Cultural and linguistic diversity in early childhood teacher preparation: The impact of contextual characteristics on coursework and practica

The population of children in early childhood settings is becoming increasingly culturally and linguistically diverse, and these changes in demographics have warranted teachers becoming more culturally responsive and better prepared to work with diverse young children and families. Teacher preparation programs across the nation have responded differently to this critical issue, in part because of the different contexts in which they exist. Analyses were conducted using data from the National Prekindergarten Center’s (NPC) National Study of Early Childhood Teacher Preparation Programs and the National Center for Educational Statistics (NCES) Integrated Post-Secondary Education Dataset (IPEDS). Geographical, program, and institutional characteristics were analyzed from a sample of 416 Bachelor’s degree programs to determine how these variables were associated with the amount of diversity content and experience required in teacher preparation programs. Results indicated that the presence of non-White full-time faculty was positively related to more required coursework focused on working with children and families from culturally diverse backgrounds, while degree of urbanization, governance of institutions, and National Council for Accreditation of Teacher Education accreditation were associated with required coursework focused on working with bilingual children and English language learners. The percentage of the non-Hispanic White population in a state and geographic region were both associated with practica requirements focused on working with bilingual children and English language learners. Implications and recommendations for policy, future research, and early childhood teacher preparation are discussed.     

A systematic approach to analysing sports performance

A systematic approach to the analysis of sporting events is discussed. The basic tenet is that objective quantification of critical events is required for a complete analysis. This approach encompasses diverse areas of methodology and research, such as quantification, biomechanics and physiology. The theoretical underpinnings are behavioural, in so far as athletes produce observable behaviour that can be quantified and ultimately changed. Several areas of analysis are linked together in a general framework and each one of these areas is dealt with in detail.     

Time–motion analysis of elite field hockey,with special reference to repeated-sprint activity

Limited information exists about the movement patterns of field-hockey players, especially during elite competition. Time–motion analysis was used to document the movement patterns during an international field-hockey game. In addition, the movement patterns of repeated-sprint activity were investigated, as repeated-sprint ability is considered to be an important fitness component of team-sport performance. Fourteen members of the Australian men's field-hockey team (age 26±3 years, body mass 76.7±5.6?kg, [Vdot]O_2max 57.9±3.6?ml?·?kg^?1?·?min^?1; mean±s) were filmed during an international game and their movement patterns were analysed. The majority of the total player game time was spent in the low-intensity motions of walking, jogging and standing (46.5±8.1, 40.5±7.0 and 7.4±0.9%, respectively). In comparison, the proportions of time spent in striding and sprinting were 4.1±1.1 and 1.5±0.6%, respectively. Our criteria for ‘repeated-sprint’ activity (defined as a minimum of three sprints, with mean recovery duration between sprints of less than 21?s) was met on 17 occasions during the game (total for all players), with a mean 4±1 sprints per bout. On average, 95% of the recovery during the repeated-sprint bouts was of an active nature. In summary, the results suggest that the motion activities of an elite field-hockey competition are similar to those of elite soccer, rugby and Australian Rules football. In addition, the investigation of repeated-sprint activity during competition has provided additional information about the unique physiological demands of elite field-hockey performance.     

Intelligence and experience: A neopiagetian approach

An organismic process-structural approach to the classic and modern issues of intelligence and experience is outlined. A Theory of Constructive Operators (TCO) originally designed to explicate Piaget's metatheoretical notions of stages and of equilibration is presented. The theory describes a psychological organism which is a very active semantic-pragmatic system geared to assimilatory praxis. Its organization is bilevel: a situation-bound level of subjective operators (schemes) and a situation-free level constituted either by silent operators (mental effort, learning operators, field factors, affective factors, etc.) or by basic principles which describe the dynamic articulation of subjective and silent operators (the central articulation is a principle of schematic overdetermination of performance).The presentation emphasizes the TCO's epistemological foundations and Piagetian roots. The rules governing its main constructs are given. The presentation is therefore detailed enough to make possible the theory's use and its evaluation. Some of the theory's constructs as well as the illustration of mathematical models derivable from the theory in order to make quantitative predictions in many different types of tasks are however omitted. Experimental-developmental work supporting the TCO is not presented but reference to relevant papers and unpublished dissertations is provided. Relations of the TCO to some recent information-processing models of artificial intelligence and to task analysis are explained. Five basic aspects or conceptions of intelligence are recognized: genotypic (Hebb's intelligence A), phenotypic (Hebb's intelligence B), psychometric (Vernon's intelligence C), developmental (intelligence D) and computer-simulation (i.e., CS) intelligence. All five are briefly discussed and their relations with the TCO's explication of intelligence are briefly mentioned. In this manner we tacitly suggest how the understanding of these various aspects of the complex notion of intelligence can be advanced by means of the TCO. Detailed discussion of this last issue is however beyond the scope of the paper.This paper is based on extensive unpublished material prepared by the senior author which will appear in more detail elsewhere (Pascual-Leone, in preparation). P. J. Burtis participated in the initial editing of that material and Janice Johnson assisted in the preparation of the final draft of this paper. We gratefully acknowledge their advice and effort. All rights reserved by the senior author.     

Critical Religious Education (CRE) in practice: evaluating the reception of an introductory scheme of work

Critical Religious Education (CRE) is a contemporary pedagogy of religious education developed by Andrew Wright and various colleagues over the past two decades. There has been widespread academic discourse about the pedagogy in theory but increasingly commentators have called for examples of it in practice. Over the past seven years a writing group associated with The Forum of Religious and Spiritual Education at King’s College London have been developing practical materials aimed at supporting teachers in embedding the pedagogy in practice. Of particular relevance to this paper is the development of an introductory scheme of work, aimed at year 7 students, which has been trialled in a number of schools in and around London. In 2013, focus group interviews took place in four of these schools in order to ascertain the reception that the materials had received. The data suggests a very positive response to the introductory scheme of work and the CRE approach in general, partially dispelling some criticisms levelled at it in academic discourse. The author has thus suggested that the approach and the work of the writing group need further exposure, especially in schools, at conferences and on initial teacher education programmes.     

Barometer for Beauty: How Cosmetic Surgery Websites Define and Visualize “What Is Beautiful”

The present study investigated visuals on cosmetic surgery websites to better understand how these sites depict ideal beauty. The content analysis of 90 cosmetic surgery websites found most sites used general photos and more than half used 10 or more before-and-after photos. Women outnumbered men in general photographs but not in before-and-after photographs. Brunette men and women significantly outnumbered blondes. However, there were significantly more men with dark-colored eyes, while women were significantly more likely to have light-colored eyes. Implications are discussed.     

Robert F. Kennedys university of Capetown address

Robert F. Kennedy's University of Capetown Address is an example of an epideictic speech in which values are a matter of conflict rather than social consensus. The situation facing Kennedy in Capetown in 1966 posed a difficult rhetorical challenge. It involved a politically explosive climate, an audience with a need for direction and support, and a set of moral imperatives that required skillful treatment. This evaluation focuses on Kennedy's artful management of deliberate ambiguity in achieving his rhetorical success.     

Using Structural Equation Modeling to Examine Group Differences in Assessment Booklet Designs with Sparse Data

The current research demonstrates the effectiveness of using structural equation modeling (SEM) for the investigation of subgroup differences with sparse data designs where not every student takes every item. Simulations were conducted that reflected missing data structures like those encountered in large survey assessment programs (e.g., National Assessment of Educational Progress). A maximum likelihood method of estimation was implemented that allowed all data to be used without performing any imputation. A multiple indicators multiple causes (MIMIC) model was used to examine group differences. There was no detriment to the estimation of the MIMIC model parameters under sparse data design conditions when compared to the design without missing data. The overall size of samples had more influence on the variability of estimates than did the data design.     

A SURVEY OF TYPICAL CHURCH BIBLE CLASSES FOR BOYS AND MEN

Emerging social media that build on digital technologies are reshaping how we interact with each other. Religious education and identity formation within these new cultural flows demands recognition of the shifts in authority, authenticity, and agency that are taking place, as well as the challenges posed by “context collapse.” Digital storytelling is one mechanism by which religious educators can help people to apprentice into practices shaped by a commitment to human freedom and relationality, rather than to public performances of hatred.