Coming to Voice: Preparing Bilingual-Bicultural Teachers for Social Justice

This study examined the development of bicultural voice in Latina/o preservice teachers. Researchers used survey, interview, and observational data to probe students' knowledge, beliefs, and orientations related to teaching culturally and linguistically diverse students. The researchers found that the bilingual cohort courses afforded students with opportunities to juxtapose personal narratives with broader social contexts, thereby allowing students to examine and critique the ideology and curricula of schools. The authors assert that cultivating social justice orientations in bilingual-bicultural preservice teachers is crucial to the empowerment of bilingual-bicultural teachers and their students.     

The rhetoric of emerging nationalism: A case study in Irish rhetorical failure

In the 1922 Irish general election campaign, the cause of self‐determination split itself into two opposing groups. While the factions argued, from apparently common ground, they were in reality much different and argued from separate universes of discourse. This polarization and the lack of traditionally democratic methods in the political arena made it difficult to bring about change rhetorically.     

Comparison of Postperformance State Anxiety of Internals and Externals Following Failure or Success on a Simple Motor Task

Abstract

The purpose of this study was twofold: (a) to determine the effect of locus of control (internal-external), success-failure, and trait anxiety (A-trait) on the perception of threat to self following competitive motor performance, as measured by postperformance state anxiety (A-state); and (b) to examine effects of success-failure relative to locus of control, as measured by self-protective answers on a postperformance attribution questionnaire. In addition, postperformance A-state relative to number of internal attributions was investigated. Two groups of subjects (N = 32) satisfying the criteria for internal-external control were subdivided by sex and randomly assigned to success-failure conditions. A-trait and preperformance A-state were assessed by the Spielberger State-Trait Anxiety Inventory (STAI) prior to the experimental treatment, and A-state measurement was repeated following the experimental treatment. Multivariate analysis of covariance revealed significant interaction effects of success-failure and locus of control relative to postperformance A-state. Univariate ANOVA revealed that externals were significantly higher on A-trait than internals. Regression analyses showed significant relationships for A-trait and pre- and postperformance A-state, as well as for relationship of postperformance A-state to number of internal attributions.     

马特焕新:30天大不同

正"花了很多时间在网络上认识人,却对周围的人一无所知。想用30天来认识那些每天见面却陌生的人。"2012年12月1日,一位微博用户名为"韩潋candy"的女生发了这样一条微博。在接下来的日子里,她每天都会发一张"熟悉的陌生人"的照片,其中有门口卖糖葫芦的阿姨、书报亭的大叔、天天去的奶茶店里的小妹、楼下面馆的老板娘……     

Meaning-making from wordless (or nearly wordless) picturebooks: what educational research expects and what readers have to say

Wordless (or nearly wordless) picturebooks are intriguing in terms of how readers make meaning from them. This article offers a conceptualization of existing studies in the field of education that use wordless picturebooks with young readers. While some of these studies contribute to understanding meaning-making, the pragmatic use of wordless picturebooks often does not take account of their particular nature and of the heightened role of the reader, leading to a mismatch between what the picturebook expects from the implied reader and the researchers’ expectations of what ‘real’ readers must do with these books. By highlighting observations from children’s literature scholarship and reader-response studies, this article aims to encourage a more interdisciplinary understanding of meaning-making. It also seeks to persuade educational researchers and mediators to consider investigative approaches that are not based on verbalization but are more in tune with the invitations that wordless picturebooks extend to young readers.     

Filipino Arts Among Elders in Institutionalized Care Settings

The use of traditional art in recreational therapies is unexplored. This paper, thus, attempts to surface the unique power of traditional Filipino arts (TFA) as synergizing lens in capturing the individual and the collective experiences of a select group of Filipino elderly in an institutionalized care setting relative to their feelings of depression and self-esteem. Three Filipino elderly housed in an institutionalized care setting were chosen for this phenomenological study, a robotfoto and a series of semistructured interviews constitute the main data gathering tool. Field texts were subjected to phenomenological reduction via the repertory grid analysis. Emerged themes were subjected to a series of member checking procedures to ensure the trustworthiness of the reported data. Depression and self-esteem were interpreted via two emerged themes. The themes were Me, Myself, and Melancholy and Will Not Let My Worth Wither. Through recreational therapies in the form of traditional Filipino arts, participants found novel psychological crutches that overcame the challenges of depression and give them hope toward more positive views of themselves and life.