Linguistic diversity in a deaf prison population: implications for due process

The entire deaf prison population in the state of Texas formed the basis for this research. The linguistic skills of prison inmates were assessed using the following measures: (1) Kannapell's categories of bilingualism, (2) adaptation of the diagnostic criteria for Primitive Personality Disorder, (3) reading scores on the Test of Adult Basic Education, and (4) an evaluation of sign language use and skills by a certified sign language interpreter who had worked with deaf inmates for the past 17 years. Deaf inmates with reading scores below the federal standard for literacy (grade level 2.9) were the group most likely to demonstrate linguistic incompetence to stand trial, meaning that they probably lacked the ability to understand the charges against them and/or were unable to participate in their own defenses. Based on the language abilities and reading scores of this population, up to 50% of deaf state prison inmates may not have received due process throughout their arrest and adjudication. Despite their adjudicative and/or linguistic incompetence, these individuals were convicted in many cases, possibly violating their constitutional rights and their rights under the Americans with Disabilities Act.     

Equity,Elitism, Marketisation: Inclusive Education in Hong Kong

In Hong Kong, the concept of equity and subsequently inclusive education began to gain ground in the 1970s. Inclusive education has been made the goal of special education since 1977 and was finally implemented in 1997. Meanwhile, Hong Kong has been struggling to maintain its competitiveness in a global and knowledge-based economy. Elitism and marketisation of education battle against the force of equity and will continue to form strong forces in determining educational policies and directions. Therefore, this article examines Hong Kong's inclusive education agenda, the roles of government bodies and higher education institutions, and the progress achieved. In addition, salient issues that have emerged and affected inclusive education in Hong Kong as a result of the struggle among equity, elitism and marketisation forces are discussed.     

Are There Any Gender Differences in the Perception of University Support During the Transition Period to Higher Education?

The purpose of this study is to determine if there are gender differences in the perception of university support. The study is based on a survey of 368 students in a Hong Kong university. The findings of the study are threefold. First, female students perceive the university as being more supportive in their academic adjustment than do male students (t = ?4.256, p < 0.001). Second, male students perceive the university as being more supportive in their social adjustment than do female students (t = 2.156, p < 0.05). Last, male students perceive the university as being more supportive in their psychological adjustment than do female students (t= 2.401, p < 0.05).

     

Assessing team-based instructional design problem solutions of hierarchical versus heterarchical Web-based hypermedia cases

For this study, we examined the cogency, comprehensiveness, and viability of team-based problem solutions of a Web-based hypermedia case designed to promote student understanding of the practice of instructional design. Participants were 14 students enrolled in a graduate course on advanced instructional design. The case was presented to students using two hypermedia structures, hierarchical (tree-like structure) and heterarchical (network-like structure). Results from analyses of four data sources revealed that problem solutions developed in response to the heterarchical case design were more cogent and convincing than problem solutions developed in response to the hierarchical case design. Specifically, the heterarchical case solutions provided evidence of a heuristic problem-solving process facilitating the identification of an expert-like solution to the case and the articulation of learners' understanding and application of grounded and engaging instructional designs.     

The Effects of Rhetorical and Content Subgoals on Writing and Learning

Argument writing is challenging for elementary students. Previous experimental research has focused on scaffolding rhetorical goals, leaving content goals relatively unexplored. In a randomized experiment, 73 students in grades 5, 6, and 7 wrote persuasive texts about difficult-to-classify vertebrates. Each student received one of three sets of writing prompts: a persuasive goal only (control); a persuasive goal + rhetorical-subgoal prompts; or a persuasive goal + content-subgoal prompts. Rhetorical subgoals increased text quality, variety of rhetorical moves, number of complex propositions, and classification knowledge. Content subgoals increased the number of simple propositions in text. A path analysis indicated that content-subgoal prompts and rhetorical-subgoal prompts elicited different paths to writing and learning.     

How flexible gender identities give young women advantages in China’s new economy

ABSTRACT

In this article, we examine how a cohort of urban youth born under China’s one-child policy have developed flexible gender identities through their childrearing aspirations and educational and occupational narratives, choices, and trajectories between 1999 and 2014. Drawing on surveys of 406 respondents conducted in 1999, 2012–2013, and 2013–2014, and interviews of 48 of those respondents in 2011–2014, we argue that our female research participants were more able to produce flexible gender identities than their male counterparts, and that China’s new market economy increasingly rewards youth who are flexible enough to adjust to rapidly changing circumstances, an approach more compatible with the flexible gender identities produced by young women than the more rigid gender identities produced by young men.     

感恩节的米饭

四年前,癌症带走了我的祖母;在此之前,我家族中国血统的一边,也就是我爸爸的那边,每年都会在祖母家里过感恩节。那一天,祖母家里总会被炉灶烘得暖洋洋的,因为祖母通常一大早就开了炉火烧煮个不停。我们的家族庞大,但祖母准备的宴席却总是更加盛大。她会烹制各种派、肉类、蔬菜和酿制菜式——这些菜肴都可口美     

Utilizing Additional Measures of High School Academic Preparation to Support Students in their Math Self-Assessment

ABSTRACT

This study describes student behavior through the actual assessment and placement (A&P) process. It then uses an alternative A&P policy that utilizes an additional measure that assesses prior math preparedness alongside subtest choice. Utilizing data from a community college that allows its' students to choose the assessment subtest used to place them, we find a misalignment between students’ subtest choice and the highest math course they passed. After correcting for this misalignment through our alternative A&P criteria, we found that students experience increased access to higher levels of math while exhibiting similar success rates in their placed courses.     

When Dropping Out is Not a Permanent High School Outcome: Student Characteristics,Motivations, and Reenrollment Challenges

The customary perception is that students who drop out vanish from school enrollment rosters for good. This is an incomplete picture of the complex dropout story; dropping out is not necessarily a permanent high school outcome. Following the enrollment and course history of a district cohort of first-time 9th graders, this article documents the cohort's dropout, reenrollment, and graduation outcomes. One-third of dropouts reenrolled in district high schools, and older students and students behind in course credits were less likely to reenroll than other dropouts. Interviews with district administrators, high school principals, and reenrollees examined student motivations for reenrolling and challenges districts face when dropouts reenroll. Dropouts return primarily because of limited employment opportunities and efforts of school leaders to facilitate their return. Yet reenrollment created district challenges related to funding, accountability, and getting students who had dropped out on track to graduate.