Marking-out normalcy and disability in higher education

This article advocates for socially just pedagogies in higher education to challenge senses of normalcy that perpetuate elitist academic attitudes towards the inclusion of disabled students. Normalcy is equated here with an everyday eugenics, which heralds a non-disabled person without ‘defects’, or impairments, as the ideal norm. This article attempts to mark the pervasiveness of normalcy in higher education by presenting findings from a systematic experience survey of disabled students and non-disabled students within one higher education institution in the United Kingdom. The findings indicate that disabled students who have institutional disability support express more difficulties in their learning and assessment than students with no known disability. However, it was found that there was no significant difference in academic achievement between the two cohorts of students. In relation to the latter point, the evidence also shows that disabled students who do not receive institutional disability support underperform.     

A Structural Equation Modeling Approach for the Analysis of Cortisol Data Collected Using Pre–Post–Post Designs

Abstract

This study introduces a novel application of structural equation modeling (SEM) for the analysis of cortisol data that are collected using a pre–post–post design. By way of an extended example, an SEM model is developed that permits an examination of both the overall level of cortisol, as well as changes in cortisol (reactivity and regulation), as predictors of cognitive (executive) and behavioral functioning in 3- to 5-year-old children (N = 171) attending Head Start. The SEM model makes use of the parameterization of latent curve models. Throughout the extended example, the strengths of using an SEM approach for the analysis of cortisol data that are collected using pre–post–post designs is highlighted.     

Motivational aspects of community support for school‐based comprehensive sexuality education

Various surveys have documented widespread support among US parents, students, teachers and health professionals for school‐based comprehensive sexuality education. In many school districts, however, the sexuality education provided is minimal, incomplete or fragmented, and essential topics are often omitted or inaccurately presented. To help explain the discrepancy between support and accomplishment, this study develops a set of theory‐based research hypotheses regarding the potential motivational roles of stakeholders' goals, emotions and personal agency belief patterns in explaining this lack of achievement. A series of exploratory interviews and focus groups with 36 California parents, adolescents and professionals was conducted. A modified grounded‐theory approach was used to guide the collection and analysis of qualitative data, and the development of a theoretical framework anchored in Martin Ford's motivational systems theory. This framework suggests the complexity of the interacting factors involved, and provides a basis for specific hypotheses for further research. Potentially important goals, emotions and personal agency belief patterns are identified and discussed.     

A case for ubiquitous,integrated computing in teacher education

Abstract

The purpose of this study was to evaluate the effect of an integrated, laptop-based approach on pre-service teachers' computer attitudes, ability and use. Pre-post program analysis revealed significant differences in behavioural attitudes and perceived control (self-efficacy), but not in affective and cognitive attitudes. In addition, there was a significant improvement in all 10 computer ability areas (operating systems, communication, World Wide Web, word processing, spreadsheets, database, graphics, multimedia, web page design, and programming). Finally, pre-service teachers used laptop computers significantly more in a university setting than in their field placements     

The relationships among manager communication openness,nonverbal immediacy,and subordinate motivation

The relationship between managers' communication behaviors (openness and nonverbal immediacy) and subordinates' motivation were examined. Wharton MBA candidates were videotaped participating in an organizational simulation to resolve interpersonal conflict. Subordinates completed self‐report measures regarding openness and motivation; independent coders rated managers' nonverbal immediacy behaviors. Analysis indicated that communication openness was positively and significantly related to motivation, while nonverbal immediacy and motivation was slightly related although not significantly. The positive, yet tentative relationship between openness and immediacy, indicated that these variables occur together. Results of the multiple regression reveals that openness was more predictive of motivation, while immediacy had a more indirect impact.