Elaine Surbeck

Children's emotional reactions to TV violence: effects of film character, reassurance, age, and sex

Summary Sixty-four American children, 32 between four and six years of age and 32 between eight and 11 years of age, were each shown two three-minute video episodes containing exactly the same series of violent acts. However, one of the violent episodes (HV) involved human actors while the other (PV) involved puppets. Each of these episodes was preceded by a third nonviolent episode [Standard (Std)]. The results clearly indicated that HV was judged to be “scarier” than PV. Girls also reported being more scared by both episodes, particularly HV, than the boys. Verbal reassurance proved effective in reducing the HV and PV scariness ratings made by the older children. However, with the younger children, reassurance entered into a complex interaction with the orders of presenting the two episodes. Heart rates also dropped significantly during the violent episodes, particularly during the periods of greatest violence. Finally, significant decrements in heart rates to HV occurred, regardless of whether it prece...

Teaching across Cultures in an International Seminar.

I nteractive teaching and learning is transforming pedagogy in countries around the world. Traditional perspectives of “teacher” and “learner” have been challenged, and new approaches to adult education are emerging in a culture of democracy. The concept of teacher as facilitator has taken precedence over the concept of teacher as the bearer of wisdom or unquestioned source of knowledge. The role of the student in the learning process has changed from passive learner to that of active participant, critical thinker, and processor of information. Within this perspective, teacher and learner are coconstructors of knowledge, engaging in a process that values choice, individualism, collaboration, creativity, equality, and respect for differences. This article describes the process of introducing interactive pedagogy in countries making the transition to democracy through education reform. The article is based on the authors’ experiences as facilitators and learners during an international teacher education seminar in the Republic of Georgia. The seminar was part of an initiative, funded by the Soros Foundations Networks, called the Step by Step Higher Education Initiative.

Introduction to Teaching for Democracy throughout the World

Democracy Throughout the World Elaine Surbeck, Amelia Klein, and Joan Moyer, Guest Editors Elaine Surbeck is Professor of Early Childhood Education and Associate Division Director for Initial Teacher Certification, Arizona State University, Tempe, Arizona. Amelia Klein is Associate Professor of Early Childhood Education at Wheelock College in Boston, Massachusetts. Joan Moyer is Professor Emerita, Early Childhood Education, at Arizona State University, Tempe, Arizona.