Teaching the Immigrant Child: Application of Child Development Theories

Immigrant children are an under-researched yet a steadily growing group. It is therefore compelling for practitioners to understand challenges these children are likely to encounter in the classroom so as to effectively meet their needs. In this article various theoretical perspectives of prominent child development theories are analyzed in an attempt to understand immigrant children in the classroom. Theories of Maslow, Freud, Erikson, Piaget, Vygotsky, and Bronfenbrenner are explicitly discussed. Some suggestions for practice are also provided.     

The influence of elbow joint kinematics on wrist speed in cricket fast bowling

This modelling study sought to describe the relationships between elbow joint kinematics and wrist joint linear velocity in cricket fast bowlers, and to assess the sensitivity of wrist velocity to systematic manipulations of empirical joint kinematic profiles. A 12-camera Vicon motion analysis system operating at 250 Hz recorded the bowling actions of 12 high performance fast bowlers. Empirical elbow joint kinematic data were entered into a cricket bowling specific “Forward Kinematic Model” and then subsequently underwent fixed angle, angular offset and angle amplification manipulations. A combination of 20° flexion and 20° abduction at the elbow was shown to maximise wrist velocity within the experimental limits. An increased elbow flexion offset manipulation elicited an increase in wrist velocity. Amplification of elbow joint flexion–extension angular displacement indicated that, contrary to previous research, elbow extension range of motion and angular velocity at the time of ball release were negatively related to wrist velocity. Some relationships between manipulated joint angular waveforms and wrist velocity were non-linear, supporting the use of a model that accounts for the non-linear relationships between execution and outcome variables in assessing the relationships between elbow joint kinematics and wrist joint velocity in cricket fast bowlers.     

Tactile training facilitates infants' ability to reach to targets on the body

This longitudinal study investigated the effect of experience with tactile stimulation on infants' ability to reach to targets on the body, an important adaptive skill. Infants were provided weekly tactile stimulation on eight body locations from 4 to 8 months of age (N = 11), comparing their ability to reach to the body to infants in a control group who did not receive stimulation (N = 10). Infants who received stimulation were more likely to successfully reach targets on the body than controls by 7 months of age. These findings indicate that tactile stimulation facilitates the development of reaching to the body by allowing infants to explore the sensorimotor correlations emerging from the stimulation.     

Barriers to inclusion: insights of special and general educators from the US and St. Lucia

Globally, inclusion has been touted as best practice for working with students with disabilities. Despite the universal acceptance of inclusion, educators have identified several challenges in using inclusive practices. The purpose of this study was to explore the perceptions of general and special educators from the United States and St. Lucia on barriers to inclusion. Using qualitative research methodology, 32 teachers were interviewed. Data were analyzed inductively and special and general educators’ perception of barriers emerged under six themes: inadequate resources and time, environmental and professional barriers, lack of administrative support, negative attitudes of stakeholders, differing interpretation on inclusion, and unsuitable curriculum and assessment. Analysis was also guided by Lewin’s (1947) theory of planned change. Results indicated that teachers across regions identified similar obstacles to inclusion with time and limited resources being the predominant problem. The main difference was that environmental and professional barriers were identified by more teachers from the US, while lack of administrative support was predominantly identified by teachers from St. Lucia. In analyzing the responses from both general and special educators, the researcher found that there were no major differences based on participants’ role. Recommendations and implications for practice are discussed.     

Gatekeeping During Admissions: A Survey of Counselor Education Programs

Within counselor preparation, gatekeeping begins during the admission process. This article focuses on the prevalence of screening procedures used in master's‐ and doctoral‐level counselor educator programs (N = 79) accredited by the Council for Accreditation of Counseling and Related Educational Programs. Additionally, programs' selection and matriculation processes are discussed along with implications for counselor education and supervision.     

Creating and Sustaining Inclusive Instructional Settings for English Language Learners: Why,What, and How

In this article, we provide an empirically based framework for school leaders to support the replacement of separate means of providing services for English learners (ELs) with more inclusive learning supports. The framework encompasses evidence on cultivating language proficiency, ensuring access to a high-quality curriculum, and promoting sociocultural integration. To illustrate the ways that research has informed practice to better meet the needs of ELs, we also present initiatives by the Wisconsin Department of Public Instruction that have helped propel a vision of equity and diversity at both the school and district level. We conclude by providing additional resources that leaders can use to promote the professional growth of the school.     

Global citizenship as education for peacebuilding in a divided society: structural and contextual constraints on the development of critical dialogic discourse in schools

In post-conflict and divided societies, global citizenship education has been described as a central element of peacebuilding education, whereby critical pedagogy is seen as a tool to advance students’ thinking, transform their views and promote democratic behaviours. The present study investigates understandings of and attitudes to global citizenship and the challenges faced in its implementation. Teacher interviews highlight lack of time and resources for critical reflection and dialogue. Where opportunities for relevant training are provided, this can benefit critical engagement. Boundaries of educational systems and structures also influence pupils’ understandings of the issues as evidenced in questionnaire findings. We argue that critical pedagogies may be limited unless criticality and activism transcend local and global issues and are applied to schools themselves. Emotional engagement may be required for teachers to claim the space to critically reflect and share with colleagues within and beyond their sectors in order to enable critical discourse amongst pupils.     

Ladylike/butch,sporty/dapper: exploring ‘gender climate’ with Australian LGBTQ students using stage–environment fit theory

Research with lesbian, gay, bisexual, transgendered, queer, questioning (LGBTQ) and genderqueer (GQ) students has highlighted the links between school-based marginalisation and decreased school outcomes. This paper applies stage–environment fit theory to an investigation of school ‘gender climate’, the official and unofficial policing of gender expression by school staff and students, to explore what role gender climate plays in the above relationship. Three school life components associated with stage–environment fit theory – (1) the organisational, (2) the instructional and (3) the interpersonal – were used to scaffold interview data on school gender climate from five LGBTQ Australian young people. Results implicate school staff in the maintenance of gender climate and highlight the deleterious impact of school silences on related subject matter.     

A call to come together: why it matters and why it works

This letter to the editor is in response to Barbara Hotelling's column, "Tools for Teaching - The Power of Numbers: Transforming Birth Through Collaborations," published in the Volume 19, Number 2 (Spring 2010) issue of The Journal of Perinatal Education. Hotelling's brief overview of the history of birth activism in the United States and of current collaborations among diverse groups and individuals provides inspiration to continue efforts that improve maternity care and promote natural, safe, and healthy childbirth practices.