Evaluation of an Experimental Course in Race Relations

Universities and colleges have developed many new courses concerned with race relations. Objectives of these courses have been far-reaching and it has been particularly difficult to evaluate their effectiveness. Out-comes are often not clearly described. This study examined student experiences with minority groups before, during, and after taking an experimental course in race relations. We observed differences in the experiences with minority groups of open-minded, moderate, and closed-minded students who took the course, and differences in the experiences with minority groups of students who were more or less satisfied with the course. The sample was made up of 69 percent (N = 66) of the students who completed the course. Students said they had first heard of more of the well known minority individuals and had had more interpersonal relations with members of minority groups before taking the course. Most had visited or heard of more of the community agencies and councils while taking the course. At the conclusion of the course, a large number still had not read most of the books, magazines, and newspapers. Open-minded students had had more experiences with minority groups than had moderates before taking the course. The degree to which students were open or closed minded was also related to their number of non-experiences with both minority group people and minority literature at the conclusion of the course. Surprisingly, closed minded students were more satisfied with the course. More satisfied students read less about minority groups after the course was completed. Finally, the results indicated no significant differences in the experiences before, during, and after the course of students who were more and less satisfied with the course.     

Brotherly Love and the Piper's Pay

There are people who think and people who dream, but there are more people who do neither. The first group, those who think, do not doubt that wars will continue in the future as in the past; the dreamers, their heads swirling in roseate dreams of the universal brotherhood of all mankind, still envision the warless age. Hard headed realists know that civilization of the kind we have always had (when we have had any at all) is more likely to increase than to decrease the number of open seasons for human game. They join with the dreamers in deploring the kind of wars we now fight, but they recognize the inevitability of war and try to take proper measures for selfsurvival. Members of the third group, those who neither think nor dream, vegetate in peace time, reproduce all of the time, and the best of them get killed when war comes. During the periods of armed neutrality, which we call peace, they listen to the plans of the dreamers.     

Bullying in 25 secondary schools: incidence,impact and intervention

This paper outlines an investigation of the incidence and impact of physical, verbal and property-violation bullying in 25 secondary schools within a partnership operating with Keele University. The investigation also considers the impact of antisocial behaviour on pupils and the effectiveness of intervention to secure improved behaviour patterns. Evidence shows that in any year 75 per cent of pupils are bullied but that severe and repeated bullying is likely to be perpetrated and suffered by about seven per cent of pupils. Four behaviour patterns can be identified: bullies, bullies who are also victims, victims and non-participants, and the link between behaviour and factors in developing self-esteem is explored. Successful intervention requires a change of attitude on the part of both pupils and the community, a willingness to report events, and an understanding of respect for personal space.     

Combating Ageism: Change in Student Knowledge and Attitudes Regarding Aging

This study examined the ability of a lifespan course to create positive change in both knowledge of, and attitudes toward, aging of undergraduate students. Additionally, we questioned whether students define the point at which one is considered to be old in similar ways. Findings indicated positive change in both knowledge and attitudes, but perceptions of old age were best predicted by attitudes alone. Knowledge and attitudes were not associated at Time 1 or Time 2, implying ageism may continue to exist within student populations. Suggestions for educators to combat ageism are provided.     

Becoming Qualitative Researchers: A Collaborative Approach to Faculty Development

Five junior scholars, representing two departments and four program areas in the College of Education at the University of North Texas, committed themselves to a long-term, systematic, research-based learning program in order to further their knowledge and skills as qualitative researchers. In this essay, this community of learners describes their collaborative efforts to develop more effective skills in one method of qualitative research, in-depth, oral history interviewing. Through their cross-discipline, research-based, faculty development model, the authors offer helpful direction to other higher education faculty who seek to improve their ability to conduct and also to guide students in qualitative investigations.     

How bilingual is bilingual? Mother-tongue proficiency and learning through a second language

In a bilingual context, the mother tongue plays a key role in a child's social and personal development, in education and in second-language learning. There is a complex relationship between these three areas. Support for children receiving education through a second language is often in the form of additional learning opportunities in the second language. However, first-language competence has been shown to affect learning in the second language. This paper looks at pre-school migrant children in a bilingual context and investigates the nature of the children's bilingualism. Findings show that they do not have the same level of mother-tongue competence as children brought up in their country of origin. The paper goes on to consider the reasons for these differences in mother-tongue competence and possible responses. The paper concludes that for these children, nursery education in the mother tongue could raise levels of competence in the second language and increase wider educational opportunities, as well as contributing to mutual respect, social cohesion and harmony. There is a complex relationship between mother-tongue development, children's self-esteem, educational opportunities and second-language learning. This paper considers how this complex relationship affects groups of children in four European contexts: Turkey, Norway, Germany and Austria.     

Effects of Parent Implemented Visual Schedule Routines for African American Children with ASD in Low-Income Home Settings

Low-income, minority families are underrepresented in the literature on parent training for school-aged children with autism spectrum disorder (ASD). Although the use of visual supports, such as visual schedules, is considered to be an evidence-based practice for children with ASD in school, it is not known whether this strategy is effective for minority, low-income families when implemented by the parent in the home setting. This study used a multiple-baseline across routines design replicated across two African American child-mother dyads to examine the effects of a parent-implemented visual schedule procedure on child independent schedule use and between-activity transitions. Parent participants were trained to implement a visual schedule intervention during home routines. Although a functional relation was demonstrated across routines for one mother-child dyad, results varied across participants, highlighting the importance of treatment fidelity. Implications for future research, including the challenges involved in parent-implemented interventions in low-income settings for minority children with ASD, are addressed.     

School Leadership in West Africa: Findings from a Systematic Literature Review

The literature shows that leadership is the second most important factor influencing school and learner outcomes, including levels of literacy and numeracy, school leaving examination results, and progression to secondary and higher education. This article focuses on school leadership in West Africa, drawing on a systematic review of the academic and ‘grey’ literature, commissioned by UNESCO. The aim of the desk research was to ascertain the state of school leadership at all levels. The study shows that no West African countries provide specific preparation for school principals. It also shows that the predominant leadership style is managerial, with accountability to the hierarchy, within and beyond the school. The article concludes that specific development programmes should be provided for current and aspiring principals.