Comparing three South African student cohorts on their attitudes to the rights of working women

This study compares three cohorts (1998–1999, 2005–2006 and 2010) of undergraduate psychology students at a South African university on the level of support for working women (women in paid employment) on various issues considered to be feminist. Cohort 1 (n?=?244), cohort 2 (n?=?311) and cohort 3 (n?=?266) completed an adapted version of a questionnaire used by the Research Group on Women and Work (Kitch, S. L. 1994. “‘We're All in this Alone’: Career Women's Attitudes Toward Feminism.” In Women and Careers: Issues and Challenges, edited by C. W. Konek and S. L. Kitch. London: Sage). The expected liberalisation of attitudes over the cohorts was evident for the females but not for the males: the second male cohort had more conservative attitudes than the first and third male cohorts. While there appeared to be strong overall support for gender equality in work and educational fields, there were equally solid endorsements of the importance of marriage and motherhood for working women. Across the cohorts there were somewhat moderate attitudes on the need for structural change in the family and at work. The implications of the findings are considered.     

Alternative assessment of high school laboratory skills

The purpose of this study was to develop and validate instruments that will assess the laboratory skills of students completing high school science courses. In each of the science areas (biology, chemistry, and physics), tests were developed around six laboratory tasks. Each test used a two-part format with a total time of 80 minutes. Students had to plan an investigation, collect and organize appropriate data, and formulate conclusions based on calculations and graphs. A different test was developed for 12th-grade students not enrolled in a science course. This test consisted of a series of stations where students conducted a short activity that was presented to them. Over 1000 students from 32 Ohio schools formed the sample for this study. Data are presented by skill and by task. In addition, analysis for gender and school effects is included.     

Training for content teachers of English Language Learners: using experiential learning to improve instruction*

Abstract

Experiential learning theory places experience at the center of learning. Kolb’s four-stage cycle of experiential learning suggests that effective learners must engage fully in each stage of the cycle – feeling, reflection, thinking, and action. This research assesses the alignment of Kolb’s experiential learning cycle with the week-long Summer Institute of Assisting, Collaborating, and Training ESL Secondary Content Teachers (ACT-ESL), the first stage of a professional development model designed to train content teachers of English Language Learners (ELLs). Qualitative and quantitative data analysis from pre- and post-surveys determined positive changes in participants’ understanding of key ELL concepts, knowledge, and understanding of instructional strategies and practices. Analysis indicated that the Summer Institute had a large effect (d > 2.00 for each scale), regardless of previous training in ELL instructional strategies. Findings show that the Summer Institute incorporated the cycle of learning and tenets of Kolb’s experiential learning theory and evidenced teacher learning.     

A study of an adapted social–emotional learning: Small group curriculum in a school setting

Clinicians and training programs strive to implement evidence‐based practices and manualized treatments with fidelity. However, the constraints of a local setting may limit the extent to which this is possible. In the current study, an adapted model of an evidence‐based social–emotional learning small group curriculum, the Incredible Years Children’s Small Group Training Series (Webster‐Stratton, 2004), was implemented and evaluated in an elementary school setting. Results of the study demonstrated statistically significant decreases in problem behaviors and intensity of problem behaviors, as rated by teachers. Teachers also reported improvement in classroom behavior, emotion regulation, problem‐solving, and friendship skills, as well as a high overall level of satisfaction with the intervention itself. Discussion of the results includes a review of the strengths and limitations associated with outcome research in a naturalistic setting, suggestions to consider when adapting evidence‐based programs, and recommendations for future research.     

THE EARLY DEVELOPMENT AND EDUCATION OF HIGHLY ABLE YOUNG CHILDREN

Because the very early development of abilities is vitally affected by personal relationships, research emphasis has shifted away from the quasi‐experimental situation to the more natural home context. This has resulted in the rejection of some limiting ideas of very early potential, and particulary appropriate for the highly able, concern with young children's own awareness of what they do. The educational conclusions are that infants who develop and learn with speed and ease need a wide variety of activities, with parents who are aware and responsive, especially in play and verbal interaction. They also need both the appropriate material provision and facilities for practice to develop specific skills.     

Faith Ringgold’s Quilts and Picturebooks: Comparisons and Contributions

Faith Ringgold, best known for Tar Beach, her 1991 Caldecott award winning picturebook, has been addressing social issues in her art since the early 1960s. The purchase of her Tar Beach story quilt by the Guggenheim Museum demonstrates the acceptance of her fabric art by the fine arts community. An examination of the connections between Ringgold’s fabric art and picturebooks, including connections between themes, characters, narrative style and her use of visual elements, points to the conclusion that her quilts and picturebooks are related in their use of literary and fine art elements. Using Ringgold’s work as an example, this article supports the view that picturebooks should be considered a fine art form. Joyce Millman is an art teacher in the Philadelphia public schools and teaches in the Art Education Department at Moore College of Art and Design. As a teacher and former Philadelphia Writing Project Scholar, she continues to explore art and literacy.