Reviews of Lay Literature in Child-Care: What Parents Are Reading

PEDIATRICS ◽  
1991 ◽  
Vol 88 (3) ◽  
pp. 518-518
Author(s):  
FRANCES PAGE GLASCOE ◽  
WILLIAM O. MOORE ◽  
ANNA BAUMGAERTEL
Keyword(s):  
New York ◽  
Public Schools ◽  
Child Care ◽  
Time Management ◽  
Peer Pressure ◽  
List Price ◽  
Trade Books ◽  
School Work ◽  
Academic Activities ◽  
The Impact

L. Canter, L. Hausner. Homework without Tears. New York: Harper & Row Publishers, 1987; list price $7.95 (No. 30 on the 1990 bestseller list of books on child care from Ingram Book Co., distributor of trade books). This text offers parents some solid advice about children and homework, including: establishing an appropriate study area, working with teachers, time management, task analysis, test preparation and independent completion of work. The authors wander onto shaky ground when they suggest that parents should not help children learn concepts and when they fail to mention that a child's need for assistance with homework may be indicative of significant trouble with school work and learning problems. Accordingly, parents are not directed toward psychoeducational evaluations, tutors or other resources. Further, they are not helped to acquire insight into their child's feelings about school, developmental readiness for various academic activities, self-concept, peer pressure, or the impact of different kinds of educational experiences (e.g., self-versus teacher-directed activities, private versus public schools, large versus small classes, etc.). Despite these weaknesses, the book contains many helpful suggestions and fills a void in the offerings on child-care by focusing specifically on homework issues.

Reviews of Lay Literature in Child-Care: What Parents Are Reading

PEDIATRICS ◽  
1991 ◽  
Vol 88 (3) ◽  
pp. 559-559
Author(s):  
FRANCES PAGE GLASCOE ◽  
WILLIAM O. MOORE ◽  
ANNA BAUMGAERTEL
Keyword(s):  
New York ◽  
Child Care ◽  
Light Exposure ◽  
External Genitalia ◽  
Reading Level ◽  
List Price ◽  
Breast Size ◽  
Trade Books ◽  
Mental Maturity ◽  
Parental Guidance

P. Mayle. What's Happening to Me? New York: Carol Publishing, 1975; list price $8.95 (No. 6 on the 1990 bestseller list of books on child care from Ingram Book Co., distributor of trade books). In need of prompt revision to address AIDS-era issues, this book, which is written for adolescents in puberty, is an odd, amusing, and aggravating mixture of goofy cartoons designed to appeal to young children, a reading level which varies from elementary to high school, and medical content which ranges from accurate to euphemistic and incorrect (especially about acne treatment, fertilization of eggs, sex hormones, and female external genitalia). The emphasis on normal variability in penis and breast size is helpful as is the guilt-free acceptance of masturbation and encouragement to achieve social and mental maturity before having children. Despite the drawbacks, the book may be useful for prepubescent children who need light exposure to the issues of puberty. Parental guidance is advised, at least until a revision is published.

REVIEWS OF LAY LITERATURE ON CHILD CARE: WHAT PARENTS ARE READING

PEDIATRICS ◽  
1989 ◽  
Vol 84 (1) ◽  
pp. A50-A50
Author(s):  
Frances P. Glascoe ◽  
William R. Moore ◽  
James Henderson ◽  
Elaine D. Martin
Keyword(s):  
New York ◽  
Child Care ◽  
Positive Reinforcement ◽  
Prenatal Development ◽  
List Price ◽  
Medical Attention ◽  
Active Listening ◽  
Trade Books ◽  
Ideal Behavior ◽  
Intact Family

Leach P. Your Baby and Child: From Birth to Age Five. New York, NY: Alfred A. Knopf; 1978; list price $24.45 (#4 on the 1988 bestseller list of books on child care of the Ingram Book Co, distributors of trade books). Addressing the effects of nature and nurture on development, Leach covers prenatal development through preschool with particular attention to infancy. Parents' roles, identical for mothers and fathers, are diverse and include controller of environments, model of ideal behavior, nurturer, and instructor. Management methods involve positive reinforcement, ignoring, and active listening; designed to be preventive, corrective, and instructive. Detailed information is given about specific practices including nutrition, stimulatory activities, illness, and education. There is some consideration of environmental forces, parenting difficulties, and the needs of exceptional children. While an intact family is not presumed, material resources are, and presence of a homemaker is advised until children reach three years of age. The text is moderately difficult to read, lacks organization and cross-referencing in the indices. However, the book is supported by numerous photographs and illustrations. The medical content was rated as fair but parents are prompted to seek medical attention appropriately.

REVIEWS OF LAY LITERATURE ON CHILD CARE: WHAT PARENTS ARE READING

PEDIATRICS ◽  
1989 ◽  
Vol 83 (6) ◽  
pp. A61-A61
Author(s):  
Frances P. Glascoe ◽  
William R. Moore ◽  
James Henderson ◽  
Elaine D. Martin
Keyword(s):  
New York ◽  
Child Care ◽  
Theory And Practice ◽  
Toilet Training ◽  
Child Rearing ◽  
List Price ◽  
Active Listening ◽  
Trade Books ◽  
Problem Situations ◽  
Mutual Regulation

Dreikurs R, Stoltz V. Children: The Challenge. 2nd ed. New York, NY: Dutton; 1987; list price $7.95 (#9 on the 1988 bestseller list of books on child care of the Ingram Book Co, distributors of trade books). Dreikurs considers development based on the mutual regulation between parent and child. Addressing issues in discipline and behavior from infancy to early adolescence, he perceives the parents' role as model, nurturer, and instructor, although mothers are given more responsibility for child-care than fathers. Various methods are offered for resolving conflicts in a range of typical problem situations. Techniques involve active listening, use of natural consequences, limit setting, etc. From toilet training to sibling rivalry, children's motives for misbehavior are explained. The text illustrates both theory and practice in child-rearing so that the principles learned are not only corrective and instructive, but also preventive. The difficulties of parenthood, peer, media, and sibling pressures are addressed but not the needs of special children. There is some presumption that families are intact and that a homemaker is present. The book is well-organized and rated as easy to read. Fairly believable vignettes illustrate parents' and children's contributions to situations of conflict. A section at the end of the book gives parents an opportunity to practice and review newly learned skills and principles.

REVIEWS OF LAY LITERATURE ON CHILD CARE: WHAT PARENTS ARE READING

PEDIATRICS ◽  
1989 ◽  
Vol 83 (6) ◽  
pp. A18-A18
Author(s):  
Frances P. Glascoe ◽  
William R. Moore ◽  
James Henderson ◽  
Elaine D. Martin
Keyword(s):  
New York ◽  
Child Care ◽  
Toilet Training ◽  
Child Rearing ◽  
List Price ◽  
Elementary Level ◽  
Trade Books ◽  
Bestseller List ◽  
Children's Book ◽  
Long Time

Frankel A: Once Upon a Potty: His (Hers). New York, NY: Barron's: 1980; list price $4.95. (#3 on the 1988 bestseller list of books on child care of the Ingram Book Co, distributors of trade books). It is hard to tell why this book is categorized with books on child-rearing. It is essentially a children's book without much information and virtually no guidance, except perhaps to emphasize that toilet training often takes a long time. Using the euphemisms, "poo-poo" and "wee-wee," the book colorfully and graphically depicts the story of Joshua, his new potty, and his first successful experience with it. The pictures show only a mother and not a father having a role. Young children may not recognize the potty as such because the example is atypical. The companion book is identical except that the leading character is named Prudence. The book is certainly easy to read and at an early elementary level.

Reviews of Lay Literature in Child Care: What Parents Are Reading

PEDIATRICS ◽  
1991 ◽  
Vol 88 (5) ◽  
pp. A41-A41
Author(s):  
FRANCES P. GLASCOE ◽  
ELAINE D. MARTIN ◽  
WILLIAM R. MOORE
Keyword(s):  
New York ◽  
Child Care ◽  
Behavior Management ◽  
Reading Level ◽  
Bottle Feeding ◽  
List Price ◽  
Trade Books ◽  
Reye's Syndrome ◽  
Intact Families ◽  
Supportive Parenting

Arlene Eisenberg, Heidi E. Murkoff, & Sandee E. Hathaway. What to Expect The First Year. New York: Workman Publishing, 1989; list price $12.95 (No. 3 on the 1989 bestseller list of books on child care from Ingram Book Co., distributors of trade books). This book is a thorough, month-by-month account of health and development in the first 12 months of life. Additional chapters address: selecting a physician, purchasing baby clothes, furniture and equipment, and making decisions about circumcision, breast and/or bottle feeding. Advice on lifestyle and career issues, paternal leave, and child care is practicable and presented without alienating sanctimony. Alleviation of parental anxiety is a central focus. However, the authors appear cavalier and ill-informed when they suggest that parents should ignore most developmental delays and avoid developmental comparisons among children. Much more valuable are the messages about discipline—the authors teach sensitive, supportive parenting skills with emphasis on developing children's self-esteem and independence through encouragement and preventative behavior management. The text's medical coverage is comprehensive and current, addressing such topics as APGARs, reflexes, SIDS, preventing Reye's Syndrome, benign heart murmurs, and various first-aid treatments. Issues in nutrition, feeding and baby food recipes are also covered. The comprehensive index and table of contents make the book easy to use, although the assumption of intact families with resources, the detailed presentation of topics and difficult reading level, suggest that the book is most useful to educated parents.

The Impact of Principal Attrition and Replacement on Indicators of School Quality

2021 ◽  
pp. 1-26
Author(s):  
Marcus A. Winters ◽  
Brian Kisida ◽  
Ikhee Cho
Keyword(s):  
New York ◽  
Public Schools ◽  
School Quality ◽  
Causal Effect ◽  
New Principal ◽  
Study Approach ◽  
Leadership Transitions ◽  
Principal Attrition ◽  
Negative Effect ◽  
The Impact

Abstract Transitions to a new principal are common, especially within urban public schools, and potentially highly disruptive to a school's culture and operations. We use longitudinal data from New York City to investigate if the effect of principal transitions differs by whether the incoming principal was hired externally or promoted from within the school. We take advantage of variation in the timing of principal transitions within an event-study approach to estimate the causal effect of principal changes. Changing principals has an immediate negative effect on student test scores that is sustained over several years regardless of whether hired internally or externally. However, externally hired principals lead to an increase in teacher turnover and a decline in perceptions of the school's learning environment, whereas transitions to an internally promoted principal have no such effects. This pattern of results raises important questions about leadership transitions and the nature of principal effects on school quality.

Unexpected Arrivals

2016 ◽  
Vol 38 (4) ◽  
pp. 692-713 ◽  
Author(s):  
Emilyn Ruble Whitesell ◽  
Leanna Stiefel ◽  
Amy Ellen Schwartz
Keyword(s):  
New York ◽  
Public Schools ◽  
Urban Areas ◽  
English Language ◽  
Future Research ◽  
Negative Effects ◽  
Heterogeneous Effects ◽  
Eighth Grade Students ◽  
Short Run ◽  
The Impact

Across the country and in urban areas in particular, many students change schools during the academic year. While much research documents the impact of changing schools on the academic achievement of mobile students themselves, less research explores whether new arrivals have negative spillovers on stable classmates. The lack of research on impacts of mid-year entry is problematic, as poor, minority, and low-achieving students are disproportionately exposed to mid-year entry. In this study, we use a rigorous causal identification strategy and rich longitudinal data on fourth- through eighth-grade students in the New York City (NYC) public schools to estimate the impact of exposure to mid-year entry on the achievement of stable students. We analyze heterogeneous effects of mid-year entrants by origin (arriving from other NYC public schools, from other U.S. school systems, or from other countries), determine the extent to which mid-year entrants’ characteristics mediate the impact of mid-year entry, and explore the moderating influence of stable students’ characteristics. We find small negative effects of mid-year entry on both math and English language arts test scores in the short run. These impacts are not driven by mid-year entrant characteristics and are somewhat larger for Asian students and those who do not qualify for free or reduced-price lunch. Finally, results suggest mid-year entry continues to negatively influence the math performance of stable students beyond the year of exposure. We discuss the relevance of results and conclude with recommendations for future research.

scholarly journals The Ukrainian-Russian Virtual Flashmob against Sexual Assault

2018 ◽  
Vol 16 (3) ◽  
pp. 487-500 ◽  
Author(s):  
Feruza Aripova ◽  
Janet Elise Johnson
Keyword(s):  
New York ◽  
Public Schools ◽  
Sexual Assault ◽  
Sexual Violence ◽  
Violence Against Women ◽  
New York University ◽  
Feminist Activism ◽  
University Center ◽  
Female Promiscuity ◽  
The Impact

Feruza Aripova – PhD Candidate in World History, Northeastern University; Center Associate, Davis Center for Russian and Eurasian Studies, Harvard University; Visiting Scholar, Jordan Center for the Advanced Study of Russia, New York University, USA. Email: [email protected] Janet Elise Johnson – Professor of Political Science and Women’s & Gender Studies, Brooklyn College, City University of New York; Visiting Scholar, Center for European and Mediterranean Studies at New York University, New York, USA. Email: [email protected] This article examines the 2016 Ukrainian-Russian virtual flashmob that took on the issues of sexual assault, including childhood sexual abuse, sexual harassment, and rape. Begun by a Ukrainian activist on Facebook, the flashmob resulted in more than ten thousand original posts and led to a broader discussion on violence against women in Ukrainian and Russian. Many women (and some men) for the first time publicly disclosed excruciating details of physical and psychological coercion and the lasting trauma they suffered. The commonalities across the posts and the public visibility of the flashmob directly confronted the stigma attached to the topic of sexual violence. The media reactions to the flashmob ranged from empathy toward the victims and condemnation of the perpetrators to criticism of female promiscuity and victim blaming. The flashmob had concrete results: criminal cases were opened against teachers at one of Moscow’s prominent public schools and a series of initiatives were directed against sexual violence in Ukraine. This article provides the first systematic documentation and analysis of these posts as well as their reception in mass media and the impact so far of the flashmob, situating this flashmob as the same kind of activism that was seen in the bigger 2017 #MeToo campaign. In these ways, we contribute to what little social scientists know about violence against women in the post-Soviet region and assess this new tactic of feminist activism. Unsurprisingly, such activism does not change societies in one fell swoop, but the Ukrainian-Russian flashmob shows how virtual activism can nudge towards progressive change.

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