Effects of Gifted Labels and Competency Factors on Regular Class Students’ Estimates of the Academic and Social Competence of a Male Student

ADOLESCENT MALE and female students from two high schools were asked to rate the academic and social characteristics of a male peer from an adjacent school district. The peer had previously been videotaped in two target roles, once playing the part of a highly competent student and once playing the role of an average ability student. In addition, half the students were told the target was gifted, the other half were told he was average. Students were asked to judge the academic potential, social attributes and personal attractiveness of the target. The dominant effect was observed under the highly competent role condition. The students judged the target who performed the competent role as likely to be more successful in academic subjects, more socially acceptable and a better leader than the less competent peer. Students rated the target labelled gifted as having higher skills in academic subjects than the target labelled average, but the labels did not affect perceptions of social attributes or personal attractiveness. Male and female students differed in their judgments of the personal attributes of the target figure, males viewing him as a more potentially acceptable member of their peer group.     

中美大学生学习观念比较与启示

本文通过中美教师的合作，对两国大学生学习观念进行考察和对比，从中找出我们的差距。     

Spontaneous expressive control in blind and sighted children

The effect of blindness on the spontaneous expressive control of negative emotion was examined in a study comparing 12 congenitally blind children with 12 sighted children who were matched by age, sex, and school. Blind children engaged in as much positive facial display as sighted children when receiving a disappointing prize, although they were less likely to refer spontaneously to their expressive control in explaining whether the examiner knew of their disappointment. Blind children were more likely to engage in neutral remarks when receiving the disappointing prize, and older blind children referred to verbal control of emotion communication. The data suggest that blindness does not preclude the spontaneous expressive control of negative emotion.     

First-Year Faculty of Color: Narratives about Entering the Academy

The experiences of first-year, tenure-track faculty have been missing in the literature about new or junior faculty. Furthermore, the extant literature about new faculty does not offer a critical outlook on how oppressive institutional structures shape how first-year faculty of color approach faculty work. Drawing from analytical narratives, the authors reframe how doctoral student socialization and new-faculty support systems are discussed, especially pertaining to first-year faculty of color. In doing so, and utilizing narrative inquiry as a methodological framework, the authors draw out the distinct voices of new faculty of color. The implications offered are important for scholars who study faculty experiences and for faculty advisors to doctoral students interested in the professoriate.     

Games of Despair and Rhetorics of Resistance: postmodernism,education and reaction

In the first part of the paper, we begin by attempting to establish the parameters of the eclectic concept of postmodernism. We then evaluate what have been described as two different strands of postmodernism; postmodernism of reaction’ and postmodernism of resistance’ and conclude that, while there are clear differences in intention and in emphasis, the ‘two postmodernisms’ have too much in common to be thought of as separate discourses. Next, we try to identify some key problems with postmodernism per se. Our central argument is that, contra the postmodern rejection of the metanarrative, a Marxist analysis still has most purchase in explaining economic, political, social and cultural changes and current developments in capitalist societies. We argue that postmodernist analyses in general, in their marginalisation and/or neglect of the determining effects of the relations of production, are essentially reactionary. While noting a range of problems with postmodernism, we focus on its methodology and on its politics. In particular, we suggest that postmodernism, whether unwittingly or not, by denying the notion of ‘emancipation in a general sense’, serves to disempower the oppressed. In the second part of the paper, we look at postmodernism and education. We argue that recent major processes of restructuring, underpinned by market‐led strategies, are in line with the latest requirements of capitalism. This is either denied, ignored or underplayed, or else the changes are designated merely as ‘postmodern’, in the discourse of postmodernism. In rejecting the determining effects of capital, or in denying or underemphasising the dualism of social class inherent in capitalism, postmodernism, we argue, serves to uphold the Radical Right in its two nation hegemonic project.     

Work-oriented programmes at the secondary level in Australia

Has had extensive experience in the area of school-to-work curriculum development, promotion and management. Has helped to pioneer work-experience programmes in Victorian schools and, through his various publications and public speaking, has promoted other programmes. Recent publications include: Technology and Social Change, Revealing Work: Some Program Possibilitiesand Reorienting Work Experience: Theoretical Perspectives and Practical Possibilities.