The circumplex model of the Questionnaire on Teacher Interaction among Hong Kong students: a multidimensional scaling solution

The Questionnaire on Teacher Interaction (QTI) is a teacher–student relationship measure whose underlying two-dimensional structure is represented in a circumplex model with eight sectors. Using Smallest Space Analysis (SSA), this study examined the circumplex structure of the Chinese version of the QTI among a convenience sample of 731 primary-school students in Hong Kong. The study revealed that the SSA solution fits the circumplex structure of the Model for Interpersonal Teacher Behavior and uncovered a two-dimensional solution yielding five sectors in a clockwise direction: Strict, Leadership-Helpful/Friendly-Understanding, Student Responsibility/Freedom, Uncertain, and Admonishing-Dissatisfied. While the Leadership-Helpful/Friendly-Understanding sector was the largest, the Student Responsibility/Freedom sector was the smallest, with few items constituting it. For the two dimensions, the vertical dimension was named Structure Clarity, with adherence to external structure (Strict sector) at one extreme and lack of structure (Uncertain sector and Student Responsibility/Freedom sector) at the other extreme. The horizontal axis was labelled Attitude Valence, with benevolent valence (Leadership sector, Helpful/Friendly sector and Understanding sector) at one end and malevolent valence (Admonishing sector and Dissatisfied sector) at the other end of the axis. The positioning of the five sectors in the present study is in line with the factor structure that was often found in previous research on the circumplex model. By presenting a somewhat different interpretation of the two dimensions and some additional items, we hope that future research will verify our suggestions across different sociocultural settings.     

Mainstreaming and postsecondary educational and employment status of a rubella cohort

The postsecondary education and work status of 46 rubella deaf young adults was described and evaluated as an outcome of ethnicity, socioeconomic status, preschool attendance, early parent involvement, and degree of prior mainstreaming. With regard to postsecondary education attendance, 24 had two or more years, 11 had one year or less, and 11 had none. At time of interview, 19 were still attending school, 22 were working and five were neither working nor attending an educational program. Ethnic minority young adults were underrepresented in the group with two or more years of postsecondary education, and overrepresented in the group neither working nor in school at time of interview. Prior mainstreaming was a determinant of postsecondary education attendance over and above the effects of demographic and background characteristics. Implications of these findings are discussed.     

Applying Existential Theory and Intervention to Career Decision-Making

This paper presents a four-stage model of career decision-making based on an existential theoretical perspective. Existential themes such as freedom, responsibility, meaning, and authenticity are examined for their applicability to career decision-making across the life span. The author submits that career satisfaction and stability is obtained when there is a correspondence between the vocation and the meaning and opportunities for authentic existence that the vocation provides. Failure to acquire opportunities for meaning and authentic existence in individual's occupations result in an existential vacuum and existential guilt, respectively. Conceptualization of career decision- making from an existential perspective may be particularly beneficial for individuals making mid-career changes. Case studies are provided to elucidate the stages of the model and to specify the career counseling interventions that are most relevant for the various stages. Research implications as well as limitations of this model are also discussed.     

Auditory Morphological Knowledge Among Children With Developmental Dyslexia

The aim of the present study is to examine the morphological knowledge of readers with developmental dyslexia compared to chronological age and reading-level matched controls. The study also analyzes the errors dyslexics make and their metamorphological awareness compared to controls. Participants included 31 seventh-grade dyslexic children and two matched control groups of normal readers: 34 seventh graders matched for chronological age and 32 third graders matched for reading age. Two tasks were administered via the auditory modality—morphological priming and morphological analogies task. We also performed error analysis and a metamorphological interview. Our analyses reveal that although dyslexics perform equally to chronological age matched controls on the priming task and similarly to reading-level matched controls on the morphological analogies task, their errors and metamorphological awareness are qualitatively different.     

Improving student achievement

A cognitive processing capacity model of teaching and studying improved immediate posttest and delayed posttest performances of low-ability students, while it reduced performance differences between the low- and high-ability students. A skeletal study outline and a restudy and retest provision also made positive contributions to performance.     

Changes in the World Created by the Journal of Science Education and Technology:Future Directions and New Initiatives

This paper deals with the mission of the Journal of Science Education and Technology; the people who are helping to further this mission; our review philosophy, policies, and electronic review process; and important information for authors, readers, practitioners, students, and administrators to know. It also includes announcements about new features in the Journal, and two book series: Innovations in Science Education and Technology and Classics in Science Education and calls for papers and book ideas to be submitted to cohenka@aol.com.     

#6: no separation of mother and baby with unlimited opportunity for breastfeeding

In this position paper-one of six care practice papers published by Lamaze International and reprinted here with permission-the value of keeping mothers and their babies together from the moment of birth is discussed and presented as an evidenced-based practice that helps promote, protect, and support normal birth. The paper is written for childbearing women and their families. Babies held skin-to-skin with their mothers cry less often, breathe easier, and stay warmer than babies who are separated from their mothers. They also instinctively attach to the breast and begin breastfeeding, usually within one hour of birth. The advantages of rooming-in for mother and baby are also discussed. The accompanying commentary-written by two leading professionals in the field of maternity care and pediatrics-provides further evidence to support the practice of keeping mothers and their babies together after birth. Lamaze International encourages women to give birth in settings that do not separate mothers and babies after birth.