Who likes math where? Gender differences in eighth-graders’ attitudes around the world

Some of the most male-dominated science, technology, engineering and mathematics occupations and degree programmes are found in the world’s most affluent societies. This article assesses whether gender gaps in attitudes follow similarly surprising patterns. Multivariate analysis of eighth-graders’ affinity for mathematics and aspirations for mathematically related jobs in 53 countries shows that the attitudinal gender gap is indeed larger in affluent ‘postmaterialist’ societies. Moreover, both girls and boys view mathematics more negatively in these societies. The authors suggest that cultural ideals of individual self-expression, highly prevalent under conditions of broad-based existential security, operate to reduce girls’ and boys’ interest in pursuits thought to be economically practical but personally non-expressive. Girls may be particularly susceptible to this negative effect, because taken-for-granted cultural beliefs about core female personality traits (and girls’ gendered understandings of their own authentic inner selves) are often at odds with dominant representations of mathematical and technical work.     

Practice what you preach: Adoption of internal campus innovations at Dutch research-intensive universities

Campus decision makers are increasingly expected to adopt ‘campus innovations’ (affecting real estate and different facilities), not only from the market and demand-led (external campus innovations), but also developed by the university's own scientists (internal campus innovations). The adoption of the latter can be driven and hindered by many unique factors that campus decision makers have not dealt with before. To provide insight into them, qualitative data were collected from 13 out of 14 Dutch research-intensive universities. The results indicate that internal campus innovations are driven by co-creation stimulation, collaborative partnership, transparency and accountability, and local development contribution. Their adoption, however, may be obstructed by barriers embedded in the interaction between campus decision makers and scientists, organizational university context, funds unavailability and innovations' supply-pushed characteristics. An increased understanding of these barriers and the practices to overcome them is crucial for universities' campus decision makers to actively engage in the adoption of internal campus innovations.     

Supporting inclusion in early childhood settings: some possibilities and problems for teacher education

Aotearoa New Zealand, like other countries, has legislation and policies that support inclusion and promote the participation of all children and families in early childhood education. We might expect therefore to see a culture of inclusion resonating through policy and practice in early childhood settings. There are early childhood teachers who support such legislative and policy goals, who are committed to inclusion, and who are developing more inclusive early childhood services. Yet, it is also evident that discrimination and exclusion is experienced by many. Teacher education plays an important role in supporting inclusion and assisting teachers’ development of knowledge, skills and attitudes that will support them to teach all children. In this paper, we write as a group of teacher educators and demonstrate the challenges we took up to move beyond traditional approaches to inclusive education and to open up theoretically and practically diverse possibilities for thinking and doing inclusion differently in early childhood teacher education.     

Assessing rugby place kick performance from initial ball flight kinematics: development,validation and application of a new measure

The appropriate determination of performance outcome is critical when appraising a performer’s technique. Previous studies of rugby place kicking technique have typically assessed performance based on ball velocity, but this is not the sole requirement. Therefore, a mathematical model of rugby place kick ball flight was developed to yield a single measure more representative of true performance. The model, which requires only initial ball flight kinematics, was calibrated and validated using empirical place kick data, and found to predict ball position with a mean error of 4.0% after 22 m of ball flight. The model was then applied to the performances of 33 place kickers. The predicted maximum distance, a single performance measure which accounted for initial ball velocity magnitude and direction, and spin, was determined using the model and was compared against ball velocity magnitude. A moderate association in the rank-order of the kicks between these two measures (ρ = 0.52) revealed that the relative success of the kicks would be assessed differently with each measure. The developed model provides a representative measure of place kick performance that is understandable for coaches, and can be used to predict changes in performance outcome under different ball launch or environmental conditions.     

Predictors of Grade 2 Word Reading and Vocabulary Learning from Grade 1 Variables in Spanish‐Speaking Children: Similarities and Differences

We examined the components of first (L1) and second language (L2) phonological processing that are related to L2 word reading and vocabulary. Spanish‐speaking English learners (EL) were classified as average or low readers in grades 1 and 2. A large number of children who started out as poor readers in first grade became average readers in second grade while vocabulary scores were more stable. Binary logistic regressions examined variables related to classifications of consistently average, consistently low, or improving on reading or vocabulary across grades. Good L2 phonological short‐term memory and phonological awareness scores predicted good reading and vocabulary scores. L1 and L2 measures differentiated consistently good performers from consistently low performers, while only L2 measures differentiated children who improved from children who remained low performers. Children who are EL should be screened on measures of pseudoword repetition and phonological awareness with low scorers being good candidates for receiving extra assistance in acquiring L2 vocabulary and reading. This study suggests measures that can be used to select children who have a greater likelihood of experiencing difficulties in reading and vocabulary.     

Examining the characteristics of student postings that are liked and linked in a CSCL environment

This case study is the first iteration of a large‐scale design‐based research project to improve Pepper, an interactive discussion‐based learning environment. In this phase, we designed and implemented two social features to scaffold positive learner interactivity behaviors: a “Like” button and linking tool. A mixed‐methods approach was used to examine communicative and cognitive characteristics of notes. Additionally, we develop and apply a new metric for cognitive complexity that acknowledges a range of cognitive behavior valuable to a learning community. The findings suggest that the Like and linking functions positively cultivated and sustained interactive behaviors among students, which also led to an increase in the cognitive complexity of student contributions to the online discussion. Suggestions for future iterations of this project are offered.     

Supporting youth to develop environmental citizenship within/against a neoliberal context

What aspects of environmental citizenship do educators need to consider when they are teaching students about their environmental responsibilities within a neoliberal context? In this article, I respond to this question by analyzing the relationship between neoliberalism and environmental citizenship. Neoliberalism situates citizen participation as an individual concern that removes states from responsibility for public goods, such as the environment, while environmental citizenship scholarship runs the risk of promoting a diluted form of environmental engagement similar to that found within neoliberal ideology. This can result in negative consequences for the environment and for environmental participation among citizens. I conclude with a discussion of pedagogic and curricular practices that educators can use to support youth in developing forms of environmental citizenship that actively disrupt neoliberalism’s privatization of responsibility for the environmental commons.