Partnership Instability, School Readiness, and Gender Disparities

Trends in family formation during the past several decades have increased children's exposure to mothers' partnership instability, defined as an entrance into or exit from a coresidential union or a dating partnership. Instability, in turn, is associated with negative outcomes for children and adolescents. This study uses data from the Fragile Families and Child Wellbeing Study to examine associations between mothers' partnership instability and children's school readiness, differences between coresidential and dating transitions, and the moderating role of child gender. Mothers' partnership transitions are negatively associated with children's verbal ability and positively associated with boys' behavioral problems at age five. In general, coresidential and dating transitions have similar effects on school readiness. The findings have important implications for our understanding of the growing gender gap in educational attainment.     

Kindergarten Scores,Storytelling, Executive Function,and Motivation Improved through Literacy-Rich Guided Play

This study explored the effects of literacy-rich sociodramatic guided play on kindergarten student literacy performance and behavior. Kindergarten students of varying socioeconomic status attending two elementary schools in the same school district participated in this repeated measures, counterbalanced design study. Students received the mandated grade-level literacy instruction with a supplemental 15 min block of time designated for play-based literacy integration during which the intervention took place. During this short time, students working in small groups were given materials (miniature items, toys, letter tiles) to practice initial letter sounds and consonant–vowel–consonant rhyming word families using either an assigned activity (control condition) or a student-invented game that practiced the same literacy concepts (experimental activity). Students instructed through the experimental condition scored significantly better on the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) assessment with a medium effect size. Additional positive academic results included practice in story-composing, sequencing ideas into a complex cause and effect chain of events; application of new vocabulary; repeated practice of phonics and phonemic awareness skills to new examples; self-regulation of emotions; communication and negotiation with peers; and imagination, fantasy, humor, and creativity. Students evidenced preference for the experimental condition, continuing to repeat their games during recess or free time and to record them in their journals. Examples of student-generated literacy games are provided.     

Cross‐Linguistic Lexical,Grammatical, and Discourse Performance on Oral Narrative Retells Among Young Spanish Speakers

This study investigated relations among microlevel and macrolevel domains of oral narrative retells within and across the languages of Spanish‐speaking bilingual children. Fifty‐six first and second graders (M_age = 7 years, 3 months) were assessed on a retell task in Spanish and English. Two statistical analyses were conducted: (a) correlations within and across microlevel lexical (number of different words) and grammatical (mean length of utterance‐word and subordination index) domains and (b) hierarchical regression to determine the influence of microlevel domains on a macrolevel discourse score. Results highlighted a number of significant within‐ and cross‐language correlations, and identified vocabulary as a significant predictor of macrolevel discourse scores within both languages, while grammar was a predictor within English only.     

Rethinking argumentation-teaching strategies and indigenous knowledge in South African science classrooms

Our response to Hewson and Ogunniyi’s paper focuses, on the one hand, on some of the underlying tensions associated with alinging indigenous knowledge systems with westernized science in South African science classrooms, as suggested by the new, post-apartheid, curriculum. On the other hand, the use of argumentation as a vehicle to accomplish the alignment when the jury is still out on the appropriateness of argumentation as a pedagogical and research tool heightens the tension. We argue that the need for education stakeholders from indigenous heritages to value, know and document their own indigenous knowledge becomes paramount. The textualizing of indigenous knowledge, as has been done in western science, will create repositories for teachers to access and may help with the argumentation strategies such as advocated by the authors.     

European Citizenship and Study Abroad: student teachers’ experiences and identities

Member states of the Council of Europe have acknowledged the importance of education for citizenship and have passed a number of resolutions concerning European citizenship and the need to promote democratic values, social justice and human rights. Yet there remains a degree of ambivalence over citizenship education and its relationship to the development of various identities, including personal and national identities. This paper examines the experiences of student teachers from a variety of European countries and the impact of a period of study abroad in another European country on their development of intercultural awareness, national identities and perceptions of how we might best educate young people for participation in democratic life. It considers the implications for teacher education.     

The ‘diaspora advantage’ of Pauline Chan (1956–): from multicultural filmmaker to cultural broker

ABSTRACT

This is the first academic paper to critically introduce and document the 30-year screen career of Pauline Chan, Australia’s highest profile Chinese film director, television actress and media producer. Sydney-based, Vietnam-born, Hong Kong-educated and US-trained, Chan has directed six films, starred in 14 and produced four television series and films. Despite her prolific career, there has been no sustained research on her profile and repertoire. This paper evaluates the evolution of Chan’s career using the diaspora ‘advantage’ as a new approach. Characterised by mobility rather than culturalism, the term refers to the benefits brought by and skills of diaspora groups that have allowed them to flourish as transnational actors able to leverage resources in both their countries of origin and settlement. It begins by elaborating how Chan’s diaspora advantage has allowed her to challenge welfare multiculturalism and extend aesthetic multiculturalism. It further documents her transition from a multicultural filmmaker to a cultural intermediary by leveraging her diasporic advantage across the film sectors in China and Australia, and opening up new industrial routes outside of the confines of policy. Using interdisciplinary methods to screen biography that include interviews with the filmmaker, film archival research, critical cultural policy studies, and studies in Asian Australian cinema and political economy, this paper argues that the new approach of the diaspora advantage turns the deficit associated with the diaspora into a dividend that has the potential to rethink the imaginary between Asia and Australia.