REVIEWS

Clear and Coherent Prose: A Functional Approach. William Vande Kopple. Boston: Scott, Foresman and Company, 1989. 239 pp.

Technical Writing in the Corporate World. Herman A. Estrin and Norbert Elliott. Oakville, Ontario: Crisp Books, 1990.

Technical Writing in a Corporate Culture: A Study of the Nature of Information. Christine Barabas. Norwood: Ablex Publishing Corp., 1990. 313 pp.

Creating a Computer‐Supported Writing Facility: A Blueprint for Action. Cynthia Selfe. Computers and Composition: Michigan Technological University and Purdue University, 1989. 146 pp.

How to Write and Publish Engineering Papers and Reports. Herbert B. Michaelson. 3rd ed. Phoenix: Oryx, 1990.

Better Said and Clearly Written: An Annotated Guide to Business Communication Sources, Skills, and Samples. Sandra E. Berlanger. New York: Greenwood P, 1989. 196 pp.     

Theory of mind,attention, and executive function in kindergarten boys

The present study explored the relationship between theory of mind (ToM), attention, and executive function in 66 kindergarten boys drawn from four rural school districts. Three stories designed to test understanding of first and second order mental states were administered. Executive function and attention were assessed, respectively, by scores on the Behavior Rating Inventory of Executive Function (BRIEF) and the Behavior Assessment Scales for Children, Second Edition (BASC‐2). Analyses indicated that children identified by teachers as evidencing attention difficulties scored lower on false belief measures and were more likely to be identified as exhibiting behavioral difficulties associated with executive dysfunction than children identified as evidencing fewer attention difficulties. Attention and executive function were predictive of total ToM scores.     

Extending technologies among small-scale farmers in Meru,Kenya: Ingredients for success in farmer groups

Agricultural extension is evolving worldwide, and there is much emphasis today on community-based mechanisms of dissemination in order to bring sustainable change. The goal of this study was to examine the factors that make farmer groups successful in dissemination of information and technologies. A mixed-methods, multiple-stage approach was used to obtain data, using participant observation, documentary analysis, semi-structured interviews, social mapping, and structured questionnaires. Dairy-goat farmer groups (n = 46) and individual farmers (n = 88) were interviewed. Factors that were associated with group success in dissemination included member participation, degree of jealousy within the group, homogeneity of members, group capacity, number of linkages and type of group (project-supported versus non-supported). Some interventions that may increase the success of groups in dissemination include capacity-building, increasing linkages with other extension stakeholders, providing an enabling environment for groups to form, using established groups (as compared to forming new groups), and encouraging groups to form around common interests rather than for other reasons.     

Measurement Uncertainty in Racial and Ethnic Identification Among Adolescents of Mixed Ancestry: A Latent Variable Approach

In this article, we operationalize identification of mixed racial and ethnic ancestry among adolescents as a latent variable to (a) account for measurement uncertainty, and (b) compare alternative wording formats for racial and ethnic self-categorization in surveys. Two latent variable models were fit to multiple mixed-ancestry indicator data from 1,738 adolescents in New England. The first, a mixture factor model, accounts for the zero-inflated mixture distribution underlying mixed-ancestry identification. Alternatively, a latent class model allows classification distinction between relatively ambiguous versus unambiguous mixed-ancestry responses. Comparison of individual indicators reveals that the Census 2000 survey version estimates higher prevalence of mixed ancestry but is less sensitive to relative certainty of identification than are alternate survey versions (i.e., offering a “mixed” check box option, allowing a written response). Ease of coding and missing data are also considered in discussing the relative merit of individual mixed-ancestry indicators among adolescents.     

From the (Academic) middle to the top: an evaluation of the AVID/TOPS college access program

Abstract

Despite overall increases in college-going, college enrollment rates remain inequitable. Many programs attempt to address these persistent racial/ethnic and social class disparities in college attendance by intervening in the high school curriculum. Advancement Via Individual Determination (AVID) is among the longest standing and prevalent of these college access programs. In this paper, we present findings from a multi-year evaluation and cost analysis of the AVID/TOPS program – an enhanced AVID model – in place in Madison Metropolitan School District (Wisconsin). Taken together, the evaluation’s findings characterize AVID/TOPS as a promising program model that is associated with an increased likelihood for college readiness and matriculation, particularly for student groups underrepresented in higher education. We also report on the resources and costs required to implement the program, and show that the program’s benefits appear to exceed its costs.     

Experiences of Motherhood in Counselor Education

This phenomenological study examined 20 tenured and nontenured counselor educators regarding their experiences of motherhood and academia. Two central themes from the interviews emerged: environmental influences (including position flexibility, experienced discrimination, and felt support) and choices and circumstances (including defining and establishing boundaries and accepting decisions). Findings are important for understanding academic mothers’ experiences and underscore the need for additional research in the field that specifically addresses these issues.     

Reflections on residential school and our future: "daylight in our minds"

This testimonio takes up what it means to be an educator of Aboriginal ancestry working within existing school structures for the betterment of Aboriginal children. While the testimonialista does not presume to speak for her people, she contends that her story of growing up and becoming a teacher is not unlike that of other First Nations people in Canada. She examines her life within the continuing colonizing structures of Canada and shows how the struggles for justice and recognition of Aboriginal wisdom within education are making a difference.     

A Case Study in Asynchronous Voice Conferencing for Language Instruction

In the past decade, text-based asynchronous communication technology has been used as a teaching tool and has been researched extensively for its pedagogical implications. Thus far, the research has consistently identified two major benefits of asynchronous communication technology: (1) a deeper thought process manifested in the discussion threads and (2) the facilitation of collaborative learning. However, text-based communication is restricted to written words that may be advantageous in some subject areas but is impedimental in language instruction where oral skills are essential for communicative competency. This paper describes a pilot project in the English for Academic Purposes (EAP) programme at the University of Alberta where two courses incorporated a voice-based conferencing tool called Wimba. Students took part in organized debates and discussions in class and online to improve their oral skills. An evaluation survey was conducted at the end of the pilot project to test students' reactions and determine the effectiveness of the combination of Wimba and oral learning activities. There is no doubt that more research is needed to investigate the emerging field of voice-based asynchronous technology. The EAP pilot project serves as a case study at the intersection of this new technology and language instruction. Etude de cas pour une conférence orale asynchrone pour l’apprentissage des langues. Dans la dernière décennie, la technologie de communication asynchrone basée sur des textes À été utilisée comme outil

d’enseignement et a donné lieu À des recherches nombreuses sur ses implications pédagogiques. Jusqu À présent la recherche a identifié chaque fois 2 bénéfices majeurs de la technologie de communication asynchrone. 1. un processus de pensée approfondi que se manifeste dans les fils de la discussion

2. la facilitation de l’apprentissage en coopération. Cependant, la communication basée sur les textes est limitée aux mots écrits ce qui peut etre avantageux dans certains domaines mais peut gérer l’apprentissage des langues où les compétences orales sont essentielles. Cet article décrit un projet pilote du programme »English for Academic Purposes« À l’Université d’Alberta où 2 cours ont incorporé un outil de conférence basé sur la voix appelé Wimba. Les étudiants ont pris part À des discussions et débats organisés en classe et en ligne

pour améliorer leurs compétences orales. On a procédé À une enquête d’évaluation À la fin du projet pilote pour tester les réactions des étudiants et déterminer l’efficacité de la combinaison de Wimba et des autres activités d’apprentissage oral. Sans

aucun doute il faudra davantage de recherches pour étudier le champ émergeant de la technologie asynchrone basée sur la voix. Le projet pilote EAT fournit une étude de cas utile À l’intersection de cette nouvelle technologie et de l’enseignement des

langues.