Preserving the dignity of children around the world: the U.N. Convention on the Rights of the Child

The United Nations Convention on the Rights of the Child provides a guidepost to the development of child protection policy. Both comprehensive and conceptually coherent, the Convention provides a statement of international consensus that children are indeed persons, legally and morally, and that the state should ensure that they are treated with dignity. At least in spirit, the Convention demands substantial reform of most existing child protection systems.     

Identifying differential item functioning in multi-stage computer adaptive testing

The purpose of this study is to evaluate the performance of CATSIB (Computer Adaptive Testing-Simultaneous Item Bias Test) for detecting differential item functioning (DIF) when items in the matching and studied subtest are administered adaptively in the context of a realistic multi-stage adaptive test (MST). MST was simulated using a 4-item module in a 7-panel administration. Three independent variables, expected to affect DIF detection rates, were manipulated: item difficulty, sample size, and balanced/unbalanced design. CATSIB met the acceptable criteria, meaning that the Type I error and power rates met 5% and 80%, respectively, for the large reference/moderate focal sample and the large reference/large focal sample conditions. These results indicate that CATSIB can be used to consistently and accurately detect DIF on an MST, but only with moderate to large samples.     

Film Bibliographies

Alan R. Dyment's The Literature of the Film: A Bibliographical Guide to the Film as Art and Entertainment 1936-1970 (Detroit, Mich.: Gale Research [London: White Lion Publishers, Ltd.], 1975---$35.00)

Mel Schuster's Motion Picture Performers: A Bibliography of Magazine and Periodical Articles Supplement No. 1 (Metuchen, N.J.: Scarecrow Press, 1976---$27.50)

A.G.S. Enser's Filmed Books and Plays: A List of Bpoks and Plays From Which Films Have Been Made 1928-1974 (New York: Academic Press [London: Andre Deutsch], 1975---$24.00)

American Film (December 1975, and January-Bebruary 1976 issues)

Hollis Melton's “Museums with Film Programs,” (Educational Film Library Association, 17 West 60th St., New York 10023---$5.00/$3.00 to members, paper)     

Design Dynamics of a Leadership Assessment Academy: Principal Self-Assessment Using Research and Technology

This article describes and analyzes the design dynamics of a school principal self-assessment process, provided through a three-day, state-approved Leadership Assessment Academy, which allows principals to experience and reflect on important self-assessment data that leads to a personal professional growth plan. Designing and implementing such an academy is complex and requires careful consideration of all aspects of the principalship and the requirements set forth by the state regarding principal assessment and professional growth plans. A primary challenge of this leadership academy is in providing principals with a self-assessment experience that is meaningful and accurate using carefully designed assessment techniques and technology, and that can serve as a viable alternative to the traditional paper and pencil assessment tools that require very little personal involvement in defining and producing the principal's professional growth plan.     

Childbirth education for multiple pregnancy: part 2: intrapartum and postpartum considerations

Women with a multiple pregnancy can expect a different labor and birth course than those with a singleton pregnancy. While the postpartum period is similar to that of families with a singleton, it is likely to be more hectic in families with multiple infants. In addition, a multiple pregnancy increases both maternal and neonatal risks; therefore, women with a multiple pregnancy may experience slight differences in care due to these potential risks, including additional monitoring and treatment. This article discusses the intrapartum and postpartum considerations families with a multiple pregnancy/birth may experience. This information is provided so that the childbirth educator can incorporate this content into courses, as appropriate, and assist families with a multiple pregnancy to anticipate a realistic birth and postpartum experience.     

Meaningful reading gains by adult literacy learners

To obtain a fuller picture of the efficacy of reading instruction programs for adult literacy learners, gains by individual students were examined in a sample (n = 148) in which weak to moderate gains at the group level had been obtained in response to tutoring interventions that focused on strengthening basic decoding and fluency skills of low literate adults (Sabatini, Shore, Holtzman, & Scarborough, 2011). Learners were randomly assigned to receive one of three tutoring programs for an average of 44 h of instruction. We used within-individual gains replicated over tests (WIGROT) as the method for identifying gainers, who were defined as students whose reading levels increased from pretest to posttest by a half year or more on at least two of four measured aspects of reading proficiency. The 46 % of the sample who met the criterion had higher pretest scores than non-gainers on measures of reading (d = .42, p < .01) and phonological awareness (d = .47, p < .01), and included fewer adults with a history of special education (43 vs. 61 %, phi = .19, p < .05), regardless of which instructional condition had been received. The findings suggest that basic skills instruction can lead to a meaningful degree of benefit for many adult learners who persist in reading programs for several months. Supplementing group level results with analyses of individual growth, such as WIGROT, appears to be useful in evaluating the efficacy of literacy interventions.