The effects of labeling bias on prognostic outlook for children as a function of diagnostic label and profession

Labeling bias refers to expectations that others might have for a person given a particular label. This study investigated the effects of labeling bias on prognostic outlook for children as a function of diagnostic labels and professional group membership. School psychologists, regular and special education teachers, and introductory psychology students read a vignette that described an elementary-school-aged boy with behavior problems. The vignette was held constant for all participants, but one of four labels (conduct disordered, socially maladjusted, serious emotionally disturbed, no exceptionality) was varied at the end of the vignette. Respondents then estimated the child's likelihood of future success in interpersonal relationships, the likelihood of further behavioral difficulties, and overall adjustment of the child. There was a significant effect noted for diagnostic label across all professionals on the interpersonal relations variable; the serious emotionally disturbed label resulted in judgments of significantly poorer outlook than any other diagnostic label except socially maladjusted. There were no other significant labeling bias effects for the other dependent measures, but a main effect for diagnostic label on judgment of overall adjustment did approach significance. There were no significant effects noted for professional group membership. Professionals should consider the use of a label other than SED to minimize labeling bias effects on judgment of interpersonal adjustment in children with behavioral difficulties. © 1996 John Wiley & Sons, Inc.     

New media environments’ comparative effects upon intercultural sensitivity: A five-dimensional analysis

An experimental 2 (channel) × 2 (gender) × 3 (time) mixed factorial design (N = 159) was applied to test and compare how individual dimensions of intercultural sensitivity might be affected by two channels: a virtual environment (i.e., Second Life^®) versus a Web environment. Using a modified version of Chen and Starosta's Intercultural Sensitivity Scale (ISS), the study sought to identify which of the five ISS dimensions played the most influential role in intercultural sensitivity outcomes: interaction enjoyment, interaction engagement, interaction confidence, interaction attentiveness, or respect for cultural differences. Results showed that one's willingness and effort toward understanding an intercultural interaction – interaction attentiveness – played the greatest and most statistically significant role in intercultural sensitivity outcomes, and that this effect was greatest within the virtual environment channel. Gender effects were also found, in which men experienced greater enjoyment but women expressed more attentiveness.     

A season-long team-building intervention: examining the effect of team goal setting on cohesion

The purpose of the current study was to determine whether the implementation of a season-long team-building intervention program using team goal setting increased perceptions of cohesion. The participants were 86 female high school basketball players from 8 teams. The teams were randomly assigned to either an experimental team goal-setting or control condition. Each participant completed the Group Environment Questionnaire (GEQ; Carron, Brawley, & Widmeyer, 2002; Carron, Widmeyer, & Brawley, 1985), which assessed cohesion at both the beginning and end of the season. Overall, the results revealed a significant multivariate effect, Pillai's trace F(12, 438) = 2.68, p = .002. Post hoc analyses showed that at the beginning of the season, athletes from both conditions did not differ in their perceptions of cohesion. However, at the end of the season, athletes in the team goal-setting condition held higher perceptions of cohesion than athletes in the control condition. Overall, the results indicated that team goal setting was an effective team-building tool for influencing cohesiveness in sport teams.     

A comparison of WISC-R and stanford-binet intelligence scale classifications of developmentally disabled children

WISC-Rs and Stanford-Binets were administered to 50 children with developmental disabilities referred for comprehensive evaluations. Although the two IQs correlated highly and significantly, it was found that 54% of the children received different classifications using the two instruments. Thus, testers should be aware that different classifications of intellectual level may be derived for the same child depending upon which test is used.     

Constructivism: Does your practice match your conceptual framework?

Abstract

Though constructivism has been an epistemology espoused by early childhood educators since the field's inception; defining, understanding, and implementing a constructivist philosophy is challenging. This article includes an overview of constructivism, including the role of the learner and the teacher and the conditions that enhance learning. Also discussed will be distinct challenges that exist in the implementation of constructivism in a higher education setting. Practical strategies that universities have found to overcome these challenges are included.     

Pedagogies of critical race theory: Experimentations with white preservice teachers

We have taken to heart the call of critical race theorists and critical Whiteness scholars to open up a White discourse on White racism. As White, female, teacher educators, we endeavored to openly address Whiteness and White racism with our White students to help them become more aware of the advantages and biases inherent in their positionality as White teachers. As we did this, we were critically aware of both the negative and positive possible outcomes of our endeavors. Throughout our work with our students and our subsequent reflections on the results, we were able to establish ways of speaking about Whiteness that moved our students, and ourselves, to a more critical, more empowered understanding of race and Whiteness.