Discourse of Making Sense of Data: Implications for Elementary Teachers’ Science Education

This study of classroom discourse and other data from a physical science course for in-service teachers show the areas of success and challenge of the participants in making claims supported by justifications. It also shows that the teachers learned to make scientific claims and were able to make some justifications. Nevertheless, many found the process difficult. Some of those who performed well in the course did not consider the pedagogy suitable for their own students. The implications of the findings for elementary teacher education are discussed.     

Associations Between Sexting Behaviors and Sexual Behaviors Among Mobile Phone‐Owning Teens in Los Angeles

The implications of teen sexting for healthy development continue to concern parents, academics, and the general public. Using a probability sample of high school students (N = 1,208) aged 12–18, the prevalence of sexting, associations with sexting, and associations between sexing and sexual activity were assessed. Seventeen percent both sent and received sexts, and 24% only received sexts. Sending and receiving sexts were positively associated with each other and both behaviors were associated with having peers who sext. Lifetime reports of sexual intercourse, anal sex, oral sex, and recent unprotected sex were positively associated with reports of texting 300 or more times per day, only receiving sexts, and both sending and receiving sexts.     

Relationship between Africentric Worldview and Psychological Distress among Ghanaian Mothers of Children with Intellectual Disability

This study examined the relationship between an Africentric worldview and psychological distress among 55 Ghanaian mothers of children with intellectual disability. The study hypothesized the protective effects of an Africentric worldview on psychological distress, and their association with parenting stress. Results showed that an Africentric worldview was negatively associated with psychological distress and parenting stress, and that parenting stress was positively related to psychological distress. Further hierarchical regression analysis showed that an Africentric worldview did not moderate the relationship between parenting stress and psychological distress. However, parenting stress mediated the relationship between an Africentric worldview and psychological distress. These findings reveal the positive influence of an Africentric worldview on psychological functioning of mothers of children with intellectual disability. Additionally, the findings underscore the need to develop culturally relevant interventions to help improve the well-being of mothers of children with intellectual disability. Implications for clinical and counselling practice are discussed.     

Exploring Relations Among Preservice Elementary Teachers’ Ideas About Evolution, Understanding of Relevant Science Concepts, and College Science Coursework

This study investigated the relations among preservice elementary teachers’ ideas about evolution, their understanding of basic science concepts and college science coursework. Forty-two percent of 240 participants did not accept the theory of human evolution, but held inconsistent ideas about related topics, such as co-existence of humans and dinosaurs and plate tectonics. Accepting the theory of evolution was positively correlated with correctly answering the three other questions related to the age of Earth. Furthermore, participants who rejected evolution scored significantly lower on a test of basic science concepts than did participants who held accurate views on human evolution. Study results revealed no apparent association between completion of advanced college science courses and acceptance of evolutionary theory or understanding of science concepts. Implications for elementary science teacher education were discussed.     

In Plato's Shadow: Curriculum Differentiation and the Comprehensive American High School

This article examines the emergence and persistence of curriculum differentiation in the comprehensive high school. We argue that curriculum differentiation has roots in Plato's Republic, where it is proposed that education (and later work, especially the work of ruling) should be distributed on the basis of ability. The concept of ideology is used here to help explain why the practice of curriculum differentiation has remained a defining—and largely unchallenged—characteristic of the comprehensive high school. The persistence of curriculum differentiation matters because it is a means by which different groups of students are given access to different kinds of knowledge. Not all knowledge is equally valued, and access to certain kinds of this educational good has implications for young persons’ well-being that extend well beyond their formal schooling.     

Comparison of 3D reconstructive technologies used for morphometric research and the translation of knowledge using a decision matrix

The use of three‐dimensional (3D) models for education, pre‐operative assessment, presurgical planning, and measurement have become more prevalent. With the increase in prevalence of 3D models there has also been an increase in 3D reconstructive software programs that are used to create these models. These software programs differ in reconstruction concepts, operating system requirements, user features, cost, and no one program has emerged as the standard. The purpose of this study was to conduct a systematic comparison of three widely available 3D reconstructive software programs, Amira^®, OsiriX, and Mimics^®, with respect to the software's ability to be used in two broad themes: morphometric research and education to translate morphological knowledge. Cost, system requirements, and inherent features of each program were compared. A novel concept selection tool, a decision matrix, was used to objectify comparisons of usability of the interface, quality of the output, and efficiency of the tools. Findings indicate that Mimics was the best‐suited program for construction of 3D anatomical models and morphometric analysis, but for creating a learning tool the results were less clear. OsiriX was very user‐friendly; however, it had limited capabilities. Conversely, although Amira had endless potential and could create complex dynamic videos, it had a challenging interface. These results provide a resource for morphometric researchers and educators to assist the selection of appropriate reconstruction programs when starting a new 3D modeling project. Anat Sci Educ 6: 393–403. © 2013 American Association of Anatomists.     

Freedom of speech and the “new left”

This article examines the role and responsibilities of the “New Left”; in current social contexts. It explores, specifically, the legal rights and obligations of any dissenting group and the part that these dissenting factions play in our society.     

Book Publishing

The Oxford University Press and the Spread of Learning: An Illustrated History, by Nicolas Barker (London and New York: Oxford University Press, 1978 —$25.00)

The Oxford University Press: An Informal History, by Peter Sutcliffe (London and New York: Oxford University Press, 1978—$15.00)

Mary Hill and Wendell Cochran's Into Print: A Practical Guide to Writing, Illustrating, and Publishing (Los Altos, Calif.: William Kaufmann, Inc., 1977—$12.00/6.951)

Stanley Rice's Book Design: Systematic Aspects (274 pp., $17.50)

Stanley Rice's Book Design: Text Format Models (215 pp., $17.50)

John Y. Cole, ed. The Library of Congress in Perspective: A Volume Based on the Reports of the 1976 Librarian's Task Force and A visory Groups (New York: R.R. Bowker, 1978—$21.95)

Literary Market Place: 1978 Edition (New York: R.R. Bowker, 1978— $22.50, paper)     

Influences on TV Viewing and Online User-shared Video Use: Demographics,Generations, Contextual Age,Media Use,Motivations, and Audience Activity

People are increasingly viewing, providing, and recommending video content through the Internet. Applying the uses and gratifications framework, along with contextual age and generational theory, this study identifies and compares motivations for, and their influence on, traditional TV viewing and online user-shared video use among a U.S. sample of adult Internet users. Further, this study explores the form and role of audience activity through online user-shared video recommendations (type, channel, and social relation). Overall, the basic U&G motivations also apply to the new online media world, but differ in levels and influence.