Learning About Tool Categories via Eavesdropping

Prior research has found that toddlers will form enduring artifact categories after direct exposure to an adult using a novel tool. Four studies explored whether 2‐ (N = 48) and 3‐year‐olds (N = 32) demonstrate this same capacity when learning by eavesdropping. After surreptitiously observing an adult use 1 of 2 artifacts to operate a bell via a monitor, 3‐year‐olds returned to the demonstrated kind of tool as “for” the task and avoided it for an alternative task over 2 days. Two‐year‐olds performed similarly after eavesdropping on someone with more discriminable artifacts via the method of a window rather than a monitor. These results demonstrate that toddlers can acquire enduring artifact categories after less than 40 s of surreptitious observation.     

The OCLC Network of Regional Service Providers: The Last 10 Years

Developed in the early 1970s, the alliance between the Online Computer Library Center (OCLC) and its regional service providers is a strategic partnership that has survived for over 30 years. Originally created by OCLC to help it efficiently reach out to libraries in other states beyond its initial Ohio focus, this alliance is now starting to transform into a new structure. This new structure as well as other changes in the relationship between OCLC and its partners will have an impact upon all of the organizations involved.     

Preschool affects longer term literacy and numeracy: results from a general population longitudinal study in Northern Ireland

The Effective Pre-school Provision in Northern Ireland (EPPNI) project is a longitudinal study of child development from 3 to 11 years. It is one of the first large-scale UK projects to investigate the effects of different kinds of preschool provision, and to relate experience in preschool to child development. In EPPNI, 683 children were randomly selected from 80 preschools, and 151 children were recruited without preschool experience. Progress was then followed from age 3 to age 11. Preschool experience was related to age 11 performance in English and mathematics. High-quality preschools show consistent effects that are reflected not only in improved attainment in Key Stage 2 English and mathematics but also in improved progress in mathematics over primary school. Children who attended high-quality preschools were 2.4 times more likely in English, and 3.4 times more likely in mathematics, to attain Level 5 than children without preschool experience.     

Enhancing Teachers’ Application of Inquiry‐Based Strategies Using a Constructivist Sociocultural Professional Development Model

This two‐year school‐wide initiative to improve teachers’ pedagogical skills in inquiry‐based science instruction using a constructivist sociocultural professional development model involved 30 elementary teachers from one school, three university faculty, and two central office content supervisors. Research was conducted for investigating the impact of the professional development activities on teachers’ practices, documenting changes in their philosophies, instruction, and the learning environment. This report includes teachers’ accounts of philosophical as well as instructional changes and how these changes shaped the learning environment. For the teachers in this study, examining their teaching practices in learner‐centered collaborative group settings encouraged them to critically analyze their instructional practices, challenging their preconceived ideas on inquiry‐based strategies. Additionally, other factors affecting teachers’ understanding and use of inquiry‐based strategies were highlighted, such as self‐efficacy beliefs, prior experiences as students in science classrooms, teacher preparation programs, and expectations due to federal, state, and local mandates. These factors were discussed and reconciled, as they constructed new understandings and adapted their strategies to become more student‐centered and inquiry‐based.     

Power to Do…What? Department Heads’ Decision Autonomy and Strategic Priorities

Using questionnaire data from the 2010 Survey of Academic Chairs, the study focuses on decision autonomy, a component of the power wielded by science, technology, engineering and mathematics (STEM) department chairs in U.S. research extensive universities. A “power index” is developed to measure chairs’ decision autonomy, specifically their control of resources employed in negotiations with faculty job candidates. The study asks: What determines the degree of decision autonomy power possessed by department heads; and, what are the strategic implications of department heads’ degree of this particular aspect of power? Results of an ordered logistic regression model show that having more power is associated with being hired from outside the current university, being male, and with department size. The power index is employed to predict departmental strategic priorities. Results show that the power index is positively associated with a strategic priority for research. The results show a negative relationship between degree of chair decision autonomy and a priority to increase faculty lines. A student-focused strategy is not predicted by the power index but is related to the size, with larger departments placing less emphasis on numbers or quality of students.     

Educating about homosexuality: what do American Catholics think?

The purpose of this study was to examine American Catholics' attitudes regarding education about homosexuality. Participants were 1000 self‐identified Catholic adults who were interviewed via telephone. The majority of respondents agreed that Catholic colleges should offer courses on human sexuality, although religious and political conservatives were more likely to disagree that these courses should include education about justice and equality for gays and lesbians. Conservative and older respondents disagreed significantly more often that homosexuality should be included in tolerance teaching for children. Religious conservatives and males were less likely to agree that gays and lesbians should be hired as schoolteachers. The results indicate that the variables of Catholic ideology, political ideology, sex, age, and education are important in understanding the diversity of Catholics' views about these issues.     

Reading Three Israeli Bat/Bar Mitzvah Curricula as Gender,Theological, and Autobiographical Texts

This article analyzes three curricula for the bat/bar-mitzva year of the public religious, Tali and public schools in Israel. It compares their views on gender and theology, and throws light on the intersection of gender, religion and education in Israeli society. It shows how the messages of the public religious and public schools serve to further hegemonic interests in Israeli society, while those of Tali serve interests of marginal groups. In addition, the article analyzes autobiographical influences of some of the curriculum decision made by the authors.     

Master teachers' responses to twenty literacy and science/mathematics practices in deaf education

Under a grant to improve outcomes for students who are deaf or hard of hearing awarded to the Association of College Educators--Deaf/Hard of Hearing, a team identified content that all teachers of students who are deaf and hard of hearing must understand and be able to teach. Also identified were 20 practices associated with content standards (10 each, literacy and science/mathematics). Thirty-seven master teachers identified by grant agents rated the practices on a Likert-type scale indicating the maximum benefit of each practice and maximum likelihood that they would use the practice, yielding a likelihood-impact analysis. The teachers showed strong agreement on the benefits and likelihood of use of the rated practices. Concerns about implementation of many of the practices related to time constraints and mixed-ability classrooms were themes of the reviews. Actions for teacher preparation programs were recommended.     

An examination of twenty literacy, science, and mathematics practices used to educate students who are deaf or hard of hearing

The results of a multistep process to begin identifying best practices in deaf education are presented. To identify current practices, a survey was conducted of the literature, the Web sites of professional organizations, and states' education Web sites, which yielded a number of commonly discussed practices. Ten of the more highly cited practices in literacy instruction and 10 of the more highly cited practices in science and mathematics instruction were identified for additional scrutiny. Hundreds of articles were examined to identify research support for the 20 identified practices. Some practices had adequate research support; others had minimal support. The authors identify each of the 20 practices, describe the practice, present a summary of the literature that was examined, and rate the usefulness of the knowledge base relative to a "best practice" designation.     

Grant writing for childbirth educators: lessons learned from the resource center for young parents-to-be

Obtaining funding to support community-based childbirth education programs can be a challenge for childbirth educators who may have little grant-writing experience. This article was written by two nurse educators/nurse-midwives who have been involved for over 10 years with a grant-funded parenting and childbirth education program for pregnant teens. It reviews the background of the Resource Center for Young Parents-To-Be, suggests grant-funding sources, and explains the building of partnerships in the community. The basic steps involved in the grant-writing process are presented as well as the importance of follow-up evaluations and reports. Grant-writing skills and the ability to forge partnerships with other community organizations can be important tools for childbirth educators and health-care professionals.