Career patterns of scientists in peripheral communities

In an advanced country, the scientific community is large enough to permit differentiation, with sufficient members in each special field to permit complex interaction with each other, and sufficiently different from each other to be able to stimulate each other. …It has its own system of communicating and assessing the results of research and analysis. …It has its own circles of face-to-face interaction and inter-individual communication. …It is linked with other scientific communities across political boundaries by personal contact (emphasis added) by mutual appreciation and by public communication and formal association.…In the underdeveloped countries scientists are relatively few in number.… They suffer isolation from each other.… They are in danger…of losing contacts with their colleagues in the international scientific community.… They are in brief not fully-fledged members of the scientific community and their work suffers accordingly. [7]     

The effect of mindfulness on extinction and behavioral resurgence

In the present experiments, we investigated the effects of mindfulness on behavioral extinction and resurgence. Participants received instrumental training; either they received FI training (Experiment 1), or they were trained to emit high rates and low rates of response via exposure to a multiple VR yoked-VI schedule prior to exposure to a multiple FI FI schedule in order to alter their rates of responding learned during Experiment 2. Participants were then exposed to either a focused- (mindfulness) or an unfocused-attention induction task. All participants were finally exposed to an extinction schedule in order to determine whether a mindfulness induction task presented immediately prior to extinction training affected extinction (Experiment 1) and behavioral resurgence (Experiment 2). During the extinction phase, the rates of responding were higher in the control group than in the mindfulness group, indicating that the mindfulness group was more sensitive to the contingencies and, thus, their prior performance extinguished more readily (Experiment 1). Moreover, rates of response in the extinction components less precisely reflected previous training in the mindfulness group, suggesting less resurgence of past behaviors after the mindfulness induction (Experiment 2).     

Zwischen Berufstreue und Berufswechsel

In einer retrospektiven Befragung von vier Kohorten (Patentierung 1963–65, 1973–75, 1983–85 und 1993–95) ehemaliger Absolventinnen und Absolventen der seminaristischen Primarlehrerausbildung im Kanton Bern (Schweiz) wurden Daten zur beruflichen Mobilit?t und aktuellen Berufst?tigkeit erhoben. Auf der Basis von Besch?ftigungsgrad und T?tigkeitschronologie konnten fünf Karrieretypen gebildet werden — Nicht-Einstieg, Verbleib, Reduktion, Ausstieg und Wiedereinstieg —, die bezüglich beruflicher Beanspruchung, motivationaler Haltung und Berufszufriedenheit beschrieben wurden. Mehr als die H?lfte der Befragten arbeitet aktuell nicht mehr als Primarlehrer, jedoch haben nur wenige das Berufsfeld Bildung und Schule verlassen. Die Ergebnisse zeichnen ein weit günstigeres Bild der beruflichen Karriere von Lehrkr?ften als die bisherige Forschung, die zumeist auf „überlebende“ im Lehrerberuf beschr?nkt ist. Auff?llig ist die starke Determination der Karriere von weiblichen Lehrkr?ften durch die traditionelle Geschlechtsrollenteilung, und zwar in allen untersuchten Kohorten.     

Student Participation in Politics

Abstract

Modern college classrooms are increasingly diverse. We face classes where 18-year-olds sit beside grandmothers, native speakers of English sit beside speakers of other languages, and Christians, Jews, and Muslims share classrooms with atheists and agnostics. The question is: how do we take such a varied and ideologically differentiated group of pupils and bridge their differences in order to bring them together into a classroom community? Not only is the creation of such a community critical to the success of the classroom, but in a larger sense it is critical as a model for the effective functioning of a democratic society. My purpose is to suggest that the concept of listening rhetoric, as it informs classroom practice, has the potential to serve this goal. Therefore, in this article I will propose practical methods for incorporating the practice of listening rhetoric into college courses.     

MANUALIZATION,FEASIBILITY, AND EFFECTIVENESS OF THE SCHOOL‐BASED SOCIAL COMPETENCE INTERVENTION FOR ADOLESCENTS (SCI‐A)

Despite the movement toward identification of evidence‐based practices (EBPs), there is a discrepancy in the availability of school‐based EBPs targeting the unique needs of students with high functioning forms of autism and related social needs. Based on calls for systematic intervention development and evaluation processes, the current study describes the manualization, feasibility, and effectiveness testing of the school‐based Social Competence Intervention for Adolescents (SCI‐A) curriculum. School personnel were trained to implement SCI‐A to a targeted student population. Fidelity and social validity data indicated curriculum feasibility and acceptability within secondary school settings. Student social functioning, executive functioning, and theory of mind demonstrated postintervention gains with moderate effect sizes. Results are promising for SCI‐A's continued positive trajectory within the phases of EBP evaluation research. Challenges for intervention effectiveness testing within schools and future considerations for evaluating EBPs are discussed.     

Kritik der evidenzbasierten Pädagogik

Evidence-based education aims at improving the effectiveness of educational interventions and programs through knowledge on the basis of rigorous scientific research. However, evidence-based education should not be equated with empirical educational research; nor should it be understood as an independent paradigm of educational science, because of its focus on educational practice. The specific notion of how science and practice relate to each other, which is fundamental to evidence-based education, is exposed to a threefold critique, namely concerning the technological conception of educational practice, the supposed abstinence from theory as frame for educational research, and the disregard of communication as medium of educational effectiveness. The last paragraph of the paper presents a reminiscent sketch of an alternative conception of the relation between science and practice as it can be found with some representatives of educational psychology.