Transcending and Attending to Difference in the Multicultural Classroom

In this paper, I hope to reconcile two conflicting moral ideals within the multicultural classroom. I argue that increased attention to cultural difference in both education and moral philosophy is vitally important, but that it should not undermine the value of generalised respect, which grounds formal equality. I argue that an intersubjective account of respect explicitly integrates the generalised and particular moral perspectives, and thus serves as an ideal for interactions in the multicultural classroom. Through the analysis of two examples, I show that both forms of respect are logically dependent on one another and have a mutually supportive place in the practice of teaching.     

Interfaith education: A new model for today’s interfaith families

With societal changes rapidly transforming cultures that had been largely homogenous, today’s multi-cultural – and in particular interfaith – families need new educational strategies to help them understand their cultural roots and identify and clarify what aspects of their heritages they wish to nurture and transmit to their children. This paper focuses on a new model for religious education, namely non-doctrinaire “dual-faith” education, which the principal author has helped to develop in the United States (US) through the Interfaith Community (IFC), a small, independent non-profit organisation created and led by dual-faith Jewish/Christian families. The model is premised on the notion that families can have two different faiths in one household and that – with respect and education – families can be harmonious, religion can be transmitted, and tolerance broadly nurtured. While the model is particular to the US and to families with Jewish and Christian heritages, its premises and structure have significant potential to be adaptable to other religious combinations and other cultures and countries. After reviewing relevant literature and situating the IFC model in the global and US contexts, the paper sets out to clarify the importance of the concept, describe its elements, and discuss its implications for religious education in this time of changing ethos and demography.     

Effects of ABRACADABRA Instruction on Spelling in Children With Autism Spectrum Disorder

This study explored the effects of an evidence-based literacy program, ABRACADABRA, on the spelling abilities of children with autism spectrum disorder (ASD). Twenty children with ASD aged 5–11 years were assigned to matched instruction and waitlist control groups. Children in the instruction group received 26 hrs of individualized, home-based instruction using ABRACADABRA over a 13-week period. Results showed no change in children’s conventional spelling accuracy skills following ABRACADABRA instruction. However, an analysis of spelling attempts using the Computerized Spelling Sensitivity System (Masterson & Hrbec, 2011) revealed statistically significant gains in linguistic spelling accuracy for children in the instruction group relative to the waitlist control group, with large effect sizes. These findings suggest that ABRACADABRA improves aspects of spelling ability in children with ASD and that the Computerized Spelling Sensitivity System is a useful tool for detecting changes in the spelling abilities of children with ASD following literacy instruction.     

VO2 prediction and cardiorespiratory responses during underwater treadmill exercise

We compared cardiorespiratory responses to exercise on an underwater treadmill (UTM) and land treadmill (LTM) and derived an equation to estimate oxygen consumption (VO2) during UTM exercise. Fifty-five men and women completed one LTM and five UTM exercise sessions on separate days. The UTM sessions consisted of chest-deep immersion, with 0, 25, 50, 75, and 100% water-jet resistance. All session treadmill velocities increased every 3 min from 53.6 to 187.8 m x min(-1). Cardiorespiratory responses were similar between LTM and UTM when jet resistance for UTM was 50%. Using multiple regression analysis, weight-relative VO2 could be estimated as: VO2 (mLO2 c kg(-1) x min(-1)) = 0.19248 x height (cm) + 0.17422 x jet resistance (% max) + 0.14092 x velocity (m x min(-1)) -0.12794 x weight (kg)-27.82849, R2 = .82. Our data indicate that similar LTM and UTM cardiorespiratory responses are achievable, and we provide a reasonable estimate of UTM VO2.     

Are Elementary Preservice Teachers Floating or Sinking in Their Understanding of Buoyancy?

International Journal of Science and Mathematics Education - This research study investigated conceptions about buoyancy held by 55 elementary preservice teachers enrolled in a science methods...     

Healthy Birth Practice #3: Bring a Loved One,Friend, or Doula for Continuous Support

All women should be allowed and encouraged to bring a loved one, friend, or doula to their birth without financial or cultural barriers. Continuous labor support offers benefits to mothers and their babies with no known harm. This article is an updated evidence-based review of the “Lamaze International Care Practices that Promote Normal Birth, Care Practice #3: Continuous Labor Support,” published in The Journal of Perinatal Education, 16(3), 2007.     

Parental Attitudes Regarding School-Based Sexuality Education in Utah

Sexuality education programs can be broadly categorized as either risk-avoidance or risk-reduction approaches. Health educators in Utah public schools must teach a state mandated risk-avoidance curriculum which prohibits the advocacy or encouragement of contraception. Multiple national surveys indicate that parents prefer a risk-reduction approach to sexuality education that promotes abstinence and the use of condoms or contraception for prevention of unwanted pregnancy and sexually transmitted infection. To date, no survey of Utah parents has been conducted.

This study utilized an Internet survey to gather data from 344 Utah parents to analyze their preferences regarding school-based sexuality education, sexuality topics, and support for objectives from the National Sexuality Education Standards. The vast majority of Utah parents surveyed support a risk-reduction approach to sexuality education, a wide variety of sexuality topics, and the majority of National Sexuality Education Standards. Statistically significant differences were identified by parents’ education, income, attendance at religious services, and political affiliation. Results support that Utah laws and education policies should be reexamined to provide for instruction that aligns with professional recommendations, best-practice recommendations based on peer-reviewed research, parental attitudes, and the needs of Utah teens.