Reducing prejudice: constructivist considerations for special education

ABSTRACT

How might teachers think about moving to challenge prejudice against persons with handicap? Drawing on Piaget's and Bateson's constructivist theories, prejudices are examined in terms of the processes by which they are formed within the individual, the role they play in identity, and the reasons they may be resistant to change. Consideration is then given to strategies which may be useful in inviting reconsideration of cognitive items of this type. Looking at the learner's experience these include certain types of questioning strategies and counterexamples. Looking at the teacher's experience a number of techniques are recommended including, neutrality, circular questioning, and parenthesising.     

Is it wrong for us to want good things? The origins of Gompers Charter Middle School

This paper documents the initial process by which a San Diego middle school, located in a low-income and predominantly Hispanic neighborhood and repeatedly failing to meet No Child Left Behind provisions, restructured into an academically rigorous, detracked charter school. The discussion of the political experience and working relationships between the charter organizers, the school district, and its superintendent illustrate the often contentious process of community mobilization and deliberation. The involvement of faculty from the University of California San Diego and community groups as contributing partners enhances our understanding of the creation of educational reforms or the transformation of passion into practice.     

A longitudinal analysis of start position and the outcome of World Cup cross-country mountain bike racing

For any athlete competing at the highest level it is vital to understand the components that lead to successful performance. World cup cross-country mountain biking is a complex sport involving large numbers of athletes (100-200) competing for positional advantage over varied off-road terrain. The start has been deemed a major part of performance outcome in such races. The purpose of the present study was to establish the relationship between start and finish position in cross-country mountain bike World Cup events over a 10 year (1997-2007) period and to make comparisons with a model manipulating start position based on predicted athletic capabilities. Data collection and comparisons included results from World Cup events from 1997 to 2007 (males and females), and modelled race data based on potential performance capabilities over the same period. Analyses involved the association of annual plus pooled start and finish position (Kendall's tau) along with banded mean, standard deviation for number of changes in position, while non-constrained linear regression enabled comparison between seasons. Actual race data showed significant positive correlations between starting position and finishing position (P < 0.01) in all cases but less than the model. A mean 57.4% (s = 5.6) of males changed < 15 positions, while 62.9% (s = 9.1) of females changed < 10 positions compared with modelled data (83.6%, s = 0.8 and 91.6%, s = 1.5 for males and females respectively). Individual season comparisons show general patterns to be identical (P > 0.05) for both males and females. In conclusion, finishing position is highly dependent on start position and strategies need to be devised for competing athletes to progress in the sport.