MEASURING PERCEPTIONS OF THE WORKING ENVIRONMENT FOR WOMEN IN CORPORATE SETTINGS

This study developed a scale to measure individual perceptions of dimensions of the work organization that contribute to a supportive or hostile environment for women. Based on analysis of survey data from 398 respondents working in corporate settings, a scale was developed to measure five dimensions: Dual Standards & Opportunities; Sexist Attitudes & Comments; Informal Socializing; Balancing Work & Personal Obligations; and Remediation Policies & Practices. Women perceived their work environments as significantly more hostile on all five dimensions than did men. Scores on the scale were related to intent to stay with the organization: For both men and women, the friendlier they perceived the work environment for women to be, the longer individuals intended to stay at the company.     

DIFFERENCES IN CRITICAL READING PERFORMANCE BETWEEN PUPILS IN SIXTH AND EIGHT GRADES

This study examines the area of critical reading in which pupils are to judge the truth value of statements related to social studies passages. A total of 526 subjects, 250 sixth grade and 276 eighth grade pupils were required to judge 45 statements, six statements for each of the seven passages, as either “true” (T), “probably true” (PT), “not enough facts” (NE), “probably false” (PF) or “false” (F) based upon passage information. Pupils differed significantly on 11 of 42 statements (X = 4.25, p<.05 to 51.65, p<.001). Findings support previous research that shows older pupils to be more aware of organizational structure, more precise in assessing information and better able to deal with logical relationships. Younger pupils respond more impulsively to ambiguous statements. When judging conclusive statements, the majority of sixth appear to rely upon their own belief system rather than upon passage information.     

FLUENCY SNAPSHOTS: A QUICK SCREENING TOOL FOR YOUR CLASSROOM

In this article, the authors present a research-based, classroom tested assessment tool, the Classroom Fluency Snapshot (CFS). This assessment is grounded in the research that establishes fluency as an important component of initial reading instruction and in the work on the efficacy of curriculum based measurement. The article presents the case of one classroom in which a teacher uses the CFS as a pre-, post-assessment. Rich classroom examples, details of the teacher's interpretation, and instructional decision making are shared along with ideas for instruction.