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Descriptors:
Speech Communication; Preschool Children; Cultural Differences; Foreign Countries; Language Acquisition; Cognitive Development; Native Speakers; Cross Cultural Studies; African Languages; Intergenerational Programs; Scaffolding (Teaching Technique); Videotape Recordings; Interaction Process Analysis; Parent Role

Abstract:
Afrikaans and Sesotho are two of the 11 official languages of the Republic of South Africa. Data on the acquisition of these languages are scarce. It is interesting to compare the acquisition of the two languages because they are very different in grammatical structure. In addition, cultural differences may possibly be visible in the style of interaction between adult and child. The research reported on in this article is part of a larger project in which the language acquisition of Afrikaans- and Sesotho-speaking children between the age of 18 months and 3 years is being investigated. Data are obtained from video-recordings of the interaction between the children and adults during normal daily activities. Within the framework of Vygotsky's theory on the zone of proximal development, the aim of the research described in this article was to determine if the participating adults aimed to raise the level of development of the children. Similarities as well as differences between the roles of the adults of the two language groups were found. On the basis of this research we recommend that educators and caretakers in multicultural situations be aware of cultural differences and adapt their interaction style to incorporate appropriate scaffolding in order to maximize cognitive development. (Contains 1 table and 9 figures.) [Abstract also included in French, German and Spanish.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Cues; Nonverbal Communication; Prosocial Behavior; Construct Validity; Test Reliability; Test Validity; Preschool Children; Emotional Experience; Empathy; Test Construction; Videotape Recordings; Emotional Response; Parent Attitudes; Teacher Attitudes; Psychometrics

Abstract:
In this study, we investigated a new instrument: the Southampton Test of Empathy for Preschoolers (STEP). The test incorporated 8 video vignettes of children in emotional scenarios, assessing a child's ability to understand (STEP-UND) and share (STEP-SHA) in the emotional experience of a story protagonist. Each vignette included 4 emotions (angry, happy, fearful, sad) that reflected emotion judgments based on the protagonist's facial expression, situation, verbal cues, and desire. The STEP was administered to 39 preschool children, and internal reliability, concurrent validity, and construct validity were addressed. The results showed good internal consistency. They also highlighted moderate concurrent validity with parent-rated empathy, a measure of facial indices, and construct validity with teacher-rated prosocial behavior. (Contains 2 tables and 4 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Feedback (Response); Educational Strategies; Physical Education; Verbal Communication; Physical Activities; Physical Fitness; Videotape Recordings; Physical Activity Level; Health Behavior; Child Health; Life Style; Elementary School Students; Prompting; Physical Education Teachers; Grade 3; Grade 4; Grade 5; Observation; Supervision

Abstract:
Background: It has been observed that physical activity patterns of health-related behavior are established in childhood and may continue into adulthood. Recent findings showing a relationship between the onset of chronic diseases and sedentary lifestyles support the importance of examining Moderate to Vigorous Physical Activity (MVPA). One instructional strategy that has been shown to correlate with higher physical activity levels in students at elementary school levels is the promotion of physical activity by teachers through verbal prompts, encouragement, and feedback. Purpose: To determine the functional relationship between distant interactions (a component of active monitoring where verbal interaction is given across the teaching environment) by physical education teachers and elementary students' MVPA levels during the physical fitness segment of their physical education class. Participants and setting: Five classes between Grades 3 and 5 (age range 8-10) and two elementary physical education teachers were observed for this study over 23-25 class sessions. Only the fitness segments were observed for this study. Intervention: Following a baseline phase, two conditions implemented and repeated across multiple class sessions. Condition C-IA (close interaction) consisted of the teachers only actively supervising those students in their immediate area (except for possible safety issues). During Condition D-IA (distant interaction) teachers also supervised actively, but only targeted their interactions to those students at fitness stations farthest removed from where they themselves were located. Research design: A reversal design using a baseline condition and two treatments, close interaction (C-IA) and distant interaction (D-IA) was implemented to demonstrate this relationship. Data collection: A modified System for Observing Fitness Instruction Time (SOFIT) and "live" momentary time sampling along with videotape recordings were used to measure students' MVPA during fitness activities. Data analysis: The MVPA data were plotted graphically and analyzed visually, using data overlap, change in level, trends within and across phases, and variability within and across phases as the criteria to determine the functional relationship between the teacher's supervision techniques and the students' MVPA levels. Both session means and phase means were calculated for all conditions. Findings: Results indicated the teachers' use of distant interaction increased the MVPA levels for the students farthest from the teacher while the close students maintained their MVPA levels. Conclusions: Teachers need to be aware of the benefits of using distant interactions as part of their active supervision efforts to increase/sustain students' MVPA during fitness activities as part of the process aimed at shaping physical activity behavior in youth. (Contains 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Popular Culture; Literacy Education; Videotape Recordings; Relevance (Education); After School Programs; Social Influences; Special Needs Students; Grade 8; Minority Groups; Media Literacy; Middle School Students; Urban Schools; African Americans; Student Projects; Films

Abstract:
Gainer talks about the importance of connecting students' background knowledge, experiences, and interests to curricular goals. He highlights the voice of DeAndre, an eighth-grade boy in special education classes, whose participation in an after-school club led to the creation of a video. According to Gainer, "[W]hen given the opportunity to engage with popular culture as a text, DeAndre was a highly organized, self-confident, and caring leader who coached, scaffolded, and taught others using a variety of high-level literacy competencies." DeAndre's experiences reflect the power of popular culture in helping us build bridges between students' in-school and out-of-school literacies. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Concept Formation; Videotape Recordings; Arithmetic; Interviews; Thinking Skills; Cognitive Processes; Numeracy; Young Children; Early Childhood Education; Faculty Development; Mathematical Concepts

Abstract:
Introducing an approach to detailed assessment involving videotaping clinical interviews, the authors highlight strengths of this approach for understanding children's thinking, informing instruction, and furthering professional learning. (Contains 4 figures.)

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Descriptors:
Articulation (Speech); Indigenous Populations; Children; Language Tests; Speech Language Pathology; Tests; Foreign Countries; Interrater Reliability; Bias; Scores; Videotape Recordings; Telecommunications; Geographic Isolation

Abstract:
The current article describes the results, inter-scorer reliability, and potential sources of bias in conducting speech-language assessments with Aboriginal children in remote Ontario communities using videoconferencing. A main focus of this pilot study was to examine scoring bias, an issue that might arise with videoconferencing for any population but that could potentially interact with test and cultural bias to negatively affect the diagnosis of Aboriginal children. Assessments were administered by a remote-site speech-language pathologist (SLP), while an on-site SLP served as an assistant. Responses were scored simultaneously by both SLPs and the results and their degree of correspondence were compared. Percentage agreement ranged from 96-100% for language tests and from 66-100% for the articulation measure. Results suggest that videoconferencing can be an effective complement to service provision when procedures are organized so as to minimize bias in test administration and in the interpretation of test performance. (Contains 2 tables and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Films; Documentaries; Libraries; Vendors; Videotape Recordings

Abstract:
On May 10, 1968, the Cannes Film Festival shuddered to a stop when filmmakers including Jean-Luc Godard and Francois Truffaut rushed the stage at the Palais des Festivals to protest French New Waver Henri Langlois's removal from his post as president of the National Cinematheque Francaise. Also that month, in that same spirit of film lovers' activism, television documentary producers and spouses Philip and Mary-Ann Hobel founded and self-financed the nonprofit Cinema Guild. The couple had initially intended Cinema Guild to be a conduit through which to distribute documentaries they had themselves seen through every stage of production: e.g., the ten-part series "The Fabulous Sixties" and "The Sensational Seventies." But what began as a handful of collaboratively produced titles grew, by the late 1970s, to a library of 300 titles from a number of sources. With the couple's venture into rights acquisitions in the early 1980s (following their Oscar win for "Tender Mercies") and their launch of a theatrical division in the late 1990s, the collection has today grown to 1000-plus titles strong, with 30-50 new films added annually. This article features the Cinema Guild which, in its 40 years, has trained its klieg lights on various injustices and realities of the national and international stage, from the perils of illegal immigration to child labor in the developing world. The venerable film distributor sets the scene for a seamless splice into the digital age. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Interpersonal Communication; Predictor Variables; Aggression; Persuasive Discourse; Interpersonal Relationship; Gender Issues; Gender Differences; Communication Skills; Conflict; Social Attitudes; College Students; Videotape Recordings

Abstract:
This study examines perceptions of argumentative and verbally aggressive conduct, and also five relationship-outcome factors contingent upon dyad sex and communicator style. Participants viewed one of four videos that manipulated the sex and the communicator style of a dyad in an interpersonal dispute. Significant main effects were observed for each independent variable. The results suggest that perceptions of argumentative and verbally aggressive conduct, and three relationship-outcome factors varied according to dyad sex. In addition, dyads engaging in an interpersonal dispute with an affirming versus nonaffirming communicator style were perceived as less verbally aggressive. Implications of these findings are offered. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Aggression; Females; Pornography; Gender Differences; Films; Videotape Recordings; Film Production; Economic Factors; Sex Role

Abstract:
Pornography is a lucrative business. Increasingly, women have participated in both its production, direction, and consumption. This study investigated how the content in popular pornographic videos created by female directors differs from that of their male counterparts. We conducted a quantitative analysis of 122 randomly selected scenes from 44 top-renting adult videos in 2005 (half male- and half female-directed). Findings revealed that all films shared similar depictions: Verbal and physical aggression was common, women were the primary targets of aggression, and negative responses to aggression were extremely rare. Compared to male-directed films, female-directed films were significantly more likely to portray women-only scenes and sexual acts. Even when controlling for main characters' gender, female-directed films showed significantly more female perpetrators aggressing against female targets and significantly more depictions of women as perpetrators of aggression. We highlight the importance of economic forces, rather than director gender, in dictating the content of popular pornography. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Preservice Teacher Education; Student Teachers; Reflective Teaching; Foreign Countries; Scaffolding (Teaching Technique); Protocol Materials; Peer Relationship; Student Teaching; Educational Technology; Videotape Recordings

Abstract:
This paper examines the use of peer-videoing in the classroom as a tool to promote reflective practice among student teachers. Twenty pre-service teachers from a variety of subject disciplines participating in a Post-Graduate Diploma in Education programme in an Irish university participated in the study. The practice of encouraging student teachers working in the same school to participate in structured video analysis avoids the impact of external observers whose role is largely evaluative and endorses a collaborative model that promotes dialogue and shared learning. This practice promotes a culture of observation and critical dialogue in a profession which has traditionally been characterised by isolation, while at the same time fostering and validating the voice and experience of the student teacher. Locating the discussion within the framework of the theoretical literature on reflective practice, the purpose of this paper is to contribute to the international debate over best practice in supporting, encouraging and scaffolding reflective practice. It comments on the implications of reflective dialogue for the modernisation of teacher education and offers guidelines on how best to scaffold and promote reflectivity. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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