Role Models and the Psychological Characteristics That Buffer Low‐Socioeconomic‐Status Youth From Cardiovascular Risk

Little is understood about why some youth from low‐socioeconomic‐status (SES) environments exhibit good health despite adversity. This study tested whether role models and “shift‐and‐persist” approaches (reframing stressors more benignly while persisting with future optimism) protect low‐SES youth from cardiovascular risk. A total of 163 youth, ages 13–16, completed role model interviews and shift‐and‐persist measures while cholesterol and inflammatory markers, interleukin‐6 (IL‐6), and C‐reactive protein were assessed. Low‐SES youth with supportive role models had lower IL‐6. Low‐SES youth high in shift‐and‐persist also had lower IL‐6. Shift‐and‐persist partially mediated the interaction of SES and role models on IL‐6. Benefits were not found among high‐SES youth. Identifying psychological buffers in low‐SES youth has implications for health disparities.     

Research Students in Education and Psychology: diversity and empowerment

ABSTRACT

Although some attention has been given in the literature to the notion of variable supervisor style, students are often discussed as if they are interchangeable and homogeneous. Results from this study of education and psychology departments in British universities suggest that there are several different ways to present oneself as a student, some more in continuity than others with the requisites for academic success. Five such ‘student styles’ are described and illustrated, and themes of diversity and empowerment are explored. Student styles can be seen as individual coping strategies, and the emphasis on individualism becomes part of the reproduction of the academic profession.     

Evaluating the Impact of a National Curriculum on Content‐Free Cognitive Outcomes

Summaries

English

This paper elucidates some of the conceptual, measurement and methodological problems associated with evaluating science curricula in terms of their impact upon students’ content‐free cognitive outcomes. In particular, a report is given of an investigation of the effects of incorporating ASEP (Australian Science Education Project) materials into the science programmes of a large sample of seventh‐grade students in Tasmania. In this investigation, the content‐free outcomes were assessed at the beginning and end of a school year by means of three measures of understanding of the nature of science and four measures of enquiry skills.

It was found that a significant relationship emerged between the curriculum variables and one learning outcome, between sex and six learning outcomes, between socio‐economic status and one learning outcome, and between school type and all seven learning outcomes. All together, the curriculum shows a continuous influence on the general cognitive‐learning results in the scientific field, as far as they are not related to specific subject matter.     

Managing teaching and learning in South African schools

This paper examines the significance of leadership and management in enhancing classroom practice and improving learner outcomes in two provinces of South Africa. It is increasingly recognised, internationally and in South Africa, that managing teaching and learning is one of the most important activities for principals and other school leaders. Managing teaching and learning is one of the core modules in South Africa's new national qualification for school principals. Drawing on case studies of eight schools, mostly in disadvantaged contexts, the paper shows that managing teaching and learning are often inadequate, and largely fails to compensate for the social and educational problems facing learners and their communities.     

Public investment and the goal of providing universal access to primary education by 2015 in Kenya

The authors use population census data to project school enrolment for Kenya. They also employ current education sector budget and national revenue base statistics to model the sector budget and to forecast the revenue base growth required to sustain universal primary education (UPE). The 2003 fiscal year unit cost of education is used as the base value for computing the budget needed to fund UPE through 2015, the year by which the international community aims to achieve UPE. The authors apply econometric analysis in exploring the policy implications for the education sector budget and capacity for revenue generation that would support the budgetary growth needed.