New Technologies

TELECONFERENCING AND BEYOND: COMMUNICATIONS IN THE OFFICE OF THE FUTURE, by Robert Johansen (New York: McGraw Hill - Data Communications. 1984—price not given

CABLE FOR INFORMATION DELIVERY: A GUIDE FOR LIBRARIANS, EDUCATORS AND CABLE PROFESSIONALS, edited by Brigitte L. Kenney (White Plains, New York: Knowledge Industry Publications, 19847mdash;$34.50/ $27.50)

THE COMPLETE GUIDE TO SATELLITE TV, by Martin Clifford (Blue Ridge Summit, Pennsylvania: Tab Books, 1984—$11.50 pape

FUTURE INFORMATION PROCESSING TECHNOLOG1 1983, edited by Peg Kay and Patricia Powell (Washington, D.C.: Government Printing Office, August 1983- $6.50, paper),     

Reviews

Comics: Ideology, Power and the Critics. By Martin Barker. Manchester: Manchester University Press. 1989. 320 pp. £40 hb, £10.95 pb

David Astor and the Observer. By Richard Cockett. London: Andre Deutsch. 1991. 315 pp. £17.99.

Medical Journals and Medical Knowledge. Historical Essays. By W. F. Bynum, S. Lock and R. Porter. London: Routledge. 1992. 272 pp.

The Magazine in America, 1741–1990. By John Tebbel and Mary Ellen Zuckerman. Oxford and New York: Oxford University Press. 1991. 433 pp. $49.00 (Cdn)

Killing the Messenger: 100 Years of Media Criticism. Edited by Tom Goldstein. New York and Oxford: Columbia University Press. 1991. 272 pp. $17.50 (paperback)

Preserving the Press: How Daily Newspapers Mobilized to Keep Their Readers. By Leo Bogart. New York and Oxford: Columbia University Press. 1991. 327 pp. $46.00 (cloth)

Dictionnaire des journaux 1600–1789, Edited by Jean Sgard. Paris: Universitas, and Oxford: Voltaire Foundation. 2 vols., 1209 pp. 1991.

Politics and Reviewers: The Edinburgh and the Quarterly in the Early Victorian Age. By Joanne Shattock. Leicester: Leicester University Press. 1989. 220 pp.

Crowds and History: Mass Phenomena in English Towns 1790–1835. By M. Harrison. Cambridge: Cambridge University Press. 1988. 373 pp. £25.

The Nature and Origins of Mass Opinion. By J. R. Zaller. Cambridge: Cambridge University Press. 1992. 367 pp.

Le nuove di Francia, L'Immagine delta rivoluzione francese nella stampa periodica italiana (1789–1795). By Marco Cuaz. Turin: Albert Meynier. 1990. Lira 20,000.     

‘Physical Education’s First Lady of the World’: Dorothy Sears Ainsworth and the International Association of Physical Education and Sport for Women and Girls

Abstract

Dorothy Sears Ainsworth has received wide acclaim for her pioneering efforts in international relations that enhanced collaboration among female physical educators in the decades following World War II. As Director of Physical Education for Women at Smith College (1926–1960), Ainsworth became a global figure, traveling extensively and organizing the first international conference on physical education for women and girls in Copenhagen in 1949. This resulted in the establishment of the International Association of Physical Education and Sport for Girls and Women (IAPESGW), today counting over 400 members from 45 different countries. In this paper we (re)consider the largely hagiographical accounts of Ainsworth’s career and re-examine her contributions to the international stage in light of her maternalist views on female sport and physicality. Indeed, women’s difference from men dominated the discourse of many international women’s movements at this time. We consider what IAPESGW’s long-term governance by primarily white and wealthy women may have meant in terms of the organization’s focus and globalizing efforts and conclude that though Ainsworth’s essentialist approach ignored earlier feminist sporting movements, and would not outlast the more progressive winds of change in the 1970s, neither should her early contributions to establishing bonds among female physical educators globally be minimized.     

Enhancing consent forms to support participant decision making in multimodal learning data research

Advances in the field of multimodal learning analytics (MMLA) research is often accomplished by actively exploring new technologies and techniques related to the collection and analysis of data. Exploration of ethical principles and procedures for governing the use of new technologies and techniques, however, is not as readily pursued. As collected data grow in complexity and invasiveness, potentially, a growing need is arising to scrutinize ethical aspects of MMLA research. In our study, we introduce an informed consent comprehension test for educational technology research and assess the effects of enhancing MMLA consent forms on comprehension of informed consent and on rates of enrollment in a MMLA study. One form is written from a researcher perspective and the other from a participant perspective. Results of the study involving first-year undergraduate students suggest that the overall level of comprehension did not differ between conditions. Yet, the participant-oriented consent form resulted in significantly lower rates of enrollment. Implications for MMLA researchers are discussed.     

Parents’ Expectations for and Reactions to Children's Racial Biases

How do parents think about and react to their children's racial biases? Across three studies (N = 519) we investigated whether and how parents’ Internal Motivation to Respond without Prejudice Scale (IMS) predicted standards for their children's race-related behavior, and tested parents’ affective reactions to imagining their children violating their standards. Studies 1 and 2 demonstrated that parents (of 4- to 12-year-old children) with high IMS set more stringent standards for their children's race-related behavior than their low IMS counterparts. Upon considering their children expressing racial bias, high IMS parents reported negative self-directed affect (i.e., guilt; Studies 2 and 3), an affective response that motivates prejudice reduction in adults. The results have implications for involving parents in prejudice interventions targeting children's biases.     

An Exploration of Pre-Service Teachers' Experiences in Outdoor ‘Places’ and Intentions for Teaching in the Outdoors

This study explores pre-service teachers' past interactions with ‘place’ in outdoor settings and how these experiences contribute to their current perceptions of the importance of taking their own students into the outdoors. Specifically, the researchers were interested in investigating if current pre-service teachers are part of the ‘nature-deficit disorder' generation described by Louv in his book, Last child in the woods: Saving our children from nature-deficit disorder (2005 Louv, R. (2005). Last child in the woods: Saving our children from nature deficit disorder. Chapel Hill, NC: Algonquin Books. [Google Scholar]), as a generation of children growing up without direct experiences in nature. Study participants included 148 undergraduate pre-service elementary teachers enrolled in science teaching methods instructional courses at an urban college in the Northeastern United States and two suburban universities in the Southeastern United States. Participants wrote essay responses after reading Louv's Last Child in the Woods in which they were asked to relate the reading to their own past experiences and their ideas about elementary science education. Results indicate that a large majority of participants (97%) describe significant youth experiences in the outdoors, view nature as important in varying ways (89.9%), and express a desire to expose their own students to the outdoors (65.5%). Key findings are illustrated with direct quotations from the pre-service teachers' essay responses, as they write vividly of their interactions in outdoor places, referred to as ‘place meanings'. Implications are presented for teacher educators working with pre-service teachers to build upon their outdoor experiences and prepare them for implementing nature-based instruction.     

Teaching anxieties revealed: pre-service elementary teachers’ reflections on their mathematics teaching experiences

Over the last 50?years, there has been ample research dedicated to mathematics anxiety in contexts of teaching and learning. However, there has been less attention focused on pre-service teachers’ anxieties about teaching mathematics in classroom settings. This study analyzed pre-service teachers’ reflections at the conclusion of an elementary mathematics field experience in order to determine common themes surrounding anxiety-related events based on mathematics practice-teaching experiences. Through qualitative analysis of pre-service teachers’ reflections using open and axial coding, three categories and ten themes surrounding elementary pre-service teachers’ anxiety-related events based on mathematics practice-teaching experiences emerged. Some of the themes presented were ones that increased pre-service teachers’ anxieties for teaching mathematics, whereas other themes reflected aspects of the field experience that decreased anxiety for teaching mathematics. Based on the themes revealed in this study, suggestions for strategies and materials that could be developed for university mathematics methods courses are discussed. Novel perspectives for considering mathematics teaching anxiety, such as locus of control and future time perspective, are shared.     

Child maltreatment and adult health in a national sample: Heterogeneous relational contexts,divergent effects?

Objective

This study considers the long-term health consequences of child maltreatment. Distinct from previous research, we examine the effects of maltreatment in the context of more general parental evaluations.

Method

Analyses used retrospective and current data from the Midlife Development in the United States (MIDUS) study.

Results

A considerable proportion of middle- and older-age adults who experienced frequent maltreatment nevertheless evaluated the relationship with their offending parent as “excellent”, “very good”, or “good” (e.g., 47% for physical and emotional maltreatment by mothers). Maltreated respondents generally evaluated their maltreating parents less favorably than non-maltreating parents, but there was considerable variation in these recollected relationships. Adults who experienced child maltreatment reported a greater number of chronic medical conditions and physical symptoms and lower self-rated health, but effects were smaller when they had positive relationships with their parents than when one or more of the relationships was perceived as negative.

Conclusions

These findings highlight a common and seemingly paradoxical pattern among MIDUS participants: the co-presence of harsh parental behavior and positive recollections of parental relationships during childhood. Moreover, these surprising patterns of retrospective interpretation predict very different experiences of adult health – health problems are most pronounced among maltreatment in cases where the respondent had a generally negative relationship with one or more of his or her parents.