How has Mexican faculty been trained? A national perspective and a case study

This article depicts how faculty members at Mexican higher education institutions have been prepared in order to assume their professional responsibilities. It relies on three elements: First, a secondary analysis of a national faculty survey composed of 3,861 faculty members from 65 institutions; second, 34 interviews conducted in eight higher education institutions; third, a primary analysis of an institution faculty survey in a public autonomous university. Results are presented regarding the following issues: first, the central traits of anticipatory or formative in-site faculty socialization; second, the changes in the highest degree faculty obtained at entry into academic life as compared to the obtained degree at the time of the survey; third, the formative time patterns during faculty’s higher education training, fourth, the conditions of study under which faculty members obtained their graduate degrees; and fifth, the academic inbreeding phenomenon.     

When will a child be believed? The impact of the victim's age and juror's gender on children's credibility and verdict in a sexual-abuse case

OBJECTIVE: To provide insight into the central dimensions jurors may use when deciding a child victim's credibility and verdict. METHOD: Participants (N = 573) read a simulated trial (robbery or a sexual-assault case in which the defendant was either a stranger or an acquaintance) in which the alleged victim was either a 6- or 13-year-old girl. The trials were constructed to be as similar as possible with only minimal differences in the child's testimony. The supporting evidence was held constant across cases to allow for experimental assessment of the hypotheses. RESULTS: The defendant was more likely to be found guilty in the sexual-assault cases than in the robbery case. The child was perceived to be more credible, honest, and to have a better memory in the sexual-assault cases compared to the robbery case. Perceptions of memory and honesty predicted verdict and punishment. The child's age did not impact credibility or verdict. Finally, women, compared to men, perceived the child as more credible. CONCLUSIONS: Type of case was a potent factor in jurors' determination of guilt and the child's credibility. Contrary to expectations, neither the victim's age nor the interaction between this and type of case impacted verdict or credibility measures.     

How multicultural is the school in “multicultural society”? A Belgian case study

The competition for efficiency that governs the production of goods and services throughout the world is in part determined by the structure of the non-man-made material world. Not all techniques are equally efficient. Formal education in complex societies is trying to stay attuned to the system of production and the labor market. The compulsory use of languages and the school curricula are powerful tools which regulate the distribution of culture and the hierarchy of ethnic groups in multi-ethnic societies. Most elements of immigrant culture which are not in harmony with the school culture or with the preferences of the labor market are eroded. What is emerging is not an egalitarian “multicultural society” in the true sense of the word but a stratified multi-ethnic society with a flourish of cultural ethnic markers.     

Can the actions of child welfare case managers predict case outcomes?

This study examined the effect of efforts made by child welfare case managers to involve parents in case processes on two divergent case outcomes: reunification and the termination of parental rights (TPR). The sample was comprised of a cohort of children who received child protection services while in out-of-home care during fiscal year 2009–2010 and were randomly selected by the Florida Department of Children and Families (DCF) for their case management quality of practice reviews. Findings revealed that when child welfare case managers made efforts to encourage and support parents in participating in child-related decisions and activities, there were increased chances for timely reunification. However, these same efforts were only associated with a lower risk of TPR for mothers and not for fathers. Implications of these findings are discussed.     

When is the personal professional in public child welfare practice? The influence of intimate partner and child abuse histories on workers in domestic violence cases

OBJECTIVE: The objective of this article is to examine children's services workers' (CSWs') personal histories of abuse and their influence on professional responses to allegations of domestic violence. METHOD: Using an anonymous questionnaire, data were collected from CSWs in two large urban counties in Southern California who participated in a domestic violence training program (n=303). It was hypothesized that CSWs' responses to domestic violence cases would be affected by personal histories of abuse and the degree to which the CSWs identified with battered women. RESULTS: Approximately one-half of the respondents reported experiencing physical and/or sexual violence by an intimate partner. One-third of respondents reported physical abuse, and 22%, sexual abuse during childhood. The experience of childhood sexual abuse, especially for female CSWs, was associated with increased support for removal of children whose mother is being abused. Those CSWs with a history of partner violence who identified with battered women were less likely to approve of removing children from the battered mother than were CSWs without partner abuse history or identification with battered women. CONCLUSIONS: Our findings provide support for expanded training efforts that recognize the ongoing impact of victimization on CSWs' professional functioning.     

Does the village still raise the child? A collaborative study of changing child-rearing and community mobilization in Kenya

This paper describes findings of a year-long collaborative study of the impacts of rapid social and economic change on child-rearing, early education and community mobilization in Kenya. The study employed a collaborative, micro-ethnographic design, drawing heavily from interview data and repeated observations in eight districts of Kenya, sampling an array of local stakeholders in early childhood care and education. Research questions, sampling procedures, interview questions, and other aspects of the research design were constructed collaboratively with Kenyan colleagues and a Fulbright researcher. The study utilized individual and small group interviews with 462 parents, grandparents, children (older siblings of children under age three), preschool teachers, community leaders, and professionals working with children and families in communities representative of four types of settings: (1) traditional/pastoralist, (2) rural/varying agricultural productivity, (3) plantation/tea and coffee estates, and (4) urban/high population density.     

Employability of IT graduates from the industry’s perspective: a case study in Turkey

The qualifications that constitute the employability and identity of graduates are viewed differently by the academic community and the industry. Currently, it is observed for Information Technologies (IT) sector that the demands of the industry are not always satisfied by the perceived standards of the graduates. To provide feedback to the corresponding departments, a survey regarding employer expectations and factors affecting these expectations has been conducted among a number of senior professionals and managers working in the IT sector in Turkey regarding this inconsistency. The employer expectations are considered in two empirical categories as competencies and adequacies. The multiple regression analysis technique has been used to analyze the survey data. Based on the analysis, recommendations are provided to IT departments as well as their students to better fulfill the demands of the industry.     

A national survey of characteristics of child advocacy centers in the United States: Do the flagship models match those in broader practice?

Child Advocacy Centers (CAC) emphasize developing effective cross-agency collaborations between workers involved in serious abuse investigations to foster improvements in agency outcomes, and to minimize distress, confusion and uncertainty for children and families. This study examined the characteristics of CACs, whether models in practice match the predominant model presented in the research literature. Directors of CACs in the United States that were members of the National Children’s Alliance (NCA) mailing list (n = 361) completed an online survey in 2016. While some core characteristics were ubiquitous across CACs, the data suggests that different types of CACs exist defined by characteristics that are not prescribed under NCA principles, but which are arguably relevant to the quality of the response. From the results of a cluster analysis, the researchers propose a typology of CACs that reflects the development and integration of centers: (a) core CAC services (i.e. interviewing & cross-agency case review); (b) an aggregator of external services, and (c) a more centralized full-service CAC. Further research is needed to understand how these variations may impact practice and outcomes; this is particularly important considering many CACs do not match the full-service models most commonly examined in the research literature, which limits the degree to which these findings apply to CACs generally. This article proposes further research framed by the need to better understand how different parts of the response impact on outcomes for children and families affected by abuse.     

A study on sampling strategies in the figure cognitive process

This study was aimed at investigating the sampling strategies for 2 types of figures: 3-D cubes and human faces. The research was focused on: (a) from where the sampling process started; (b) in what order the figures' features were sampled. The study consisted of 2 experiments: (a) sampling strategies for 3-D cubes; (b) sampling strategies for human faces. The results showed that: (a), for 3-D cubes, the first sampling was mostly located at the outline parts, rarely at the center part; while for human faces, the first sampling was mostly located at the hair and outline parts, rarely at the mouth or cheek parts, in most cases, the first sampling-position had no significant effects on cognitive performance and that (b), the sampling order, both for 3-D cubes and for human faces, was determined by the degree of difference among the sampled-features.     

Technology utilisation in elementary schools in Turkey’s capital: a case study

A case study was conducted to explore teachers’ current technology use in elementary schools in Ankara, the capital of Turkey. The data were collected through a survey, and participants included 1030 classroom teachers across eight districts. The present study results revealed that significant challenges remain with regard to technology use in the classroom, even in the capital of Turkey, where teachers have advantages in terms of technology access and use compared to rural areas. The participant teachers used technologies most frequently for lesson preparation activities, rather than for delivering instruction. Although the teachers felt that school principals and colleagues were usually supportive of technology use in lessons, they complained about insufficient professional development activities and incentives. Representing a snapshot of teachers’ technology use in elementary school settings, this study sheds light on essential factors that should be considered in any technology integration process in schools. The study findings offer valuable insight for policy-makers and school leaders on how to support the technology integration process and allocate money for technology initiatives.     

Truly included? A literature study focusing on the social dimension of inclusion in education

Social participation of students with special educational needs (SEN) is a key issue in the inclusion debate. However, the meaning of concepts like social integration, social inclusion and social participation used in current literature is often unclear. Recently, these concepts were clarified based on preschool and primary school literature. The current study assesses the meaning of these concepts for secondary school samples and possible differences with preschool and primary school. A literature review on secondary school literature, including 19 articles, revealed large parallels, i.e. the three concepts can be used as synonyms and include the same key themes: relationships, interactions, perception of the pupil with SEN and acceptance by classmates. Although the subthemes within the key themes largely concurred, one subtheme (i.e. self-perception of social interaction) was added and three subthemes, mentioned in the scheme based on preschool and primary school, were not found.     

How effective is the cascade as a method for disseminating ideas? A case study in Botswana

The cascade method of dissemination works on the principle that a small team of trainers will train a larger group, who will in turn pass on their knowledge and skills to a further group. In theory there is no limit to the number of links in the chain before the final target population is reached; in practice the number of intermediary stages is usually limited to three or four. This article looks at some of the advantages and disadvantages of the system as illustrated through an education in-service project in Botswana.     

Contents or ideology? A case study of mathematical teaching in North Korea

This article addresses mathematics education in one of the most closed countries in the world, North Korea. It is known that ideology permeates all aspects of life in North Korea, but how exactly do the ideological and substantive mathematical components interact in mathematics education there? What concrete form does this interaction take in actual everyday teaching practice? This article seeks to answer these questions based on interviews with former North Korean mathematics teachers and students who have found a refuge in South Korea. With their help, we attempt to analyze the everyday life of North Korean schools, by reconstructing their concrete features and the routines of North Korean mathematics education.     

Inclusive physical education? A study of the management of national curriculum physical education and unplanned outcomes in England

One key aspect of the growing policy emphasis on educational inclusion in England has been the tendency for physical education (PE) to be used as an important vehicle of social policy targeted at promoting the inclusion of young disabled people and those with special educational needs in mainstream schools. Drawing on aspects of figurational sociology, the central objective of this study is to examine the extent to which PE teachers have been able to achieve the government’s inclusion policy goals articulated in the 2000 National Curriculum for Physical Education (NCPE) for England. The findings indicate that using the NCPE as a means to pursue the government’s educational inclusion policy goals has had unplanned outcomes that have the effect of undermining the extent to which the government is able to use inclusion to make a greater contribution to the promotion of young people’s experiences of PE. It is also argued that these outcomes that no‐one had planned or intended may, for some of the groups involved, be seen as undesirable consequences that emanate from teachers’ attempts to manage the contradictory pressures brought about by pursuing the priorities of government.