Ethnic Identity Development and Acculturation Preferences Among Minority and Majority Youth: Norms and Contact

This article tests a longitudinal model of the antecedents and consequences of changes in identification with indigenous (Mapuche) among indigenous and nonindigenous youth in Chilean school contexts over a 6‐month period (633 nonindigenous and 270 Mapuche students, M_ages = 12.47 and 12.80 years, respectively). Results revealed that in‐group norms supporting contact and quality of intergroup contact at Time 1 predicted student's changes in Mapuche identification at Time 2, which in turn predicted changes in support for adoption of Chilean culture and maintenance of Mapuche culture at Time 2; some of the relationships between these variables were found to be moderated by age and ethnicity. Conceptual and policy implications are addressed in the Discussion .     

If You Don't Know,Ask! Using Expert Knowledge to Determine What Content Is Needed in an Undergraduate Food Quality Management and Control Course

Quality management and quality control of food products are critical to producing food that is safe to consume and has consistent quality and sensory attributes. The extent to which undergraduate students are equipped with competencies in quality management/control, in theory, has a direct connection with their career potential to ensure food products and/or services meet the expectations of consumers and society. However, the most important quality management/control competencies for undergraduate food science students have yet to be identified. The objective of this study was to determine key knowledge and skills in quality management/control needed by food science graduates. A modified Delphi method was used to gather consensus on these knowledge and skills from experts in food quality management/control. Surveys were used to establish a framework of the most relevant quality management/control concepts for undergraduate food science students to learn and organize these concepts into core domains according to their relative importance. A course outline for teaching an undergraduate course on food quality management/control was developed that detailed relevant topics and depth of coverage for each of these topics. The needs assessment method used in this study to align course content with food industry's needs may be used for a wide variety of course topics.     

State-formation,teaching techniques,and globalisation as aporia

This paper conjoins Derrida's analysis of aporia and boderlines with Foucault's genealogical sensibilities to rethink the attribution of recent events in education to globalisation. Three analytical domains are linked to historicise student-teacher interaction: studies of pedagogical techniques, sociological analyses of the state, and philosophical conceptions of Being and desire. This confluence of domains makes apparent multiple efforts to transgress noncrossable borders in educational work, suggesting new conceptualisations of justice and ethical responsibility in the analysis of classroom life.     

The role of sweeteners in the diet of young children

The health and nutrition implications of high sugar intake for young children are discussed. Infants and young children prefer foods that taste sweet. Sugar substitutes used in moderation can provide a compromise for child care providers who want to offer nutritious food which young children will eat. This study examined sweetener preferences of young children, including a new sweetener (Sweet One^®). Participants (3–8 years of age) sampled a beverage and plain cottage cheese sweetened with either sugar or Sweet One^® as part of a sensory difference test. They also ranked four vanilla puddings sweetened with sugar and three FDA approved sweeteners. In the difference test, the subjects were able to tell the difference between sugar and Sweet One^® in the beverage, but not in the cottage cheese. There was no consensus among the panelists for a sweetener preference in the rank-order test.     

Personal and Contextual Influences on Township School Learners’ Motivation and Self-Regulated Learning

Learners’ self-regulation, which includes motivational variables, is influenced by personal variables within learners themselves, as well as by contextual factors. A great deal of research has focused on personal variables in learners that influence their self-regulated behaviours; yet contextual influences that operate outside of formal schooling of township school learners, although generally acknowledged, remain under-researched. The research presented in this paper explored 14 secondary township school teachers’ perceptions of the factors that influence learners’ motivation to achieve academic success. A better understanding of contextual motivational factors could influence teaching and learning, as well as provide the needed support that ultimately will enhance the academic achievement of South African township school learners. Participants perceived autonomy-supportive, extrinsic motivation, schools as positive learning environments, study and job opportunities, community projects, friends and peers, poverty, and encouragement from the local community as strong sources of motivation.     

Rethinking literacy from a lifelong learning perspective in the context of the Sustainable Development Goals and the International Conference on Adult Education

International Review of Education - Despite general agreement that a 21st-century learning society must also be a literate society, there is still a long way to go to achieve a broad consensus on...     

Students' expectations about the processing demandsof teacher-made tests

History teachers (N=22) and their 11th-grade students (N=451) rated the importanceof four types of questions (verbatim, paraphrase, inference and skill items) by indicating the degree to which these questions were to be expected in an upcoming teacher-made test about a particular textbook chapter. In addition, teachers classified their actual tests according to these four question types. Importance ratings of individual students showed a low correspondence with those of their teacher and no correspondence with the actual test questions (as classified by their teacher). However, teachers' importance ratings also showed a considerable number of discrepancies with the actual test questions. These findings suggest that in study-test situations, more clarity is needed about processing demands.