The development and implementation of the Art of Happiness intervention for community-dwelling older adults

Research has shown that positive psychology interventions can enhance subjective well-being and reduce depression, however, efficacy on older adult populations has not been widely examined. Specifically, subjective well-being, life satisfaction, optimism, and positive emotions have been shown to improve health and longevity. The present study soughts to develop and evaluate an intervention with the goals of enhancing positive mental health among older adults. The Art of Happiness is a theory-based, eight-week intervention that was conducted at three senior centers in the state of Delaware. Each 90-min class examined a different topic including: (1) defining happiness, (2) stress management, (3) reflecting on happiness, (4) compassion and human connection, (5) forgiveness, (6) transforming suffering, (7) mindfulness, and (8) humor. Pre and post questionnaires assessed participant subjective happiness, stress, gratitude, life satisfaction, depression, mindfulness, arousal states, and general demographic and health information. This paper outlines the formative and process evaluation methodology related to the Art of Happiness project.     

A Brief History of Timing: the impact of the National Literacy Strategy on the marketing and publishing of resources to support literacy teaching

Since the announcement of the National Literacy Project in April 1996, publishers of children’s books and teaching materials have been keen to provide appropriate materials for use in the literacy hour. With the new government in 1997 came generous funding for books and publishers were quick to respond in terms of marketing and new publications. Lack of time and training to assimilate the new approaches caused many teachers to rely on materials to show them how to teach. While this reliance on materials underlines the ongoing need for teachers to be updated about resources, time to become more knowledgeable and confident about practice remains paramount.     

Representations of swine flu: perspectives from a Malaysian pig farm

Novel influenza viruses are seen, internationally, as posing considerable health challenges, but public responses to such viruses are often rooted in cultural representations of disease and risk. However, little research has been conducted in locations associated with the origin of a pandemic. We examined representations and risk perceptions associated with swine flu amongst 120 Malaysian pig farmers. Thirty-seven per cent of respondents felt at particular risk of infection, two-thirds were somewhat or very concerned about being infected. Those respondents who were the most anxious believed particular societal "out-groups" (homosexuals, the homeless and prostitutes) to be at higher infection risk. Although few (4%) reported direct discrimination, 46% claimed friends had avoided them since the swine flu outbreak. Findings are discussed in the context of evolutionary, social representations and terror management theories of response to pandemic threat.     

The Case of One Child: Making the shift from personal knowledge to professionally informed practice

The present paper examines shifts in preservice students' understandings about teaching and learning as a consequence of developing a case study of an elementary-aged child. Data for this paper were gathered from 18 preservice students and included (a) admission statements, (b) responses to open-ended questions, with accompanying illustrations, regarding students' learning trajectory in relation to the child they studied, and (c) responses to a survey that asked students to contrast what they felt they understood at the end of the term as compared with what they thought they knew at the start of the term. In addition, six of the 18 students volunteered to participate in a more in-depth follow-up that involved a short interview. The present paper represents a preliminary exploration and begins with a discussion of the assumptions and theoretical framework guiding the analysis. Data are then presented and examined, after which the paper concludes with some recommendations for teacher educators.     

Gender differences in reading motivation: does sex or gender identity provide a better account?

This study examined sex differences in reading skill and reading motivation, investigating whether these differences could be better accounted for by sex, or by gender identity. One hundred and eighty‐two primary school children (98 males) aged 8–11 completed a reading comprehension assessment, reading motivation questionnaire and a gender role questionnaire. While there were no sex differences in reading skill or extrinsic reading motivation, girls had significantly higher intrinsic reading motivation. However, responses to intrinsic motivation were better explained by gender identity than sex. In addition, a feminine identity was more closely associated with many different aspects of reading motivation than a masculine identity. Implications for our understanding of sex differences in reading are discussed.     

Context as mediator: teaching residents’ opportunity and learning in high-need urban schools

This article presents findings from an exploratory empirical study of teaching residents’ opportunities and learning within the overlapping contexts of English as a Second Language (ESL)/special education classrooms and high-need urban schools. Utilizing documentation from the first year of a teacher residency program, our findings illustrate the central role that mentor teachers play in determining the kinds of opportunities afforded to teaching residents and the ways in which factors unique to these clinical contexts shape learning. Implications center on the preparation of mentor teachers and the work of teacher education programs in the US.