The Structuring of Invisibility Among the Hidden Homeless: The Politics of Space,Stigma, and Identity Construction

This ethnographic portrayal relies on participant observations at two supplemental support programs for youth without homes, narratives collected through in-depth interviews with educators and case managers, and focus group interviews with youth participants to explore the discursive (re)production of invisibility among youth without homes. Structuration theory is used to frame macro and micro forces coalescing to enable and constrain processes of invisibility among the hidden homeless. Analysis reveals how invisibility shapes (and is shaped by) processes of stigmatization, “street smarts” as enacted by youth, and “Mayberry” and “not in my backyard” community discourses, and how the disappearance of youth without homes simultaneously serves and undermines various stakeholders.     

Book reviews

Psychology of the Junior High‐School Pupil. By L. A. Peckstein (University of Cincinnati) and A. Laura McGregor (Rochester, N. Y., Public Schools). Boston: Houghton Mifflin Co., 1924. Pp. xxii + 280. Price, $2.

Modern Methods in Teaching. By H. B. Wilson, George C. Kyte, and H. G. Lull. New York: Silver, Burdett & Co., 1924. Pp. vi + 286. Price, $1.64.

Elementary School Costs in the State of New York. By R. O. Stoops. A report reviewed and presented by the Educational Finance Inquiry Commission under the auspices of the American Council on Education, Washington, D. C. New York: Macmillan Co., 1924.

The Cost and Support of Secondary Schools in the State of New York. By Charles W. Hunt. A report reviewed and presented by the Educational Finance Inquiry Commission under the auspices of the American Council on Education, Washington, D. C. New York: Macmillan Co., 1924.

Interesting Neighbors. By Oliver P. Jenkins. Philadelphia: P. Blakiston's Sons & Co., 1922. Pp. xi + 248.

The Humanizing of Knowledge. By J. H. Robinson. New York: George H. Doran Company, 1923. Pp. ix + 117. Price, $1.50.

Education of Gifted Children. By Lula M. Stedman (University of California, Southern Branch). Yonkers‐on‐Hudson: World Book Co., 1924. Pp. viii+ 192. Price, $1.80.     

The Past Is Present: Representations of Parents,Friends, and Romantic Partners Predict Subsequent Romantic Representations

This study examined how representations of parent–child relationships, friendships, and past romantic relationships are related to subsequent romantic representations. Two‐hundred 10th graders (100 female; M_age = 15.87 years) from diverse neighborhoods in a Western U.S. city were administered questionnaires and were interviewed to assess avoidant and anxious representations of their relationships with parents, friends, and romantic partners. Participants then completed similar questionnaires and interviews about their romantic representations six more times over the next 7.5 years. Growth curve analyses revealed that representations of relationships with parents, friends, and romantic partners each uniquely predicted subsequent romantic representations across development. Consistent with attachment and behavioral systems theory, representations of romantic relationships are revised by representations and experiences in other relationships.     

Image,imagination, and initiation: Teaching as a rite of passage in the novels of L. M. Montgomery and Laura Ingalls Wilder

Charlene E. Gates is a free-lance writer and holds the Ph.D. in English with special interests in folklore, mythology, and music. She has taught at the University of Oregon and the University of Cincinnati.     

Chinese responses to Shanghai’s performance in PISA

This article analyses the public responses in China to Shanghai’s performance in the 2012 Programme for International Student Assessment (PISA). Based on data obtained from media accounts and other materials published between 2013 and 2016, the research findings show that the responses in China are generally reflective, measured and self-critical. Drawing upon Gadamer’s notions of ‘tradition’, ‘horizon’ and ‘prejudice’, this paper contends that the responses reflect the prevailing worldviews in China that perceive Shanghai’s education system to be academically rigorous but too exam-oriented and burdensome. It is further argued that Confucian knowledge traditions and structures in China shape the Chinese interpretations of the PISA assessment format, leading them to downplay Shanghai’s success. This study introduces the metaphor of ‘triadic eyes’ and highlights the mediating effects of the ‘local eyes’ of policy actors in an era of global educational governance.     

Psychopathology in the schools: Multicultural factors that impact assessment and intervention

All cultures promote specific norms of behavior that can influence the assessment and intervention process with members of racially/ethnically diverse groups who are diagnosed with various forms of psychopathology. The purpose of this article is to highlight literature on the prevalence of psychological disorders with respect to children and adolescents from different racial/ethnic groups and present variables that may impact assessment and intervention within these diverse populations (e.g., contextual factors, racial and ethnic identity, religious/spiritual beliefs, parenting factors, student attitudes). In addition, cultural issues related to the assessment process and culturally sensitive recommendations for intervention are addressed. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 429–438, 2006.     

Analysis of the K‐12 component of the Central Arizona–Phoenix Long‐Term Ecological Research (CAP LTER) project 1998 to 2002

The Central Arizona–Phoenix Long‐Term Ecological Research (CAP LTER) project includes training elementary and secondary teachers. This training component, Ecology Explorers (EE), prepares teachers in grades 4 through 12 to teach about ecological principles and processes. The EE pedagogy employs scientific inquiry and data collection protocols. This study attempted to capture the impact of the EE training on how teachers were integrating their training knowledge and what support systems influenced the pedagogy. The research‐evaluation design used cohort panels to address questions regarding immediate and long‐term impacts. Inquiry methods were based on survey questionnaires with ordinal and reflective questions. Some of the key findings were: (1) it takes less than a year to integrate the use of scientific protocols into teaching practices, (2) current scientific methodologies appear to support student use of the Internet for research purposes, and (3) both internal and external school support are necessary to ensure protocol integration and Internet use.     

Examining 50 years of ‘beautiful’ in Sports Illustrated Swimsuit Issue

The year 2014 marked the 50th Anniversary of Sports Illustrated Swimsuit Issue (SISI). I argue that SISI is problematic for the continued struggle of women in sport given the nature and the extent of sexual objectification. The SISI has evolved over the years from a bathing suit fashion spread to a contemporary multimedia colossal. For example, to help celebrate the 50th anniversary, SISI teamed up with Mattel and featured Sports Illustrated Swimsuit Barbie in the February 2014 issue, and a special collector’s item Barbie doll was produced and sold exclusively at Target. Sport is a celebration of human variety, yet Sports Illustrated rarely includes female athletes on their covers, and instead pushes a product that celebrates heterosexuality and sexual objectification of females.