Pupils’ everyday transitions in school as a condition for social relations and activities in leisure time centres

This article focuses on how pupils’ everyday transitions constitute a condition for pupils’ activities and relationships, and how pupils understand and give meaning to their everyday transitions between different school settings (school and Leisure Time Centre). To examine this, we made participant observations in three different educational settings. The focus of these observations is on pupils in their everyday life in school and LTC, thereby gaining insight into the experiences of being a pupil in these settings. In regard to social relations, the changes brought about by daily transitions between educational settings create conditions for different activities and changes in the group. The changes in groups that occur in the different contexts of everyday transitions in school can be both an opportunity and an obstacle, depending on the situation and with whom pupils wish to engage in social interaction. Thus, it is clear that the transition from school to LTC often involves changes in the group, thereby changing the conditions of pupils’ opportunities to form relationships with each other.     

An examination of two coteaching classrooms

The present study presents data on two classrooms that used a coteaching approach to provide services to students who were deaf, hard of hearing, and hearing. The author conducted extensive observations, as well as interviews with teachers, students, administrators, and parents. The resulting qualitative data supported coteaching's effectiveness as a service delivery model. However, the research also identified important and specific challenges. Seven subthemes about coteaching are presented, and quotes from various stakeholders are provided to support and illustrate the information reported. Suggestions for future research are provided. The author makes recommendations on how to establish coteaching teams and describes issues surrounding communication, staff development, and family involvement.     

Successful students who are deaf in general education settings

The study identified successful students who were deaf and were receiving most of their educational services in general education settings, in order to examine factors contributing to their success. Teachers in a western state were asked to nominate students who were deaf who were in the upper elementary through high school grades and were receiving most of their educational services in general education classrooms. Qualitative procedures were used to gather information on 20 successful students who were deaf. Inquiry focused on observation of the students in general education settings and interviews to gather perceptions of (a) the successful students themselves, (b) deaf education teachers, educational interpreters, and paraprofessional note takers serving these students, (c) general education teachers working with these students, and (d) parents. The students' primary communication modes were closely divided between sign language and spoken English; communication mode did not seem to be a salient factor in success. Results of the interviews with each group, a summary of observations, and themes that emerged across groups are provided.     

Melancholic nostalgia,collective memories,and the cinematic representations of nationalistic identities in indochine

This essay provides a rhetorical analysis of the French film, Indochine. The authors argue that this cinematic representation constitutes a good example of “melancholic nostalgia,” where producers and viewers used archetypal characters and romantic entanglements as a way of explaining the strengths and weaknesses of various French and “Indo‐Chinese” colonial relationships. The essay argues that the producers of the film tapped into collective longings for symbolic pasts that may never have existed. The authors conclude that Indochine should be considered as a negotiated compromise that tells us more about the needs of modern Western, French and Vietnamese audiences than it does about any “real” colonial past.     

‘Youth in a void’: sexuality,HIV/AIDS and communication in Kenyan public schools

The disappearance of traditional sex education during rites of passage in African societies has left many youth uncertain of where to look for information. Against this backcloth, the objectives of this study were to identify knowledge gaps amongst adolescents in Kenya regarding sexuality, HIV/AIDS and reproductive health. A thematic analysis was conducted of questions posed by 735 school youth aged 12–18 years from Meru and Kajiado Districts. Results show that many questions showed curiosity and anxiousness. Knowledge appeared to be fragmented and sometimes revealed misconceptions, which may put youth at risk. The raised themes differed by gender and age. Questions on saying no to sex, sexual violence and female circumcision were a great concern for girls. Boys were more concerned with managing boy–girl relationships, preventing STI/HIV infection, and condoms. Concern about transition to adulthood, sexuality, STI and HIV/AIDS, myths and misconceptions, and intergenerational communication cut across both genders. Older teens were more concerned with questions on boy–girl relationships, norms and values regarding sexuality, and STI. Younger teens ( < 15 years) wanted to know about reproduction, saying no to sex, HIV/AIDS, condoms, sexual violence and female circumcision. Compounding these challenges was the lack of intergenerational communication. The study identified important knowledge and communication gaps in sexual and reproductive health among in-school adolescents in Kenya. There is a need for sex education interventions for different age groups and genders. These interventions should work with parents, teachers and health professionals.     

Collaborative consultation: a method for improving educational services for mainstreamed students who are hearing impaired

As a result of well-known recent federal mandates for appropriate special education to all disabled students, the majority of children who are hearing impaired currently are educated in public school settings, along with hearing students. Consequently, teachers of students who are hearing impaired have expanded their role to include the provision of ongoing support to regular classroom teachers, speech-language pathologists, paraprofessionals and administrators. One model for delivery of these services is that of collaborative consultation. The purpose of this paper is to provide an overview of collaborative consultation, and to delineate some principles that merit consideration by regular and special educators who are involved in the education of students who are hearing impaired.     

Waiting for the Second Treat: Developing Culture‐Specific Modes of Self‐Regulation

The development of self‐regulation has been studied primarily in Western middle‐class contexts and has, therefore, neglected what is known about culturally varying self‐concepts and socialization strategies. The research reported here compared the self‐regulatory competencies of German middle‐class (N = 125) and rural Cameroonian Nso preschoolers (N = 76) using the Marshmallow test (Mischel, 2014). Study 1 revealed that 4‐year‐old Nso children showed better delay‐of‐gratification performance than their German peers. Study 2 revealed that culture‐specific maternal socialization goals and interaction behaviors were related to delay‐of‐gratification performance. Nso mothers’ focus on hierarchical relational socialization goals and responsive control seems to support children's delay‐of‐gratification performance more than German middle‐class mothers’ emphasis on psychological autonomous socialization goals and sensitive, child‐centered parenting.