The developmental consequence of different patterns of maltreatment

From a longitudinal study of 267 high risk families, four different patterns of maltreatment were identified. The mothers have been tested, interviewed and observed in a number of situations starting during the last trimester of pregnancy and continuing at regularly scheduled intervals through the preschool period. The four maltreatment groups were: physical abuse; hostile/verbally abusive; psychologically unavailable; and neglecting. A control group of mothers who provided adequate care was selected from the remaining high risk sample. In an earlier follow-up, among the maltreated children a disproportionately large number of infants were found to be anxiously attached to their mothers at 12 and 18 months, and their performance in a problem-solving situation at age two was poor. In the current follow-up, the children were videotaped at 42 months in a "barrier box" and teaching situation, and at 56 months they were observed in a preschool situation. The physically abused children were distractible, lacked persistence, ego control and enthusiasm, and experienced considerable negative emotion. The children whose mothers were psychologically unavailable showed marked increases in maladaptive patterns of functioning from infancy through preschool. As expected, they were avoidant of their mother, angry, noncompliant, and they were highly dependent. The neglected children had the most difficulty pulling themselves together to deal with various tasks. They lacked self-esteem and agency necessary to cope with their environment.     

Differences between WISC‐R and WISC‐III performance scale among children with ADHD

Reviews involving the Wechsler Scales for children suggest that Full Scale IQ scores on the Wechsler Intelligence Scale for Children, Third Edition, average 5 to 6 points lower than scores on the second edition of the scale [WISC‐R, Wechsler, D. (1974). Zimmerman & Woo‐Sam, 1997], with the differences distributed disproportionately over subtests, i.e., with larger discrepancies found within the Performance Scale (Wechsler, 1991). Changes on the revised subtests of the WISC‐III Performance Scale may place children with ADHD at a disadvantage compared to their performance on analogous WISC‐R subtests. We examined IQ test performance in 122 unmedicated children with ADHD (61 given the WISC‐R, 61 given the WISC‐III), and 46 children from a healthy, comparison group (23 given the WISC‐R, 23 given the WISC‐III). The ADHD and comparison group samples were matched for sex and for Verbal IQ between WISC‐R and WISC‐III. Children with ADHD had significantly lower Performance IQ on WISC‐III compared to the WISC‐R, with the Picture Arrangement subtest showing the most significant difference. In contrast, there were no significant differences between the WISC‐R and WISC‐III cohorts on Performance IQ or any Performance subtests among the comparison group. These findings highlight the importance of examining the comparability of ability test revisions among clinical and non‐clinical populations, and will be especially salient when the WISC‐III is revised. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 331–340, 2003.     

A comparison of personality attributes of science teachers and medical technologists

Undergraduate students who major in science make diverse career choices. Two such career choices are medical technologists and science teachers. One possible reason for science majors selecting different career choices might be attributed to varied personality dimensions. The purpose of this study was to identify a set of personality attributes that distinguish practicing medical technologists from practicing science teachers. The subjects of this study consisted of 83 medical technologists and 57 science teachers. Eysenck Personality (EPI) was utilized to investigate the personality attributes of subjects in terms of Eysenck's personality variable of Extroversion-Introversion and Neuroticism-Stability. Vocational Preference Inventory was utilized to investigate the vocational personality profile of subjects in terms of Holland's classification of occupations and work environment. Data with EPI revealed that there was no significant difference between medical technologists and science teachers with respect to Eysenck's personality variable of extroversion. However, there was found a significant difference between the two groups with respect to Eysenck's personality variable of neuroticism. Data with VPI revealed that there was no significant difference between medical technologists and science teachers with respect to Eysenck's personality variable of extroversion. Both the groups were characterized by the personality profile of IAS (Intellectual-Artistic-Social). This profile was different from that required earlier in literature.     

Deaf and hearing students' morphological knowledge applied to printed English

The study examined the ability of deaf and hearing students at the college and middle school levels to discern and apply knowledge of printed word morphology. There were 70 deaf and 58 hearing participants. A two-part paper-and-pencil test of morphological knowledge examined subjects' ability to (a) perceive segmentation of morphemes within printed words and (b) recognize meanings associated with various printed morphemes. The hearing college students performed best on every dependent measure of the two-part test. The deaf college students scored significantly lower than the hearing college students but similarly to the hearing middle school students. Deaf middle school students consistently scored the lowest on both parts of the test. While all students' performance declined as the difficulty of the morphemic content increased within both tasks, the decline was greatest among middle school deaf students. Although segmentation and semantic analysis skills necessary to morphographic decoding were apparent in the deaf students, their mastery levels fell significantly below those of the hearing subjects.     

Classroom Activities and Areas: Regularity of Use and Perceptions of Adaptability by General Early Educators

This report describes a mail survey of general early educators from Head Start, public school pre-kindergarten, public school kindergarten, and community preschool/child care programs. The purposes were to secure information about the availability of classroom activities and areas, and to obtain the respondents' perceptions of the ease with which activities and areas could be adapted to accommodate children with disabilities. Of the 893 mailed questionnaires, 483 (54.1%) were returned and coded. The respondents reportedly used a wide range of classroom activities and areas, and they rated those activities and areas as moderately easy to adapt. Also, respondents from mainstreamed programs used slightly more activities and perceived the activities as easier to adapt than did respondents from non-mainstreamed programs. The findings appear to indicate that placement of children with disabilities in segregated programs cannot be justified on grounds that integration will restrict the range of activities available to typically developing children, or on the grounds that the adaptations are perceived by program staff as too difficult to be accomplished.     

Structuring Occasions

Within the mathematics education literature, the term constructivism has been subject to a diversity of interpretations, many of which are trivializations of original theoretical work. We suggest that trivialized versions of constructivism continue to be promulgated due, in large part,to misunderstandings of some of the vocabulary adopted by its advocates. This situation has been the source of considerable frustration in our ongoing efforts to communicate the insights and implications of radical and social constructivist theories to preservice and practicing teachers. We discuss some of the specifics of these frustrations along with strategies intended to flag and circumvent them in our work with teachers. The writing is structured around a set of recursively elaborated interpretations of a classroom episode. Developed around varied understandings of the terms structure and construct, these interpretations are intended to show how we have worked with teachers to foster a deep appreciation of how learning might be reframed as dependent on, rather than determined by, teaching.This revised version was published online in September 2005 with corrections to the Cover Date.     

Religious Challenges to School Voucher and Tax Benefit/Scholarship Programs

A key component of current school reform efforts focuses on increasing parental choice through voucher systems and programs that provide tax benefits for contributions to scholarship programs for private school tuition. Indeed, proposals to adopt such programs have been or currently are being considered in four-fifths of the states, and about half of the states have already adopted some type of voucher and/or tax benefit program to assist parents in selecting private education for their children. This article provides an overview of the challenges to school voucher and tax benefit programs under the Establishment Clause of the First Amendment of the U.S. Constitution and/or the religion clauses of state constitutions. Specific sections address pertinent Supreme Court decisions, state constitutional religion clauses, state court cases rejecting religious challenges to voucher and tax benefit/scholarship programs, and cases in which such initiatives have been invalidated under the religion clauses of state constitutions. The concluding section focuses on the viability of future religion clause challenges to such programs and implications of legal developments pertaining to the privatization of schooling in our nation.     

The Interconnected Model of Professional Growth as a means to assess the development of a mathematics teacher

In this qualitative study we used a case study approach to observe and analyse a mathematics teacher who was challenged to redesign her lessons during network meetings with colleagues. Changes in practical knowledge are described by means of concept maps and semi-structured interviews. We applied cycles of change from the Interconnected Model of Professional Growth to describe the teacher’s professional development. We show that the teacher’s practical knowledge changes in the domain of practical content knowledge, and that controlled experimentation and reflection are necessary conditions to learn a new teaching strategy and to develop a series of lessons for pupils.     

A retrospective view of a study of middle school science curriculum materials: Implementation,scale‐up,and sustainability in a changing policy environment

This article provides an extended, comprehensive example of how teachers, schools, districts, and external factors (e.g., parental pressure and policy mandates) shape curriculum research in the U.S. It retrospectively examines how three different middle school curriculum units were implemented and scaled‐up in a large, diverse school system. The curriculum materials were cognitively based, hands‐on, guided inquiry units; each focused on a different “big idea” in science. The units met some criteria for instructional strategies rated by the Project 2061 Curriculum Analysis. Using evidence‐based decisions, two of the units were found to be effective and equitable, and went to scale, but one was not effective. However, the course of scale‐up was also affected by a changing policy climate, and proceeded in unpredictable ways, with small scale effects not found at large scale, and experienced teachers less effective than inexperienced teachers. Four years after funding ended, none of the units were sustained within the school district. The interactions between the demands of the units and of the school district's policy environment suggests reasons why this occurred, despite evidence that two of the units were successful with diverse learners. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 305–332, 2012