Internalized Racism,Perceived Racism,and Ethnic Identity: Exploring Their Relationship in Latina/o Undergraduates

For Latina/o undergraduates, ethnic identity is an important construct linked to self‐esteem and educational attainment. Internalized and perceived racism have been hypothesized to hinder ethnic identity development in Latina/o undergraduates. To assess if internalized and perceived racism were inversely related to ethnic identity, the author conducted a hierarchical linear regression with 373 Latina/o undergraduates. There was a significant relationship between internalized racism and ethnic identity. Findings indicate a need to challenge internalized racism in Latina/o undergraduates.     

Assessing Science Teaching Explanations in Initial Teacher Education: How Is This Teaching Practice Transferred Across Different Chemistry Topics?

Research in Science Education - One of the core practices of science teachers is the construction of science teaching explanations. These explanations serve to clarify concepts, procedures, facts,...     

Learning from text and video blogs: comprehension effects on secondary school students

Education and Information Technologies - Informational video blogs are a popular method of communication among students that may be fruitful educational tools, but their potential benefits and...     

Selected List of Periodicals on the Rocky Mountain States and Their Culture

An annotated list is presented describing fourteen periodicals that cover significant aspects of the Rocky Mountain states and their culture in whole or in part. The titles included are a selective and representative sampling. The entry for each periodical includes the following information: periodical title, publisher/editor and address, basic information, publication data, content, Internet information, and an abstract/annotation.     

Scale and the evolutionarily based approximate number system: an exploratory study

ABSTRACT

Crosscutting concepts such as scale, proportion, and quantity are recognised by U.S. science standards as a potential vehicle for students to integrate their scientific and mathematical knowledge; yet, U.S. students and adults trail their international peers in scale and measurement estimation. Culturally based knowledge of scale such as measurement units may be built on evolutionarily-based systems of number such as the approximate number system (ANS), which processes approximate representations of numerical magnitude. ANS is related to mathematical achievement in pre-school and early elementary students, but there is little research on ANS among older students or in science-related areas such as scale. Here, we investigate the relationship between ANS precision in public school U.S. seventh graders and their accuracy estimating the length of standard units of measurement in SI and U.S. customary units. We also explored the relationship between ANS and science and mathematics achievement. Accuracy estimating the metre was positively and significantly related to ANS precision. Mathematics achievement, science achievement, and accuracy estimating other units were not significantly related to ANS. We thus suggest that ANS precision may be related to mathematics understanding beyond arithmetic, beyond the early school years, and to the crosscutting concepts of scale, proportion, and quantity.     

Déficits socioculturales en niños de educación especial. Elaboración experimental de un programa de rehabilitación

Resumen

La experiencia realizada en las aulas de Educación Especial en la ciudad de Jaén pone de relieve los problemas educativos que plantean las mismas. Presentamos un tratamiento rehabilitador aplicado a un grupo de niños de educación especial y se contrastan los resultados con otros dos grupos que no reciben directamente el programa. Los resultados obtenidos revelan la efectividad del tratamiento y la inadecuación del actual sistema de aulas de Educación Especial en el contexto escolar. Se discuten y analizan los factores implicados y se ofrece evidencia experimental de los mismos. A partir de los resultados se extrae una serie de consecuencias de interés, sobre todo de cara a la aplicación educativa.     

Reliability and validity evidence of scores on the Achievement Goal Tendencies Questionnaire in a sample of Spanish students of compulsory secondary education

This study examined the reliability and validity evidence drawn from the scores of the Spanish version of the Achievement Goal Tendencies Questionnaire (AGTQ) using a sample of 2,022 (51.1% boys) Spanish students from grades 7 to 10. Confirmatory factor analysis replicated the correlated three‐factor structure of the AGTQ in this sample: Learning Goals (LG), Social Reinforcement Goals (SRG), and Performance Goals (PG). The AGTQ yields relatively reliable scores for Spanish students. Logistic regression analyses were used to provide additional validity evidence of AGTQ scores on academic success (general, Spanish, and mathematics). Results indicated that general academic success was 15% and 5% more likely every time that scores on LG and PG scales increased 1 point, respectively, although general academic success was 9% less likely every time that scores on SRG scale increased 1 point. These results were similar for Spanish and mathematics. However, the score on the LG scale did not forecast success in both subjects. © 2009 Wiley Periodicals, Inc.     

Prepracticum Service‐Learning in Counselor Education: A Qualitative Case Study

Prepracticum service‐learning (PPSL) was investigated through a qualitative case study of a counselor education program. Participants were PPSL instructors, coordinators, and alumni of the selected program. As it relates to the counselor education program under study, this article illustrates perceived effects of PPSL on student counselors' overall development and comparisons of PPSL and practicum training. Implications for counselor education are addressed.     

Interaction of Imposter Phenomenon and Research Self-Efficacy on Scholarly Productivity

Research self-efficacy, imposter phenomenon, and scholarly productivity were explored among a sample of 247 counselor educators. In most cases, feeling like an imposter hindered scholarly productivity; however, the interaction of a moderate to frequent amount of imposter feelings with high research self-efficacy increased scholarly productivity.     

Self-reported childhood and adolescent sexual abuse among adult homosexual bisexual men.

From May 1989 through April 1990, 1,001 adult homosexual and bisexual men attending sexually transmitted disease clinics were interviewed regarding potentially abusive sexual contacts during childhood and adolescence. Thirty-seven percent of participants reported they had been encouraged or forced to have sexual contact before age 19 with an older or more powerful partner; 94% occurred with men. Median age of the participant at first contact was 10; median age difference between partners was 11 years. Fifty-one percent involved use of force; 33% involved anal sex. Black and Hispanic men were more likely than white men to report such sexual contact. Using developmentally-based criteria to define sexual abuse, 93% of participants reporting sexual contact with an older or more powerful partner were classified as sexually abused. Our data suggest the risk of sexual abuse may be high among some male youth and increased attention should be devoted to prevention as well as early identification and treatment.