bluuebunny/crossref_metadata_2025 huggingface dataset:
Comparing the Use of Case Studies and Application Questions in Preparing Special Education Professionals
Authors: Kim Ockjean , Utke Bob J. , Hupp Susan C.
Published: February 2009

There has been growing interest and increasing use of case study (CS) materials in teacher education. Yet efforts to systematically evaluate the effectiveness of CS have been scarce. We compared instructional effectiveness of CS to another commonly used discussion strategy, an application question (AQ) method, with graduate students enrolled in a preservice teacher training course, using a repeated measures experimental design. Our specific focus was facilitation of the application of knowledge. Dependent measures included group scores on discussion guides, group discussion time, individual midterm quiz scores, and student satisfaction ratings. There were no significant differences between two discussion methods in midterm quiz scores, which was the measure of delayed application, and in the student satisfaction ratings; however, the AQ groups obtained higher scores on the discussion guides, the measure of immediate application, and took less time to complete the discussion activity than did the CS groups. Implications of these findings are discussed.
An Evaluation of Web Conferencing in Online Teacher Preparation
Authors: Knapczyk Dennis R. , Frey Timothy J. , Wall-Marencik Wendy
Published: February 2009

More and more colleges and universities are utilizing web-based instruction to meet the educational needs of teachers seeking certification in special education, and effective course design strategies for using this technology are needed. In this article we present results form a survey of 54 teachers who evaluated 6 design considerations for using web conferencing in an on-line introductory methods course in the area of emotional/behavioral disorders. The design considerations were class and team size, learning activities, instructor's role, feedback from classmates and instructors, building a sense of community, and technical support. We found that web conferencing was perceived as a very effective delivery format for offering coursework and other professional development experiences to mid-career changers and teachers on limited licenses.
Secondary Special Educators: Perspectives of Preservice Preparation and Satisfaction
Authors: Bouck Emily C.
Published: February 2009

This study addressed special education teachers' perspectives of secondary special education for students with mild mental impairment and learning disabilities. Secondary special education teachers responded to a survey regarding teacher preparation and teacher satisfaction. Results from the study suggested that changes need to be made to preservice preparation, as a low percentage of teachers had experience working with secondary special education students prior to their first position. Changes in preservice preparation are also necessary to resolve the lower levels of satisfaction teachers reported for programs serving students with mild mental impairment than those serving students with learning disabilities. Overall issues of secondary special education preparation need to continue to be examined.
Beginning Special Educators' Forays into General Education
Authors: Otis-Wilborn Amy , Winn Judith , Griffin Cynthia , Kilgore Karen
Published: February 2009

The purpose of the current study was to examine beginning special educators' experiences in their attempts to implement two key requirements associated with reauthorization of the Individuals with Disabilities Act of 1997: access to the general education curriculum and participation in general education programs. We conducted in-depth interviews with 36 beginning special educators. Eighty-one percent of the teachers reported facing significant barriers in implementing the two IDEA 1997 requirements. Specific barriers are reported with implications for changes in teacher preparation and organizational structures in schools to support teachers in meeting the requirements of federal legislation supporting individual with disabilities.
Attributional Responses to Students With Attention-Deficit-Hyperactivity Disorder Who Fail
Authors: Wood Jamie G. , Benton Stephen L.
Published: February 2009

Preservice teachers' responses to students with attention-deficit-hyperactivity disorder who reportedly failed a classroom test were investigated. Undergraduate students (n = 49), during their semester of student teaching, rated six vignettes that varied by student gender, attention-deficit-hyperactivity disorder (ADHD) diagnosis, and medication status. When a student had no disability, teachers rated a boy more likely to fail than a girl; when a student had ADHD, they rated the girl more likely to fail. Differences were also related to diagnosis and medication status assigned to the student. Findings support attribution theory and apply to classroom motivation of students with disabilities.
Special Education Teacher Attrition: It All Depends on Where You Are Standing
Authors: Edgar Eugene , Pair Anne
Published: February 2009

Special education teacher attrition has been a major concern for over fifteen years. There have been numerous studies and proposals to explain this problem and suggestions offered for interventions. In general, the studies have reported that approximately 50% of newly certified special education teachers leave the field during the first five years of their career. This study presents data from seven cohorts of special education teachers (n = 161) who were trained in one program. The study documented their employment histories since graduating from the program and the reasons they changed jobs. The teachers were not leaving the field in large numbers; however, they were very mobile.
Psychometric Properties and Instructional Utility of Assessing Special Education Teacher Candidate Knowledge with Portfolios
Authors: Burns Matthew K. , Haight Sherrel Lee
Published: February 2009

Standardized portfolios are being used by teachers and teacher candidates to demonstrate subject matter knowledge for certification or to be considered highly qualified; however, the psychometric adequacy of data used for this purpose has not been evaluated. In the current study, we examined the interscorer reliability, concurrent, predictive, and discriminate validity, and instructional utility of an assessment portfolio used in a special education teacher education program. The estimate of interscorer reliability was .91, validity coefficients ranged from .53 to .60, and the discriminate validity coefficient was -.01. A comparison of scores for instructional objectives suggested relative difficulties writing adequate short-term objectives, which was then further emphasized in subsequent instruction and resulted in increased scores. Suggestions for practice and future research are included.
A Qualitative Study of Student Teachers' Experiences with Collaborative Problem Solving
Authors: Griffin Cynthia C. , Jones Hazel A. , Kilgore Karen L.
Published: February 2009

Collaborative problem solving is an activity in which special education teachers and other school professionals work together to solve the academic or behavioral problems of their students. The purpose of this study was to understand preservice teachers' perceptions of a collaborative problem solving activity they implemented with other professionals (e.g., general education teachers, school counselors, and speech and language pathologists) during their student teaching semester. These students formed a collaborative relationship with a school professional in an effort to assist the pair in supporting children with learning and/or behavior problems in general education settings. Findings from this study suggest that the problem-solving project expanded student teachers' definitions of collaboration by increasing their awareness of facilitators and obstacles to it. However, collaboration in practice was not an easy task for student teachers, with school context variables playing a role in facilitating successful or less than successful collaboration.
Teacher-Education Students' Reading Abilities and their Knowledge about Word Structure
Authors: Spear-Swerling Louise , Brucker Pamela Owen
Published: February 2009

This study focused on teacher-education students taking a special-education language-arts course in which information about English word structure was taught. The relationship between students' component reading-related abilities and their performance on three measures of word-structure knowledge, before and after course instruction about word structure, was examined. Students' word reading accuracy and spelling ability, but not their general language abilities or reading speed, influenced their acquisition of word-structure knowledge. Specific patterns of results varied by word-structure task and by time (pre-vs. posttest); however, even students with strong component reading abilities performed at fairly low levels on the word-structure knowledge tasks at pretest, and course instruction influenced students' knowledge acquisition as much as or more than their component abilities did. Findings support the need to provide word-structure information in teacher preparation and suggest that it may sometimes be useful to assess different types of knowledge separately.
System Reform and Job Satisfaction of Juvenile Justice Teachers
Authors: Houchins David E. , Shippen Margaret E. , Jolivette Kristine
Published: February 2009

The aim of this study was to examine the effect of five years of system-wide reform on factors associated with the job satisfaction of juvenile justice teachers. Prior to this research, no data were available on the effect of reform on the job satisfaction of this population. A comprehensive survey was administered to teachers who had been in the juvenile justice system since 1998 when reform measures were implemented. Completed surveys were received from 151 of 158 teachers for a response rate of 96%. Overall, juvenile justice teachers reported being satisfied with the results of the system-wide reforms. The greatest areas of dissatisfaction were in the areas of behavior management and increased stress. Future research directions and implications for practice are described.
Emerging Accountability Systems within Part C and Section 619 Programs
Authors: Freund Maxine , Ohlson Cheryl , Browne Barbara , Kavulic Christy
Published: February 2009

Within recent years, federal legislation has required schools to develop and implement standards-based accountability systems for the purposes of evaluating their performance. Although the implementation of accountability systems for K-12 programs is well underway, the design and implementation of such systems for Part C and Section 619 programs lag significantly behind. This article will provide a brief review of accountability-related laws and current efforts to design accountability systems for infants and young children with disabilities and will discuss the challenges inherent in the design of such systems for Part C and Section 619 programs. Finally, and most importantly, the article will address the implications of these accountability initiatives for personnel preparation programs within institutions of higher education.
Beginning Special Educators' Intent to Stay In Special Education: Why They Like It Here
Authors: Gehrke Rebecca Swanson , Murri Nancy
Published: February 2009

This mixed methods study gathered information about the experiences of beginning special education teachers, their systems of support, and their intent to continue their careers in the field. Individual open-ended interviews were conducted with 8 first and second year special education teachers to obtain their perceptions of their first year of teaching. Participants also completed a 10-item Likert scale focusing on interactions in their work environments. Data revealed that beginning teachers appeared to be resourceful and resilient in advocating for their students and their programs and intend to remain connected to the field of education. Their major areas of frustration were related to the inclusion of students in general education classrooms and curriculum.
Students with HIV/AIDS and School Consideration
Authors: Spears Evans H.
Published: February 2009

There is a predicted increase in the number of children with HIV/AIDS in schools. Due to this increase, schools and educators need to be prepared for the special needs these children may have. In the present aggregate of literature and research, the following topical strands are examined: (a) overview of HIV/AIDS in school children; (b) HIV/AIDS demographics and incidence; (c) legal issues; (d) medical and psychosocial issues; (e) special education issues; (f) biases and barriers; (g) school policies, knowledge base, and training level; and (h) implications for practice.
What Teacher Educators Should Know about Poverty and Special Education
Authors: Manning John P. , Gaudelli William
Published: February 2009

In this paper, we examine some modern myths of poverty and special education. Mythology has been a staple of curriculum for many years, particularly in the early grades. Students study mythology to understand historical societies, unearthing cultural values and mores communicated through fables. Not so benign are myths related to poverty and education, they perpetuate stereotypical thinking about special education and economically disadvantaged children. Mythology provides an ideal avenue by which teachers committed to social justice can begin to explore contemporary myths of poverty and education. We articulate three myths about special education and poverty herein, examining ways in which teachers can confront issues of equity through the study of contemporary mythology. Additionally, we suggest possible adaptations for teacher educators.
Developing Collaboration Skills in Pre-service Teachers: A Partnership Between General and Special Education
Authors: Arthaud Tamara J. , Aram Roberta J. , Breck Susan E. , Doelling Jane E. , Bushrow Kathy M.
Published: February 2009

As P-12 education changes to meet the needs of children and federal and state regulations, teacher education must change to prepare candidates with knowledge and skills expected of today's educators. The Individuals with Disabilities Education Act and No Child Left Behind Act increased opportunities for students with disabilities to be educated within the general education classroom, thus increasing the accountability of general educators for the progress of these children. Today's general and special educators must develop skills as collaborative educators to educate children with disabilities. This article explores this collaborative relationship, discusses implications for change in teacher preparation, and describes one teacher education seminar designed to provide prospective general and special educators with opportunities to practice essential skills of collaboration.
Personal Epistemologies and Learning to Teach
Authors: Bondy Elizabeth , Ross Dorene , Adams Alyson , Nowak Rhonda , Brownell Mary , Hoppey David , Kuhel Karen , McCallum Cynthia , Stafford Lynne
Published: February 2009

Personal epistemologies, individuals' beliefs about the nature of knowledge and how one comes to know, can facilitate and constrain cognition, motivation, and learning (Pintrich, 2002). They are especially relevant in teacher education because preservice teachers will become responsible for the knowledge and knowing of others. This study investigated the question, How do preservice teachers approach their learning in a unified teacher education program? Through extensive interviews with 14 participants over the course of two semesters, the researchers gained insight into the preservice teachers' learning process and related epistemological beliefs. By understanding these beliefs, teacher educators may be able to improve instruction and learning in teacher education.
Language Structure Knowledge of Preservice Teachers: Connecting Speech to Print
Authors: Gormley Shannon , Ruhl Kathy L.
Published: February 2009

This study investigated the efficacy of an instructional training module focused on alphabetic principle, more specifically, the speech sounds of English on letter-sound knowledge of preservice teachers enrolled in elementary or special education teacher certification programs. In addition, this study examined preservice teachers' ability to apply and generalize their letter-sound knowledge. The training module, a video tutorial and online study guide, was completed in 2 to 6 hours over one week by preservice teachers. Following instruction, preservice teachers increased oral and written letter-sound correspondence knowledge as well as their ability to apply this knowledge to tasks requiring letter-sound analysis. Statistically significant increases were not observed on tasks requiring preservice teachers to generalize their knowledge to analyzing child letter-sound production errors. The instructional training module described in this study provides an efficient and effective model for delivering language structure content to preservice teachers but might be even further enhanced with provision of additional opportunities for practice.
Evaluation of an Online Tool for Assessing Competence in Achievement Testing
Authors: Forbush David E. , Stenhoff Donald M. , Vasquez Eleazor , Furzland Mathew , Alexander Melina , Stein Jared
Published: February 2009

Special education teacher preparation programs typically require training in delivery of standardized achievement assessments. Appropriate administration of standardized assessments in eligibility and instructional planning process are critical. To insure production of valid assessments, pre-service teachers at Utah State University must deliver a valid checkout assessment directly to course instructors. On-campus, this process is accomplished with ease. However, when the course is offered at a distance, cost of checkouts is substantially greater. To reduce costs, checkouts were conducted over a teleconferencing system using an online support tool. In this article, authors describe online checkout procedures and an initial evaluation of the online tool to facilitate valid assessments of pre-service special education teachers' achievement test delivery skills over a distance delivery system.
Learning about Co-teaching: A Collaborative Student Teaching Experience for Preservice Teachers
Authors: Kamens Michele Wilson
Published: February 2009

To adequately prepare preservice teachers to implement inclusive classrooms, teacher preparation programs must encourage professional interaction, collaboration, and knowledge about inclusion. Although some of these skills can be presented in coursework, prospective teachers must be provided with opportunities to practice these skills in classroom settings. This case study explored the experiences of two pairs of preservice teachers who co-taught as they were placed with teams of collaborating cooperating teachers for a semester-long student teaching experience. Analysis of data sources including student journals, interviews, and observation notes resulted in themes including the comfort of peer support, the impact of personality on the co-teaching experience, the structure of co-teaching interactions, and the impact on children. Implications for designing collaborative experiences in teacher education programs are discussed.
An Analysis and Evaluation of Online Instructional Activities
Authors: Knapczyk Dennis R. , Hew Khe Foon
Published: February 2009

A key factor in successful teacher education is designing activities that promote attainment of instructional objectives. However, in online teacher education there is little evidence regarding the types of activities that can be used to achieve specific objectives and variation from class to class while providing effective instruction. This study examined 6 online activities focused on the types of objectives instructors often set in teacher education coursework. The activities were evaluated in an online graduate methods course. Data were gathered from the teachers' (a) performance on each activity, (b) rating of questionnaire items, and (c) responses to open-ended survey questions. Findings suggested that the success of the 6 activities varied. Many teachers gave positive ratings to the activities related to facilitating learning of course concepts and promoting interaction among classmates. Several implications for designing online instructional activities are presented.
The First Field Experience: Perspectives of Preservice and Cooperating Teachers
Authors: O'Brian Mary , Stoner Julia , Appel Kelli , House Jennifer J.
Published: February 2009

This study examined perspectives of field experiences among preservice teachers and their cooperating teachers because of debate in the politically charged atmosphere of No Child Left Behind regarding teacher preparation programs. Nine pairs of preservice and cooperating teachers were observed and interviewed over the course of a semester to determine the effect of these experiences on the future educators. Interviews, observations, and documents were open coded and analyzed to determine themes. Results indicated that relationships between the pairs, based on communication and trust, were paramount to preservice teachers' development. Both preservice teachers and cooperating teachers indicated specific roles that each must engage in to maximize growth. Implications for teacher preparation programs include training of the preservice teachers, cooperating teachers, and university support staff prior to initiation of field experiences.
An Investigation on the Impact of a Guided Reflection Technique in Service-Learning Courses to Prepare Special Educators
Authors: Welch Marshall , James Regenia C.
Published: February 2009

Service-learning continues to be utilized in teacher education programs. A salient feature of this form of pedagogy is the use of reflection. Many instructors and students struggle with the reflection process. Particularly, instructors are challenged to assess students' reflection entries. This article describes a guided reflection rubric that was used as a learning and teaching tool for service-learning experiences in special education courses. A quantitative analysis revealed significant improvement in reflection entries of students' journals. Teacher educators socially validated the rubric as a teaching and assessment tool.
A Preliminary Investigation of Prospective Teachers' Reasoning About Case Studies with Expert Commentary
Authors: Goeke Jennifer L.
Published: February 2009

Case methods have emerged as a popular technique in teacher education, proposed as an important means of promoting conceptual change in preservice teachers. This article presents the results of a research study that used a mixed design methodology to investigate the effect of expert commentaries on prospective teachers' reasoning about inclusion case studies. Results indicate that prospective teachers are reluctant to accept theoretical and pedagogical information that conflicts with their own previously held conceptions, even when it is presented through case methods.
Impact of Arts Integration on Voice, Choice, and Access
Authors: Mason Christine Y. , Steedly Kathlyn M. , Thormann Mary S.
Published: February 2009

The relationship between substantive arts involvement and social, cognitive, and artistic development is positive. Little is known about arts integrated within special education services to improve academic, cognitive, and social skills. We examined arts-based work and its impact on education of students with disabilities. During Study I, we conducted 34 focus groups and interviews in 16 states over two years. We then implemented a pilot project (Study II) to examine the efficacy of rubrics in measuring academic, cognitive, social, and artistic skill development. Results suggest that arts may assist students in demonstrating knowledge of academic areas. Moreover, teachers and artists cited examples of how the arts provided both access to learning and opportunities for students to express preferences and interests.
Evaluating a Transition Personnel Preparation Program: Identifying Transition Competencies of Practitioners
Authors: Morningstar Mary E. , Kim Kyeong-Hwa , Clark Gary M.
Published: February 2009

To date, research has not sufficiently addressed the impact of personnel preparation programs on secondary special educators in relationship to specialized competencies needed to impact students during transition from school to adult life. This study sought to evaluate transition competencies gained by secondary practitioners involved in a transition teacher education program. We were particularly interested in examining whether graduates of our programs reported increased levels of competence upon completion of the program. Responses were compared to a pre-assessment measure to determine significant levels of change. Using quantitative and qualitative methods, findings were overwhelmingly positive. Over time, our evaluation methods have expanded in terms of sophistication. Finally, this article addresses strategies for evaluating personnel preparation.
A Qualitative Study of Teachers' Views about Befriending Persons with Special Needs
Authors: Mavropoulou Sophia , Nikolaraizi Magda , Seremetidou Nikoleta
Published: February 2009

The aim of this study was to explore the views of student special education teachers as befrienders of persons with special needs. The views of 22 students were explored before and after their participation in a Befriending Program for supporting families with persons with autism spectrum disorders and deaf children. The qualitative analysis of findings revealed that this group of volunteers had personal and altruistic motives for their befriending activity. In addition, through their befriending relationship with those families they gained considerable insights for student special education teachers' understanding of children's behavior in the home context and the needs of their families. Recommendations for research and practice are offered and implications for initial teacher education are discussed.
Effective Teacher Training at the Autism Institute in the People's Republic of China
Authors: McCabe Helen
Published: February 2009

This article presents research that was conducted at the Autism Institute, an organization serving children with autism and their families in the People's Republic of China. The article examines and highlights aspects of the teacher training model at the Autism Institute that have led to the preparation of highly qualified, enthusiastic, and knowledgeable teachers of children with autism. Results of the research indicated that teacher education was highly valued at this organization, and teachers were seen as the most important part of the organization. Teachers received ongoing, systematic and specific on-the-job instruction. One of the most important features of this organization regarding teacher training was found to be the relationships between upper level staff, including instructional leaders, and newer classroom teachers. These relationships were positive and based on mutual understanding and respect, and this has impacted the nature and success of teacher training. Implications for practice are discussed.
Middle School Special Education Teachers' Instructional Practices for Solving Mathematical Word Problems: An Exploratory Study
Authors: van Garderen Delinda
Published: February 2009

A random sample of middle school special education teachers from various classroom settings completed a survey asking them about what instructional practices and materials they used to teach students with disabilities how to solve word problems, how much time they allocated to problem solving instruction, and what type of problems they gave their students to solve. Overall, regardless of setting, the teachers focused primarily on instructional practices that teach students how to solve word problems (e.g., visualization) but not on practices that encourage analytical thinking necessary to promote transfer of learning (e.g., use of analogy). The teachers gave more straightforward and practice-oriented word problems than complex, real-world word problems to solve. Finally, the majority of the teachers provided one hour or less of problem solving instruction per week. Implications for further research and recommendations for improving special education teacher knowledge of problem solving instructional practices in mathematics for students with disabilities are provided
Using Guided Notes and Response Cards at the Postsecondary Level
Authors: Musti-Rao Shobana , Kroeger Stephen D. , Schumacher-Dyke Karin
Published: February 2009

At the postsecondary level, instructors widely use a lecture format to impart knowledge to students. With this pilot study, the authors examine the effects of guided notes and response cards on students' performance on weekly quiz scores and in-class participation. Using an ABCBC withdrawal design, guided notes and response cards used together are found to increase students' quiz scores. Frequency of active student response is higher with use of response cards in comparison to when students are asked to raise their hands to answer teacher-posed questions. Results of consumer satisfaction surveys reveal that most students prefer guided notes and response cards to traditional-style lectures in their college classrooms. Based on the tentative findings of this study, future directions for research and implications for practice are discussed.
Effects of Modeling Collaborative Teaching for Pre-Service Teachers
Authors: Stang Kristin K. , Lyons Barbara M.
Published: February 2009

In this article, the authors examine pre-service special education teacher reaction to and experience in a collaboratively taught higher education course. Forty-three full-time postbaccalaureate students participate in a course designed to examine critical issues in special education, taught by two faculty members, one specializing in mild and moderate disabilities and the other in moderate and severe disabilities. Pre-service teachers respond to a survey about their knowledge and comfort with co-teaching. Data are collected and analyzed both quantitatively and qualitatively. Three qualitative themes regarding participants' perceptions of skills affecting co-teaching emerge: interpersonal skills, collaborative skills, and instructional issues. Overall, participant knowledge of co-teaching increase and faculty modeling of co-teaching is reported as the most valuable contributing factor.
Japanese—Taiwanese Joint Ventures in China
Authors: Ito Shingo
Published: February 2009

Joint ventures in China between Japanese and Taiwanese firms have been increasing since the end of the 1980s. However, the literature suggests that the performance of joint ventures with third-country-based firms is the lowest among all types of joint ventures. The reasons attributed are that this type of joint venture lacks local access through a local partner and entails higher organizational costs, stemming from the large cultural distance between investing parties at both the national and corporate levels. Proving otherwise, this article preliminarily shows that the termination rate of Japanese—Taiwanese joint ventures in China is not necessarily high compared with that of overall Japanese investments in China. Joint ventures with Taiwanese companies improve local access for Japanese partners by making it easier to: (1) access Taiwanese affiliates with a large economic presence in China; (2) facilitate smooth entry into the local market by utilizing distribution networks that Taiwanese parties possess there; and (3) gain local information from Taiwanese partners whose language and culture are similar to China's. The article also suggests that organizational costs are reduced because of the mutual trust built as a result of the long history of collaboration between Japanese and Taiwanese partners.
Competition Based on Marketing Resources
Authors: Huang Lin
Published: February 2009

The purpose of this article is to examine the development process of marketing-resources-based competition in the Chinese market by using three case studies of South Korean firms: Samsung, LG, and Hyundai. This study first asks how Korean firms were able to develop a strong market position in China despite their inferior technology relative to Japanese firms and their late entry into the Chinese market vis-a-vis Japanese, American, and European firms. The second question is how Korean firms were able to overcome the challenges of fierce price competition in China and, in particular, how firms were able to evade confrontation with the Chinese firms. In this article, the strategies of latecomers in the global competitive market will be examined. The process of market entry and market position establishment by Korean firms in China will be described. This article also shows how the firms develop branding and marketing communication strategies. Product development capabilities with speed and differentiation are the basis of Korean firms' competitiveness in the Chinese and global markets. The conclusion posits the major findings within the perspective of marketing-resources-based competition and discusses the implications and limitations.
MNCs' Offshore R & D Mandates and Host Countries' Locational Advantages
Authors: Chen Shin-Horng , Chen Yun-Chung , Wen Pei-Chang
Published: February 2009

Offshore R & D by multinational corporations (MNCs) has increasingly involved the developing world in East Asia, initially Taiwan and Korea but more recently China and India. However, the R & D mandates of foreign R & D facilities in this region tend not to follow the paths of evolutionary models. To explain this phenomenon, this article presents a conceptual framework, essentially based on Dunning's eclectic paradigm, with a strong flavor of the evolutionary approach to technology, but which, in some cases, also allows for leapfrogging competition. In terms of empirical work, the article also explores the relationship between MNCs' overseas R & D mandates and the locational advantage of the host country by conducting case studies on flagship MNCs' R & D facilities in the information technology sector on both sides of the Taiwan Strait. The results show some interesting contrasts across the Taiwan Strait that run counter to the evolutionary perspective. There are grounds to suggest that such contrasts have much to do with the locational advantages Taiwan and China each possess. Further implications are drawn to enrich the current understanding of R & D internationalization.
The Curse of Cainan (Jub. 8.1-5): Genealogies in Genesis 5 and Genesis 11 and a Mathematical Pattern
Authors: Jacobus Helen R.
Published: February 2009

This study suggests that Cainan (LXX Gen. 10.24; Gen. 11.12; [LXX A] 1 Chron. 1.18; Jub. 8.1-5; Lk. 3.36-37), the missing thirteenth patriarch from Adam in the genealogical table in Masoretic text (MT) and the Samaritan Pentateuch (SP) was known to the authors of the proto-MT, and the proto-SP. Using textual and chrono-genealogical analysis, it offers evidence to show that the thirteenth generation from the thirteenth generation from Adam had to contend with a curse. An arithmetical test on the variant chrono-genealogical data in Gen. 5 and Gen. 11 in the MT, SP, LXX Vaticanus (B), LXX Alexandrinus (A) and the Peshitta show that the ages and `begetting' ages of the ancestors across the recensions create an integrated mathematical model. It would appear that the variant data in the texts was compiled by the same mathematical school of Jewish scholars, probably in Palestine and Alexandria. The arithmetical paradigm takes into account Cainan's presence in LXX B and LXX A and his absence in the proto-MT, proto-SP and the Peshitta. It is likely that the Gen. 5 and Gen. 11 chrono-genealogies can be dated to between the compilation of the LXX Genesis, in the third century BCE and the schism between the Samaritans and the Jews in the second century BCE.
Developing Learned Resourcefulness in Adolescents to Help Them Reduce Their Aggressive Behavior: Preliminary Findings
Authors: Ronen Tammie , Rosenbaum Michael
Published: February 2009

This article describes a school-based aggression reduction intervention program aiming to impart highly aggressive adolescents with a learned resourcefulness repertoire, using Ronen and Rosenbaum’s four-module self-control model. Intervention aimed to teach adolescents that aggression is changeable behavior resulting from how they think and feel, emphasizing cause-effect relations; to facilitate their identification of internal cues, sensations, and emotions and their links to behavior; and to help them identify and acquire self-control skills, e.g., delaying temptation, using self-talk, and planning steps toward achieving goals. Participants were 447 ninth graders: 167 underwent intervention, and 280 from the same schools received no intervention (controls). Outcomes indicate the model’s efficacy in reducing aggression. In the intervention group, both objective and subjective aggression rates decreased significantly compared to baseline and controls. Hostile thoughts and negative emotions did not change, suggesting adolescents could now control these without behaving aggressively. Analysis attributed aggression reduction to increased self-control skills.
Psychological Empowerment and Job Satisfaction
Authors: Guangping Wang  , Lee Peggy D.
Published: February 2009

This research investigates the interactive effects of the psychological empowerment dimensions on job satisfaction. Using data collected from employees of multiple organizations, the authors find intriguing three-way interactions among the dimensions. Choice has a weak but negative effect on job satisfaction when both competence and impact are high or low but has a strong positive effect when one of the two dimensions is low and the other is high. Impact has no effect on job satisfaction when choice and competence are both high or both low. The effect of impact is positive only when one of the two dimensions is high and the other is low. In addition, high levels of choice and competence reinforce the positive effect of meaning on job satisfaction. The results offer important insights for future theory development on psychological empowerment.
Lessons Learned in Using TAKE 10! With Hispanic Children
Authors: Tsai Pei-Yun , Boonpleng Wannaporn , McElmurry Beverly J. , Park Chang Gi , McCreary Linda
Published: February 2009

Physical inactivity and lack of nutritious diets increase children’s risk of obesity, especially children from low-income and ethnic minority groups. To address this risk, the school-based TAKE 10! program was implemented to increase the physical activity and improve the nutrition of K-6th grade students in one public urban school serving a predominantly low-income, Hispanic population. In this study the researchers (a) evaluated the program outcomes using the physical activity and nutrition questionnaires provided with the TAKE 10! curriculum material, teacher surveys, observations, and interview data; (b) evaluated the questionnaires provided with the TAKE 10! curriculum material and provided suggestions for modification; and (c) described the experience of a positive partnership among school, university, and community agencies implementing the TAKE 10! curriculum. Based on the findings, recommendations are offered for successful physical activity and nutrition health promotion programs for these children.
Role Socialization: Designing a Web-Based Program to Orient New School Nurses
Authors: Campbell Tia B.
Published: February 2009

Traditional orientation programs for school nurses may not meet the needs of nurses new to the specialty. In this era where technology is a major aspect of our daily lives, the Internet offers new school nurses an avenue where information can be accessed at anytime and from anyplace. This article explores a Web-based orientation program that has been developed for new school nurses in Virginia. Modules in the program outline the history of school nursing, advice from an experienced school nurse, school enrollment requirements, scope of school nursing practice, standards of professional performance, and legal issues in school nursing and are available through a single Web portal. Information presented could be customized to provide specific content unique to practice in any state or area.
Do Local Residents Value Federal Transfers?
Authors: Bakhshi Samira , Shakeri Mohammad , Olfert M. Rose , Partridge Mark D. , Weseen Simon
Published: February 2009

A fundamental governance challenge for federal nations is benefiting from decentralization, while addressing potential negative side effects, including vertical and horizontal imbalances. Inefficient migration due to differential net fiscal benefits in subnational units is one potential negative side effect. To avoid this type of migration, federal payments to disadvantaged subnational units, a place-based policy, are often advocated. In this article, we assess federal equalization transfer payments in Canada as an example of such a policy. Equalization is appraised in terms of its marginal influence on interprovincial migration, after accounting for the persistent relative attractiveness (unattractiveness) of provinces as migration destinations/origins. We then compare equalization to an alternative policy that directly subsidizes workers. Compared to a ``people-based'' policy of wage subsidies, our findings suggest that at the margin, these federal transfers have virtually no impact on net migration.
Taxing Under the Influence?
Authors: Fredriksson Per G. , Gohmann Stephan , Mamun Khawaja
Published: February 2009

This article examines the effect of state level corruption on state beer taxes in the United States. Our lobby group model predicts that corruption reduces the beer tax, but this effect is conditional on the level of alcohol-related vehicle deaths. Using a panel of state level data from 1982 to 2001, we find that increased corruption is associated with lower state beer tax rates. The magnitude of the effect, however, declines with increases in alcohol-related traffic deaths. Our findings suggest that future empirical work estimating the effect of alcohol taxes on alcohol-related traffic fatalities should treat alcohol taxes as endogenous.
Factors predicting BCG immunization status in northern Nigeria: a behavioral-ecological perspective
Authors: Babalola Stella , Lawan Umar
Published: February 2009

This study examines the predictors of Bacille Calmette-Guérin (BCG) immunization status among infants in northern Nigeria using a behavioral-ecological model. The findings show only 37.3 percent of the children had received BCG vaccine, and reveal that BCG immunization status in northern Nigeria is influenced by multiple layers of factors, including child's characteristics, parental or household factors, community characteristics, vaccine supply and the policy environment. At the child's level, place of birth and ownership of an immunization card are the two most significant predictors. The parental and household predictors of BCG immunization status include maternal use of antenatal care, maternal knowledge about immunization, maternal exposure to child health information, social influence and paternal approval of immunization. Both the regularity of vaccine supply to the health facility and the state of residence are associated independently with BCG immunization status. These findings stress the need for interventions at multiple levels in order to increase BCG immunization status.
Health counselling: parental-oriented health dialogue — an innovation for child health nurses
Authors: Golsäter Marie , Enskär Karin , Lingfors Hans , Sidenvall Birgitta
Published: February 2009

The Health Curve, used by nurses in community-based health care, is an educational tool for conducting goal-directed dialogues concerning lifestyle and health. The aim of this study was to investigate how child health nurses experienced the Health Curve as a tool for conducting dialogues with parents. Fourteen nurses were interviewed. The data were analysed according to qualitative analysis. The results showed that nurses working in child health care experienced the Health Curve as a useful tool for conducting health dialogues with parents. Through their work with the Health Curve, the nurses gained a greater insight into, and understanding of, the families' health and life situation. The results indicated that working with the Health Curve could increase the opportunity for nurses to provide parents with support early in the process, helping the family to lead a healthy lifestyle.
The Effects of Social Identification on Individual Effort under Conditions of Identity Threat and Regulatory Depletion
Authors: Giguère Benjamin , Lalonde Richard N.
Published: February 2009

The current study examined whether the influence of social identification on effort exertion in identity-threatening situations could be altered through a prior engagement in an effortful task (i.e. regulatory resource depletion). One hundred university students took part in the study. The results revealed that under intergroup threat, higher social identification was associated with greater effort exertion. In contrast, under intragroup threat, lower social identification was associated with greater effort exertion. A decrease of regulatory resources hampered the effect of social identification on effort in both threatening situations, suggesting a role for regulatory processes in the influence of social identification on effort. These results are discussed in terms of their implications for the importance of regulatory responses in group-based contexts.
The Impact of Group Composition and Attitudes Towards Diversity on Anticipated Outcomes of Diversity in Groups
Authors: van Oudenhoven-van der Zee Karen , Paulus Paul , Vos Menno , Parthasarathy Niveditha
Published: February 2009

In two studies, students evaluated group pictures of workgroups of varying ethnic and gender composition with respect to anticipated affective and productive outcomes. The impact of level of diversity, faultlines and individual differences in diversity attitudes on anticipated outcomes were examined. Favorable level effects of diversity were particularly found for groups with weak faultlines and for productive outcomes of diversity. In general, outcomes of cross-categorized groups were anticipated as more favorable than outcomes of groups with strong faultlines. Also in line with expectations, attitudes towards diversity moderated the impact of diversity on anticipated group outcomes. Interestingly, attitudes towards diversity buffered against increasing levels of diversity and not so much against the presence of faultlines.
Mobile Methods and the Empirical
Authors: Büscher Monika , Urry John
Published: February 2009

In this article we argue that the mobilities turn and its studies of the performativity of everyday (im)mobilities enable new forms of sociological inquiry, explanation and engagement. New kinds of researchable entities arise, opening up a new or rediscovered realm of the empirical, and new avenues for critique. The mobilities paradigm not only remedies the academic neglect of various movements, of people, objects, information and ideas. It also gathers new empirical sensitivities, analytical orientations, methods and motivations to examine important social and material phenomena and fold social science insight into responses. After an outline of the mobilities paradigm, this article provides a wide-ranging review of emergent `mobile methods' of studying (im)mobilities. We discuss some of the new researchable entities they engender and explore important implications for the relationship between the empirical, theory, critique, and engagement.