Improving Risk Education in Grades 6–12: A Needs Assessment of Michigan,Ohio, and Wisconsin Science Teachers

Abstract

If formal educators are to play a role in preparing future citizens for making decisions about health and environmental risks, then they must be willing and able to incorporate risk education. This article presents 10 goals for risk education. It also describes current risk education practices, future interests, and perceived barriers to risk education of Michigan, Ohio, and Wisconsin Grades 6–12 science teachers. Data were collected through a mail questionnaire (1,336 surveys were returned, adjusted return rate = 80%) and in-depth telephone interviews (completed with 45 teachers, return rate = 90%). Many teachers had covered some aspect of risk education and were interested in enhancing their efforts. Results also suggest that teachers need to be made aware of risk education resources and provided with training, particularly regarding psychological influences on risk decisions.     

Make Me an Instrument of Your Peace: Honoring Religious Diversity and Modeling Respect for Faiths Through Children’s Literature

Understanding and respecting young children’s religious background is an important way of respecting diversity. Due to the traditional separation of church and state, many professionals tend to ignore the significant influence of religious belief and training during the early childhood years. Sharing high-quality picture books simultaneously enables adults and peers to expand their understandings of different faiths and to communicate their respect for and interest in young children’s religious education. This editorial concludes with a selective list of picture book titles that focus on different faiths that are suitable for children in the primary grades.     

Relative effectiveness of reading practice or word-level instruction in supplemental tutoring: how text matters

In this quasi-experimental study, which is part of a series of investigations on supplemental reading tutoring variations, the relative effectiveness of more intense decoding instruction or text reading practice was examined. Fifty-seven first-grade students scoring in the lowest quartile for reading skills received either classroom reading instruction or one of two treatments: tutoring in word study with text reading practice, or word study tutoring alone. Individual instruction was provided by trained paraprofessional tutors. At the end of first grade, treatment students significantly outperformed their nontutored peers on measures of reading accuracy, reading comprehension, reading efficiency, passage reading fluency, and spelling. Differential treatment effects on passage reading fluency are examined, taking into consideration pretest skill levels and text reading practice characteristics.     

Timing and Intensity of Tutoring: A Closer Look at the Conditions for Effective Early Literacy Tutoring

In this article we report data from a longitudinal study of one–to–one tutoring for students at risk for reading disabilities. Participants were at–risk students who received phonics–based tutoring in first grade, students who were tutored in comprehension skills in second grade, and students tutored in both grades 1 and 2. At second–grade posttest, there were significant differences in word identification and word attack between students who were tutored in first grade only compared to students who were also tutored in second grade, favoring students who were tutored in first grade only. Overall, there were no advantages to a second year of tutoring. For students tutored in second grade only, there were no differences at second–grade posttest compared to controls. Schools may have selected students who did not respond to first–grade tutoring for continued tutoring in second grade. Findings are discussed in light of decisions schools make when using tutors to supplement reading instruction for students with reading difficulties.     

Making the English course of study specific

A Short History of French Literature. By Maxwell A. Smith, Docteur de L'Université, Paris; Professor of French, University of Chattanooga. Pp. vii, 390. Henry Holt &; Co., 1924.

The Psychology of Vocational Adjustment. By Harry Dexter Kitson (Teachers College, Columbia). Philadelphia: J. B. Lippincott Co., 1925. Pp. viii + 273.

The Young Delinquent. By Cyril Burt (University of London). New York: D. Appleton &; Co., 1925. Pp. xv + 618.

Through Science to God. By Floyd L. Darrow. Indianapolis: Bobbs‐Merrill Co., 1925. Pp. 309. Price, $2.50.

The Project Method in Classroom Work. By E. A. Hotchkiss (Teachers College, Kansas City). Boston: Ginn &; Co., 1924. Pp. xiii + 258. Price, $1.48.

Care and Training of Boys and Girls. By Mary D. Chambers. Boston: The Boston Cooking‐School Magazine Co., 1925. Pp. xiii + 275. Price, $2.

March's Thesaurus Dictionary. Philadelphia: Historical Publishing Co., 1925. Pp. 1462. Price, $9.

Health and Safety in the New Curriculum. By E. George Payne (New York University) and Louis C. Schroeder (Cornell University Medical College). New York: The American Viewpoint Society, Inc., 1925. Pp. 318.

Dr. Z. T. Graves and the Mary Sharp College, 1850–1896. By the Mary Sharp College Club, Nashville, Tenn. For sale by the Baptist Sunday School Board and the Presbyterian Book Store, Nashville, Tenn. Pp. 150. Price, $1.50.

New Horn‐Ashbaugh Speller. By Ernest Horn and E. J. Ashbaugh. Philadelphia: J. B. Lippincott Co., 1926. One‐volume edition: Pp. 151. Price, $0.60. In two volumes: Part I (Grades I‐VI)—price, $0.52; Part II (Grades VII‐VIII)—price, $0.48.

The Teaching of High‐School Subjects. By William A. Millis and Hakriet H. Millis. New York: The Century Co., 1925. Pp. xviii + 477. Price, $2.25.

The Heart of the Curriculum. By E. E. Smith (Richmond, Va., Public Schools). Garden City, N. Y.: Doubleday, Page &; Co., 1924. Pp. x + 363. Price, $1.50.

New First Course in Algebra. By Herbert E. Hawkes (Columbia University), William A. Luby (Junior College of Kansas City), and Frank C. Touton (University of Southern California). Boston: Ginn &; Co., 1925. Pp. ix + 361. Price, $1.24.

Personal Account Book. By Frances R. Kelley, Margaret G. Higbee, and Janet M. Stevens. St. Paul: Webb Book Publishing Co., 1926. Pp. 47. Paper‐bound.

Mental Abnormality and Deficiency: An Introduction to the Study of Problems of Mental Health. By Sidney L. and Luella Cole Pressey (Ohio State University). New York: The Macmillan Co., 1926. Pp. xii + 356.

Historic Costume. By Katherine Morris Lester (Public Schools, Peoria). Peoria, Ill.: The Manual Arts Press, 1925. Pp. 244. Price, $2.50.

First Economics. By James Edward Le Rossignol (University of Nebraska). Chicago: A. W. Shaw Co., 1926. Pp. vii + 183.

Essentials of Commercial Law. By Wallace Hugh Whigam. New York: The Gregg Publishing Co., 1925. Pp. xiii + 358.

Teaching Number Fundamentals. By Milo B. Hillegas (Teachers College, Columbia). Philadelphia: J. B. Lippincott Co., 1925. Pp. 98.

The Golden Book. Edited by Florence Orville. Boston: L. C. Page &; Co., 1917. Pp. xi + 246.

A Neglected Factor in Education. By George E. Walk (Temple University, Philadelphia). New York: The Gregg Publishing Co., 1926. Pp. ix + 76. Paper‐bound. Free on request.

Mainsprings of Men. By Whiting Williams. New York: Charles Scribner's Sons, 1925. Pp. vi + 313.

Long Ago in Egypt. By L. Lamprey. Boston: Little, Brown &; Co., 1926. Pp. viii + 267.

Primer of Hygiene. By John W. Ritchie and Joseph S. Caldwell. Pp. vi + 184. Revised, 1924.

Primer of Sanitation. By John W. Ritchie. Pp. viii + 231. Revised, 1925.

Primer of Physiology. By John W. Ritchie. Pp. vi + 276. Revised, 1924. Yonkers: World Book Co.

Choice Rhythms for Youthful Dancers. By Caroline Crawford, with music by Elizabeth Rose Fogg. New York: A. S. Barnes &; Co., 1925. Pp. 103. Price, $3.

The Alexander‐Sarratt Arithmetics. By Thomas Alexander (Teachers College) and Charles Madison Sarratt (Vanderbilt University). Richmond, Va.: Johnson Publishing Co., 1924. Primary Book, pp. x + 318; Intermediate Book, pp. x + 411; Advanced Book, pp. x + 438; Teachers' Manual, pp. 142.

High Lights of Geography, Europe. By David Starr Jordan and Katherine Dunlap Cather. Yonkers, N. Y.: World Book Co., 1925. Pp. xvi + 320. Price, $1.44.

High Lights of Geography, North America. By David Starr Jordan and Katherine Dunlap Cather. Yonkers, N. Y.: World Book Co., 1925. Pp. xv + 358. Price, $1.44.     

End effects on the flow of heat,mass or electrical energy through a cylindrical rod

End effects on the flow of heat, mass or electrical energy through a cylindrical rod were investigated analytically. Three of the eight analytical solutions were evaluated on a $\text{360}\text{91}$ computer and compared with the results of a numerical analysis package dubbed “Heating III” to show that both compared favorably.Platinum and Hastelloy X rods were subjected to an electrical current applied via two electrodes, one covering one end and the application of the other being thesubject of this investigation. End effects based on voltage deviations of one part in a thousand or more were found to extend for a length to diameter ratio ranging from 0·6 to 1·9 depending upon whether the small electrode position being investigated was at the center of the end or on the periphery of the end. Calculated results from Heating III showed excellent agreement with the experimental results.In addition to their reported applications, the analytical solutions represent a contribution to a neglected area of applied mathematical physics and as such should prove equally useful in other areas that are dynamically analogous. Also the discontinuous infinite integral technique of solution has proven to be a very powerful one.     

MENTORING IN GERONTOLOGY EDUCATION: NEW GRADUATE STUDENT PERSPECTIVES

Involvement in a mentor-student relationship is an invaluable experience for new graduate students. These students frequently have opportunities and experiences provided to them by their mentor that may be otherwise unattainable. Mentoring can help new graduate students develop academically, personally, and professionally. This article describes mentoring in gerontology education from the perspectives and personal experiences of new graduate students in sociology and gerontology. Discussed in this article are types and phases of mentoring, the need for a mentor in gerontology education, selection a mentor, and issues related to mentoring and career advancement.