The development of subjective group dynamics: children's judgments of normative and deviant in-group and out-group individuals

A developmental model of subjective group dynamics suggests that social identity is sustained first by intergroup biases and later by intragroup biases. In this study 476 English children 5 to 11 years old evaluated the English and German soccer teams, and judged in-group or out-group members whose attitudes toward the teams was normative versus antinormative. Children of all ages expressed intergroup bias. Differential evaluation against in-group deviants and in favor of out-group deviants strengthened with age. Understanding of targets' relative acceptability (differential inclusion) among in-group and out-group members mediated the effects of age and intergroup bias on intragroup bias. Identification with the in-group moderated the effects only among older children.     

Urban inequality,social exclusion and schooling in Dhaka,Bangladesh

This paper asks whether education is a viable route to better livelihoods and social inclusion for children living in poor urban areas in Dhaka, Bangladesh. It uses qualitative interviews with 36 students aged 11–16, living in slum and middle-class areas, and also draws on data from a larger, mixed-methods study to provide context. Many children from slums are excluded altogether from education, while others are incorporated into the system but on unfavourable terms. The paper identifies three principal ways in which this adverse incorporation can happen: through differential access to different types and quality of school; through obstacles that prevent children from poorer households from progressing through the system and reaching higher levels; and through subordinate power relations in the school, embodied in systems of assessment, labelling of students and discipline. These are likely to limit the potential for education to be a socially transformative institution.     

Addressing Physical Education Teacher Socialization Through Standards-based Reform of Physical Education Teacher Education

Research suggests that progress in the physical education profession is slowed by a cycle of nonteaching and dominance of traditional methodologies. Socialization factors operate to preserve and perpetuate the status quo of the profession, which is rooted primarily in team sport content. Teacher education programs are challenged to persuade pre-service teachers to question their initial belief structures while also preparing them for the sociopolitical realities of schools. There is not, however, a formal mechanism through which to accomplish these goals, because current accreditation standards do not include an emphasis on socialization. As a result, the purpose of this article is to stimulate further discussion by reviewing relevant research related to socialization, describe evidence-based practices for overcoming these challenges, and propose an addition to the Society of Health and Physical Educators America (2017) standards for initial physical education teacher education to specifically focus attention on socialization issues.     

Argument and Authority in the Visual Representations of Science

The focus of workplace communication research on visual rhetoric has tended to be the efficient and unproblematically “effective” functioning of visual texts. By suggesting ways in which the visual representations of science are construed by expert readers, this article responds to a call within our discipline for more critically focused contributions to the study of visual literacy. A former editor-in-chief of the American Journal of Botany was asked to explain his interpretation of visuals appearing over an 80-year period in that journal; his responses illustrate how visual explanations testify to their creators' authority and how, once established, such authority actuates the rational arguments of science. Rhetorical appeals within and arrangement of visual texts are considered, as is the persuasive power of legends and captions.     

ORGANIZATIONAL QUALITY: An Examination of the Malcolm Baldrige National Quality Framework

One of the major obstacles to empiricalinvestigations of quality in organizations is thedifficulty in defining precisely what quality is. Onedefining framework that is widely accepted in for-profitorganizations is the Malcolm Baldrige National Quality Award(MBNQA) framework. This study examines the validity ofthe proposed relationships among the MBNQA dimensionsusing data from higher education. The empirical results help identify a modified model that hasimplications for managing quality improvementinitiatives.     

Developmental and gender influences on coping: Implications for skills training

The transition to adulthood for today's youth is a difficult journey filled with risk, rapid change, and seemingly endless choices. Effective coping skills can help youth navigate these challenges. This article explores the impact of gender and developmental level on coping skill acquisition in adolescence. Suggestions for helping youth to develop effective coping strategies are provided from both a prevention and intervention perspective. By helping today's youth develop the necessary strategies to deal with the unavoidable stresses encountered in life, school psychologists and counselors can help to ultimately create adults who have the skills and necessary psychological resources to successfully cope and adapt to life's changes. © 1999 John Wiley & Sons, Inc.     

A journal is a club: a new economic model for scholarly publishing

A new economic model for the analysis of scholarly publishing – journal publishing in particular – is proposed that draws on club theory. The standard approach builds on market failure in the private production (by research scholars) of a public good (new scholarly knowledge). In this model, publishing is communication, as the dissemination of information. But a club model views publishing differently: namely as group formation, where members form groups in order to confer externalities on each other, subject to congestion. A journal is a self-constituted group, endeavouring to create new knowledge. In this sense, a journal is a club. The knowledge club model of a journal seeks to balance the positive externalities of a shared resource (readers, citations, referees) against the negative externalities of crowding (decreased prospect of publishing in that journal). A new economic model of a journal as a knowledge club is elaborated. We suggest some consequences for the management of journals and financial models that might be developed to support them.     

Keeping their attention: Classroom practices associated with behavioral engagement in first grade mathematics classes in China and the United States

This study investigated variation in students’ behavioral engagement across mathematics classes in China and the United States. Student behavioral engagement was examined along with two aspects of the classroom (group size and teacher instructions given about classroom behavior). Video observational data were collected and coded over 1051 time intervals in 35-minute mathematics sessions in Chinese classrooms (n = 8) and comparable American classrooms (n = 7). Latent growth analyses revealed that overall, behavioral engagement declined over time, although the drop-off was dramatically sharper in American classrooms relative to Chinese classrooms. In addition, larger group size and the timing of teacher instructions (given before versus after the behavior) were significantly associated with increased engagement. This study revealed compelling cultural differences as well as patterns in student and teacher behaviors associated with students engaging in on-task behaviors in the classroom. Implications for ways to promote effective classroom behavior are discussed.     

Tracking Club Sport Participation From Childhood to Early Adulthood

This study examined the strength of tracking sport participation from childhood to early adulthood among the Dunedin Multidisciplinary Health and Development Study cohort. Participation in sport, dance, or gymnastics as part of a club or group (outside of school) was assessed at ages 7, 9, 15, 18, and 21 years. In addition to the traditionally used correlation coefficients, summary statistics (intraclass correlations; ICC) from random effect models and stability coefficients from generalized estimating equations (GEE) were calculated using all the longitudinal data and controlling for the influence of covariates on tracking strength. Correlation coefficients revealed statistically significant tracking of club sport participation (7–21 years) at low levels (r = .07–0.28). The ICC summary statistic (0.23) was consistent with this, while the GEE suggested moderate tracking (0.59). The results of this study suggest that encouraging sport participation during childhood and adolescence may result in a modest increase in the likelihood of participation later in life. However, the substantial movement into and out of sport participation observed here and in other studies cautions against relying solely on sport promotion among youth as a strategy to promote lifelong participation.