Modeling the Etiology of Individual Differences in Early Reading Development: Evidence for Strong Genetic Influences

We explored the etiology of individual differences in reading development from post-kindergarten to post–4th grade by analyzing data from 487 twin pairs tested in Colorado. Data from three reading measures and one spelling measure were fit to biometric latent growth curve models, allowing us to extend previous behavioral genetic studies of the etiology of early reading development at specific time points. We found primarily genetic influences on individual differences at post–1st grade for all measures. Genetic influences on variance in growth rates were also found, with evidence of small, nonsignificant, shared environmental influences for two measures. We discuss our results, including their implications for educational policy.     

A review of research into stakeholder perspectives on inclusion of students with autism in mainstream schools

Increasing numbers of students with autism are being educated in mainstream schools. However, outcomes for students with autism are poor when compared to typical students and students with other developmental disabilities. In order to better understand facilitators and barriers to success at school for students with autism, research into the attitudes of key stakeholders, educators, parents, people with autism, to inclusion in mainstream schools for students with autism, was reviewed. Key themes emerging included attitudes to inclusion, the characteristics of autism and social communication in particular and interaction with the school environment, and consequent student problem behaviour. Level of knowledge and understanding of school staff emerged as the primary issue with all stakeholders identifying the need for more training. Other support needs identified included the need for structural support, resources and funding. Parents, in particular, identified the need for a collaborative approach to the education process. The findings highlight the need to translate theory into practice to increase capacity in schools to provide effective educational programmes for students with autism.     

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.     

Scientific Perspectivism in Secondary-School Chemistry Education

Science & Education - The importance of learning chemical ways of thinking is widely recognized. Various frameworks have been developed to address the essence of chemistry and chemical...     

Young people mobilizing the language of citizenship: struggles for classification and new meaning in an uncertain world

This paper presents research findings from an ethnographic study carried out with 24 low‐income youths (ages 14–16) living on the economic fringes of urban inner‐city Vancouver, British Columbia, Canada. Our primary aims are: to expose the stratified subcultural articulations of citizenship as they are expressed, through language and symbol, by the young people within our study; and to demonstrate how critiques of (neo‐)liberalism in political thought, when combined with a cultural sociology of youth, might alter our subcultural reading of young people's conceptions of citizenship under the dynamics of radical social change. Our ultimate goal is to develop a more nuanced sociological examination of the ways in which young people deploy and utilize the language of citizenship as part of their own cultural struggles, exacerbated in times of state retrenchment, to classify themselves and others as one method of achieving visibility and legitimacy in urban concentrations of poverty.     

The association between lower limb biomechanics and ball release speed in cricket fast bowlers: a comparison of high-performance and amateur competitors

The aim of this study was to compare the associations between lower limb biomechanics and ball release speed in 15 high-performance (HP) and 15 amateur fast bowlers. Kinematic and kinetic variables of the lower limbs collected in the laboratory environment with a 3D Vicon motion analysis system were compared between groups, as well as their associations with ball release speed. HP bowlers had a significantly higher run-up velocity at back foot impact but this difference became non-significant at ball release. Front knee kinematics were not statistically different, however effect sizes revealed medium-large differences with the HP group displaying a more extended knee joint at maximum flexion (d = 0.72) and ball release (d = 0.76). Only front hip positive power was significantly higher in the HP group and it was suggested that the probable cause was the HP bowlers having less knee flexion after front foot impact. From a joint power analysis, the extensor muscle groups of the hip and knee were shown to be important in developing ball release speed. This highlights the need for lower limb/core strength programmes to be multifaceted and focus on the muscles associated with both power and stability.     

Show Racism The Red Card: potential barriers to the effective implementation of the anti-racist message

This discussion paper focuses on anti-racist groups associated with British Association football (soccer) and the barriers that they face in relation to effective implementation of the anti-racism message and aspirational cultural change. In order to address those issues (above) this essay draws on the educational charity Show Racism the Red Card (SRTRC) and their work to educate individuals in Great Britain though football. It takes an overview of the work of the charity, specifically focusing on three key areas relating to the group’s mission statement. Concluding comments are made on the current position of SRTRC in light of recent high-profile racist incidents.     

Effects of a one-shot growth mindset intervention on beliefs about intelligence and achievement goals

This investigation employed a longitudinal design to examine the influence of a one-shot growth mindset intervention on ninth-graders’ implicit beliefs about intelligence and related achievement goals in four different samples. The intervention conformed to characteristics of ‘wise interventions’. Participants’ incremental beliefs about intelligence and achievement goals were measured prior to the intervention and at several subsequent points in time following the intervention. Our results provide modest evidence that the one-shot intervention can promote incremental views of intelligence and reduce the prevalence of performance goals when used at scale.     

Sexuality and relationship education training to primary and secondary school teachers: an evaluation of provision in Western Australia

This paper describes the formative, process and short term impact evaluation of sexuality and relationships education (SRE) training for teachers in Western Australia (WA) over a three year period. The training represents one component of a broader project, the aims of which are to improve teacher’s confidence and skills in delivering SRE, and to support schools to implement effective comprehensive SRE. Formative evaluation conducted prior to the development of the training, found although most respondents were relatively confident and skilled in facilitating SRE, the need for ongoing professional development was highlighted, especially in areas such as gender diversity, pornography, sexting, violence and working with specific groups. Training focusing on the new Australian Health and Physical Education curriculum and mandatory assessment was identified as a need. Workshop evaluation found statistically significant improvements in attitudes towards SRE and increased comfort in teaching SRE, facilitating discussion and facilitating skills and activities, after the workshop. The evaluation identified the need for an integrated and coordinated whole school approach and efforts to engage teachers with lower levels of confidence in teaching SRE. Changes to the Australian Curriculum provide opportunities to enhance the development of SRE in schools. Longer-term impact evaluation is required to identify whole school changes.