y.: Arlington House, 1974---$14.95)     

Standardization of Statistical Symbolism

Measurement of students’ preferred characteristics of instructors may provide a basis for action to increase enrollment in university courses and enhance the effectiveness of instructors in these courses. This article outlines an institution-specific method for determining these characteristics. This method includes the use of factorial designs, monotonic analysis of variance, and cluster analysis. In the particular case used to illustrate this method, the preferred characteristics included factors such as work load, grading, classroom style and format, and teacher style which could be considered in course and curriculum design.     

Community College Faculty Attitudes,Socialization Experiences,and Perceived Teaching Effectiveness

Abstract

This study seeks to determine whether variance in teaching effectiveness of community college faculty, as assessed by students, can be attributed to particular attitudes and/or socialization experiences of these faculty. A theoretical model derived from symbolic interaction theory is tested by path analysis. Data to test the model were obtained through a 1973 survey of faculty and students at five community colleges in Pennsylvania. On the basis of this analysis, the authors conclude that the “predictor” variables used in this study and often by administrators in developing faculty selection policies do not correlate highly with teaching effectiveness.     

Empowerment amongst teachers holding leadership positions

This study used semi-structured in-depth interviews to explore empowerment patterns among teachers who hold leadership positions in school. Our qualitative analysis presents a hierarchical ladder with three types of empowerment amongst these teachers, ranging from limited empowerment through rewarding empowerment to change-enhancing empowerment. The level of empowerment seems to be related to the leadership position which the teachers hold and to their perception of the position. Our results contribute to the theoretical understanding of empowerment as a complex construct that affects the career characteristics of the teacher, ranging from limited impact of the leadership position to a powerful effect on the organizational culture. We also suggest that this model has practical implications on the way principals can evaluate their teachers’ empowerment patterns and accordingly assist their development toward change-enhancing empowerment.     

Teacher subcultures of democratic practice amidst the oppression of educational reform

Teachers’ voices explore and document what is at stake when they are excluded from power-brokering conversations that mandate how teachers practice and model democracy in classrooms. Case study vignettes, interviews, classroom observations, and reflections of teachers in urban and suburban schools reveal four significant teacher subcultures of democratic practice: a subculture of compliance, a subculture of noncompliance, a subculture of subversion, and a subculture of democratic inquiry and practice. Analyses reveal that each subculture poses significant stakes for teachers, preservice teachers, the teaching profession, pupils, and society writ large.     

Everyday nationalism and elite research universities in the USA and England

The reinvigoration of popular nationalism in the USA and UK has largely been framed as counter to the cosmopolitan globalization associated with their elite universities over the past decade. Opposing these two sets of values may be too simplistic, however, given the cultural and political ties long institutionalized between elite universities and the nation. This article endeavors to highlight these entanglements—which were present before the election of Donald Trump or the fateful vote for Brexit—by drawing on interviews conducted with personnel at four elite research universities in these two countries from 2013 to 2014. In particular, this article focuses on the way these individuals invoked symbolic boundaries drawn along national lines as common sense, natural, and enduring, seeing their universities as embodying national characteristics, and as obliged to serve national interests. In providing ontological order to the world, the presence of this “banal” or “everyday” nationalism has arguably been central to the conceptualization and enactment of internationalization in these and other universities. These findings complicate discussions of elite universities as globalizing and unmooring from the nation-state framework, or otherwise working against the forces of nationalism. The article also raises new questions about divisions between different constituents of today’s globalizing academy.     

Novice teachers as organisational people: expectations of a professional work environment,collegiality, recognition and respect

This study introduces a model of novice teachers’ expectations together with supporting empirical evidence. The model is sectorial, distinguishing novice teachers’ expectations according to their reciprocal relations with their partners in the school. The study investigated 237 teachers attending internship programmes at five large teachers training colleges in Israel, using a self‐report questionnaire. The findings revealed that: (1) the expectations of novice teachers are based on a sectorial organisational view of the school, as proposed by role theory; (2) novice teachers have very high expectations of their organisational work environment; and (3) their highest expectations are for public recognition of the importance of teaching, while the lowest expectations are for receiving support and backing from the partners in the educational process. The article discusses novice teachers’ views of their function as organisational people and of the school as an arena for developing and nurturing their organisational selves.     

Family rearing antecedents of pubertal timing

Two general evolutionary hypotheses were tested on 756 White children (397 girls) studied longitudinally: (1) rearing experiences would predict pubertal timing; and (2) children would prove differentially susceptible to rearing. Analysis of pubertal measurements, including some based on repeated physical assessments, showed that mothering and fathering, earlier and later in childhood, predicted pubertal development, but only for girls, with negative parenting appearing most influential; maternal harsh control predicted earlier menarche. Rearing effects varied by infant negative emotionality, proving stronger (and opposite) for girls who in infancy were lower rather than higher in negativity. Maternal menarche, controlled in all analyses, was a stronger predictor than rearing. Findings are discussed in terms of theory development, genetic and nutritional influences, and sample restrictions.     

From Peasant to Princess: A Standards Conversion Story with a Twist

The first author, a student in a graduate children’s literature class, designed a project to locate “good” mathematics-based children’s literature selections. However, the reference tools usually consulted (e.g., Books in Print) to locate books by topic were of little help, and those she located under individual mathematics topics were mostly traditional mathematics books rather than good read-aloud selections. Consequently, she perused the university library’s sizeable juvenile collection to find books that would meet her selection criteria. This article describes the influence of two landmark documents for mathematics teaching and learning—Curriculum and Evaluation Standards for School Mathematics (National Council of Teachers of Mathematics [NCTM], 1989) and Principles and Standards for School Mathematics (NCTM, 2000)—as she engaged in the process.