Fight, flight and playing white: An examination of coping strategies adopted by Gypsy Traveller Adolescents in English secondary schools

This paper draws on findings from a longitudinal study of Gypsy Traveller¹ students attending English secondary schools. Analysis of over 400 interviews with 44 Gypsy Traveller students, their parents and teachers over a 5-year period identified several pull and push factors that impact on secondary school engagement and retention. Of these, cultural dissonance (a result of conflicting expectations between home and school) and social exclusion feature strongly. Students who relied on maladaptive coping strategies to deal with psychosocial stress associated with cultural dissonance and social exclusion tended to drop out of school early. These maladaptive strategies are referred to here as fight (physical and verbal retaliation and non-compliance), flight (self-imposed exclusion) and playing white (passing identity by concealing or denying one's heritage). Those who were retained in school to the age of 16 displayed more adaptive strategies such as cognitive re-framing, developing social support networks and adopting a bicultural identity.     

Evolution in educational change: A literature review of the historical core of the <Emphasis Type="Italic">Journal of Educational Change</Emphasis>

This literature review explored educational change trends as reflected in the first 15 years of the Journal of Educational Change (JEC), from 2000 to 2014. The examination of 52 articles accounting for 61% of the Journal’s historical citations indicated that the JEC has evolved through five periods, which relate to ‘waves of educational change’ beyond the Journal itself. At the center of this development there has been a process of de-centering of Anglo-American perspectives on educational reform, pushed both by an increasing pessimism among U.S. and U.K. scholars regarding their countries’ reforms and by systematic evidence that other educational systems are achieving better student learning outcomes. The aforementioned evolution also shows a shift from more conceptual works by the field’s historical leaders toward more empirical research conducted by emergent scholars. After discussing the predominant concept of educational change, the major silences in the reviewed literature, and what this evolution in the JEC says about the field of educational change at large, the paper ends reflecting on challenges as a new generation of scholars begins to enter the conversation.     

Self-Reported Changes in Food Safety Behaviors among Foodservice Employees: Impact of a Retail Food Safety Education Program

ABSTRACT:  A food safety education program developed for retail food establishments was evaluated to assess the extent to which participants were practicing selected behaviors linked to reducing the risk of foodborne disease both before and after the program. Scores from the state health department's Certified Food Manager (CFM) exam also were examined. Based on the 189 usable surveys returned, most respondents were female, middle age, and white with nearly 11 y of foodservice experience. Results revealed that after completing the program, participants reported practicing behaviors related to hand washing, maintaining safe food temperatures, preventing crosscontamination, and pest management more frequently ( P < 0.05) compared to before the program. Effect size analysis indicated these results were also practically significant. Most (82.5%; n = 156) participants passed the CFM exam. Compared to those who failed the CFM exam, those who passed reported significantly higher changes in the adoption of selected behaviors; however, these results were of limited practical significance according to effect size analysis. Results suggest the food safety program is effective in promoting the adoption of food safety behaviors that can help reduce the risk of foodborne illness.     

Evidence informed practice for autism,special educational needs and disability in schools: expanding the scope of the research learning community model of professional development

Research learning communities (RLCs) are an increasingly popular form of collaborative professional development that takes participants into deep engagement with research evidence and empowers them to become researchers themselves. This study describes the use of the RLC model to make research about autism and school system change accessible to teachers in primary schools. An interdisciplinary team of specialists guided teams made up of a school leader and a class teacher through structured engagement with recent, high quality research. Participants devised and trialled evidence-informed interventions that supported pupils with autism and facilitated the improvement of whole school policy and practice on special education and disability (SEND). The RLC allowed them space to share their experiences with other teachers in a process of mutual reflection and learning. Evaluation showed that participants gained confidence in leading change and made effective use of research to develop SEND school policy and practice.     

Counter-stories as representations of the racialized experiences of students of color in higher education and student affairs graduate preparation programs

In this paper, we employ Critical Race Theory theoretically and methodologically to examine the racialized experiences of students of color in higher education and student affairs (HESA) graduate preparation programs. We employ counter-storytelling as a method for constructing narratives that disrupt the master narrative found within HESA graduate preparation programs, which often boast an espoused commitment to diversity and social justice. Based on a study of 29 graduate students of color in 21 master’s programs across the United States, the counter-stories reflect the endemic nature of racism in graduate education including the classroom, academic program, and campus. Students expressed experiences of tokenization, disappointment, feelings of frustration, anger, and racial battle fatigue. Implications for improving racial climates in graduate education are also shared.     

安康旅游形象塑造和旅游营销策略研究

《安康旅游发展总体规划》将安康定位为“具有通道型、集散型和休闲观光型旅游目的地特征的休闲型健康养生旅游目的地和深度游憩目的地”。根据这一定位,从创新、整合休闲文化旅游资源的视角,探讨安康旅游形象塑造策略和多元化旅游产品结构,并通过整合旅游营销策略,提升安康旅游整体形象和产品的知名度、吸引力和竞争力。     

Self-Expression,Social Roles,and Faculty Members’ Attitudes towards Online Teaching

There is a widening gap between administrators’ and faculty members’ attitudes towards online education. This post-positivist grounded theory study explored features of the experiences that shaped sixteen faculty members’ attitudes towards online education. Two features are identified: (a) they strived to express subject matter of personal significance, and (b) they strived to take on various social roles. The degree to which these efforts were facilitated – or thwarted – shaped their attitudes towards online education. This analytical focus recognizes that online education changes not only how faculty members teach; it also introduces new activities that affect the meaning of teaching for faculty members.     

Dyslexia and oral reading errors

Thomson was the first of very few researchers to have studied oral reading errors as a means of addressing the question: Are dyslexic readers different to other readers? Using the Neale Analysis of Reading Ability and Goodman's taxonomy of oral reading errors, Thomson concluded that dyslexic readers are different, but he found that they do not resemble beginning readers. Thomson's study and his use of miscue analysis is re‐evaluated, both in relation to the educational and political climate of the time – which was hostile to the concept of dyslexia – and in the light of research and social developments since then. The study of oral reading still has value today, both for the teacher and the researcher, provided its limitations as a technique are fully appreciated.     

Computer‐based cognitive assessment and the development of reading

This paper reports on a longitudinal study using the computer‐based cognitive assessment system CoPS, and considers the applicability of this system in the early identification of cognitive strengths and limitations that affect the development of reading. CoPS comprises eight tests of basic cognitive abilities, including phonological awareness, auditory discrimination, and short‐term visual and auditory‐verbal memory. A total of 421 children participated in the study. Assessment with the CoPS tests was carried out at age 5 years, and follow‐up assessments using conventional tests of reading and general ability were carried out at 6 and 8 years of age. Correlations between the CoPS tests administered at age 5 and reading ability at age 8 were in the region of 0.6 for auditory‐verbal memory and phonological awareness, and in the region of 0.3 for the CoPS measure of auditory discrimination as well as most of the other memory measures. Stepwise linear regression analyses showed that the CoPS tests of auditory‐verbal memory and phonological awareness administered at age 5 together accounted for 50% of the variance in reading ability at age 8, compared with only 29% of the variance being attributable to intelligence. It was concluded that short‐term memory is an important predictor variable for reading, in addition to the more generally acknowledged variable of phonological processing. Discriminant function analysis showed that CoPS tests provide a highly satisfactory prediction of poor reading skills, with very low or zero rates for false positives and false negatives. By contrast, a word recognition test given at age 6 was not found to predict reading at age 8 to the same degree of accuracy, resulting in an unsatisfactory false positive rate of 21%. Measures of verbal and nonverbal ability at age 6 produced unacceptably high false positive rates between 50% and 70%. These findings are discussed in relation to the prediction of children at risk of reading failure. The potential of computer‐based cognitive profiling for facilitating differentiated teaching in early reading is also considered.