Relations among school connectedness,hope, life satisfaction,and bully victimization

This study investigates the role of school connectedness in mediating the relation between students' sense of hope and life satisfaction for three groups: Bullied Victims, Peer Victims, and Nonvictims. Students in grades 5 to 12 (N = 866) completed the California Bully/Victim Scale, School Connectedness Scale, Children's Hope Scale, and Students' Life Satisfaction Scale. Multigroup latent mean analysis revealed significant group mean differences in hope, school connectedness, and life satisfaction, supporting our bullying classification. Multigroup structural model analysis showed differential patterns between hope, school connectedness, and life satisfaction. Specifically, school connectedness partially mediated the relation between hope and life satisfaction for the Nonvictims only. The effect of hope on school connectedness was stronger for the Bullied Victims than the Nonvictims, and the effect of hope on life satisfaction was stronger for the Peer Victims and Bullied Victims than the Nonvictims group. Implications for research and practice are discussed. © 2008 Wiley Periodicals, Inc.     

Gender ratios in high school science departments: The effect of percent female faculty on multiple dimensions of students' science identities

To examine how school characteristics are tied to science and engineering views and aspirations of students who are underrepresented in science and engineering fields, this mixed‐methods study explores relationships between aspects of students' science identities, and the representation of women among high school science teachers. Quantitative analyses tested the hypothesis that percent female faculty would have a positive effect on girls' science interests, and perceptions in particular, given the potentially greater availability of women role models. Findings indicate that percent female science faculty does not have an effect on a range of science measures for both male and female students, including the ways in which they understand scientific practice, their science self‐concept, and their interest in science‐related college majors. As qualitative data demonstrate, this could reflect practical constraints at schools where female faculty are concentrated and narrow perceptions of science teachers and “real” science. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 980–1009, 2007     

In-service teachers’ attitudes,concerns, efficacy and intentions to teach in inclusive classrooms: an international comparison of Australian and Italian teachers

The paper examined whether in-service teachers from Australia to Italy differ in terms of their attitudes, concerns, efficacy beliefs and intentions to include learners with disabilities in their classrooms. An attempt was also made to determine predictors of the participants’ intentions to include learners with disabilities in their classrooms. Participants for the study consisted of 153 Australian and 156 Italian in-service teachers. Results revealed that Italian teachers had significantly more positive attitudes, lower degree of concerns and higher level of intentions to implement inclusion in their classrooms. In both countries, attitudes and efficacy emerged as significant predictors of participants’ intentions to include learners with disabilities in regular classrooms. Reasons that could explain differences in the teachers’ beliefs from the two countries are explained using historical-cultural and legal frameworks prevalent in Australia and Italy. Implications of the findings for policy-makers, university teachers and researchers are presented that may have relevance in guiding the implementation of inclusive education in Australia, Italy and beyond.     

Fighting an epidemic: The role of schools in reducing childhood obesity

Obesity among children and adolescents is a major public health concern affecting the physical and emotional health of youth while increasing their risk of reduced quality and duration of life. Schools and communities have begun to galvanize to address this epidemic and need quality empirical information to guide their policy, programming, and intervention efforts. This article reviews the definition of childhood obesity and the physical, psychosocial, and academic consequences of obesity among youth. The roles of schools and school psychologists in intervening against this overwhelming trend are discussed as well as current empirically based programs. Schools are recommended to take a comprehensive, multifaceted approach to school policies and programs to increase nutrition and physical activity. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 361–376, 2006.     

‘I love a curry’: student-teacher discourse around ‘race’ and ethnicity at a UK university

This paper presents aspects of a small scale study that considered student teachers’ language and discourse around race and ethnicity at a university in the northwest of England. The first part of the paper critiques current education-related policy, context and practice to situate the research and then draws upon aspects of critical race theory and whiteness theory as frames of reference. In the research, 250 student-teachers completed questionnaires that invited responses to statements about race and ethnicity and this was followed by two semi-structured group interviews. A discourse analysis approach was taken to analyse the language used in the questionnaire responses and, in particular, the group interviews. Recurrent discursive configurations were characterised by language that signified othering, correct knowledge, personalisation and discomfort. Hesitations and silences during group discussions perhaps intimated thinking time and also maybe a reluctance to talk about aspects of race and ethnicity, and what was not said remains significant. It is suggested that a reconstruction of a teacher/educator subjectivity that fosters self-reflection on values and racial positioning, is needed in teacher education, alongside critical examination of the silences and discomfort surrounding race and ethnicity.     

Logistical Factors in Teachers' Motivation

Research in education and psychology contributes to an understanding of how educators create contexts for learning that encourage intrinsic motivation and increase academic achievement. In this article, the researcher investigated how teachers themselves define effectiveness and identified what factors influence their motivation, both positively and negatively. The purpose of this study was to explore what factors teachers self-identified as both supporting and hindering their professional motivation. An understanding of what motivates teachers to maintain effectiveness and what contributes to a loss of motivation allows administrators and districts to make professional development, personnel, and curricular decisions that nourish teacher motivation. Data analysis revealed that teacher motivation is influenced by curricular, relational, and logistical factors. Logistical elements that influence teachers' attitudes and effectiveness are discussed here. Findings reveal that the master schedule, organization of time, and the condition of the physical environment play a major role in whether and how teachers are motivated.     

The Application of Dynamic Assessment in People Communicating at a Prelinguistic Level: A descriptive review of the literature

Many people with severe disabilities face difficulties communicating with their communication partners and rely primarily on prelinguistic communication. It is accepted that dynamic assessment can play an important role in improving communication and in measuring a person’s ability to learn new communicative skills. Less is known, however, about the application of dynamic assessment in the case of those who communicate at a prelinguistic level. The present article reviewed dynamic assessment procedures that addressed communication abilities in people communicating at a prelinguistic level and young children who communicate using speech, with the aim of identifying key elements of dynamic assessment for persons communicating at a prelinguistic level. The results indicated the need for the identification of contextual variables that support communicative competence, teaching communication partners new skills, and a procedure that is highly individualised. Further research on the validity and reliability of these dynamic assessments is strongly recommended.     

Contradictory Views of the Nature of Science Held by a Brazilian Secondary School Physics Teacher: Educational Value of Interviews

This paper discusses the bases of a secondary physics teacher’s contradictory conceptions of the nature of science. The data were obtained from a series of four interviews and three months of classroom observation. One of the interviews, a group interview (having as interviewees the subject of this study and four other experienced physics’ teachers), has been shown to be a very powerful way of challenging the teacher’s views, of making him reflect about his ideas, and at the same time of reducing the risk of the interviewer suggesting particular ideas. An analogy to Piaget’s (1929) early methodology supplied a framework with which to categorise the interviewee’s replies. This categorisation has provided information about the bases that underpin the teacher’s different and conflicting views on the nature of science. Résumé Cet article analyse les fondements des conceptions contradictoires d’un professeur de physique de Iycée sur la nature de la science. Les donn?es ont été tirées d’une série de quatre entretiens et de trois mois d’observation en classe. L’un des modes d’entretiens, celui en groupe, au cours duquel les questions ont été posées au professeur sujet de cette étude ainsi qu’à quatre autres professeurs de physique expérimentés, s’est révélé être un moyen très puissant de remettre en question les opinions du professeur, de le faire réfléchir sur ses idées et, en même temps, de réduire le risque lié au fait que celui qui mène l’entretien peut induire des biais. Une analogie avec une des premières méthodologies de Piaget (1929) a permis d’établir une grille qui a servi à classer les réponses des professeurs. Cette classification a fourni des informations qui sont à la base des différences et des contradictions de vue des enseignants sur la nature de la science.     

Third World Communication

COMMUNICATING IN POPULAR NICARAGUA edited by Armand Mattelart (International General, PO Box 350, New York 10013—$ 8.95, paper)

PHILIPPINE CARTOONS: POLITICAL CARICATURE OF THE AMERICAN ERA, 1900–1941 by Alfred McCoy and Alfredo Roces (Quezon City: Vera-Reyes, 1985, 370 pp.)

A HISTORY OF THE KOMIKS OF THE PHILIPPINES AND OTHER COUNTRIES (Quezon City: Islas Filipinas Publishing Co., 1985, 305 pp)

RURAL EDUCATIONAL BROADCASTING: A PHILIPPINE EXPERIENCE by Felix Librero (Laguna: University of Philippines—Los Banos, 1985 155 pp.)

THE MANIPULATED PRESS: A HISTORY OF PHILIPPINE JOURNALISM SINCE 1945 by Rosalinda Pineda-Ofreneo (Manila: Cacho Hermanos, 1984, 256 pp.)

PHILIPPINE MASS MEDIA: A BOOK OF READINGS edited by Clodualdo del Mundo, Jr. (Manila: Communication Foundation of the Philippines, 1986, 280 pp.)

THE PHILIPPINE PRESS: UNDER SIEGE by the National Press Club (Manila, Press Club, 1984, 1985, two vols)

MANUAL ON MEDIA EDUCATION by Vicente S. Froilan (Manila: Communication Foundation for Asia, 1985, 88 pp.)

MEDIA AND THE CHINESE PUBLIC: A SURVEY OF THE BEIJING MEDIA AUDIENCE, special issue of Chinese Sociology and Anthropology (Spring-Summer 1986, 200 pp.)

VIDEO PIRACY AND THE LAW by B.V. Gopal (New Delhi: Deep & Deep Publications, 1986, 160 pp.)

ASIAN PR by Vincent Lowe (Singapore: Times Books International, 1986, 208 pp.)

PUBLIC RELATIONS: THE MALAYSIAN EXPERIENCE (Kuala Lumpur: Institute of Public Relations Malaysia, 1986, 260 pp)

SELLING DREAMS: HOW ADVERTISING MISLEADS US by the Consumers' Association of Penang (Pengan, CAP, 1986, 149 pp.)

ABUSE OF WOMEN IN THE MEDIA by the Consumer's Association of Penang (Penang: CAP, 1982, 85 pp)