Expanding the Understanding of the Categories of Dysconscious Racism

Dysconscious racism is generally defined as the unquestioned acceptance of culturally dominant norms and privileges, with three categories used to describe college students’ reasoning for enduring racial inequity. These range from the historical determinism of slavery to racially exploitive standards inherent in American society. However, few studies have fully utilized these categories. This article has sought to encourage a renewed interest into the student categories by considering them as more of a progressive, developmental continuum.     

The Selfie Study: Archetypes and Motivations in Modern Self-Photography

Photographic self-portraits have existed since the mid-19th century, but the emergence of digital photography and social media as tools that facilitate rapid visual communication have contributed to a surge of self-photographs, or selfies, and the practice has become a ubiquitous part of today's culture. This exploratory research employed a Q-method analysis to quantitatively and qualitatively identify what archetypal motivations exist among individuals who take and share selfies. The findings largely validated past scholarship on the uses and gratifications of photography, new media, and visual rhetoric individually, but also identified that the motivation to take and share selfies is a complex balance of preservation, communication, and entertainment for most individuals who engage in the practice.     

再论混合权利：一种最新的有关交互的理论定理

上期我们对特里·安德森博士进行了专访,本期将刊登安德森博士所提出的有关交互的理论定理——交互等效性原理。文章首先对远程教育中的交互进行了界定和评价,其次提到交互和教育的关系、交互模式;然后作者提出交互的等效性原理,以及对交互性水平进行评估;最后展示了等效性原理的应用案例。     

A Meta-Analysis of Correlations between Trait Mindfulness and Impulsivity: Implications for Counseling

This study applied meta-analysis to investigate mean correlations between self-report measures of awareness and attention (AA) of trait mindfulness, and five major sub-traits of impulsivity that underlie various behavioral problems (e.g., binge drinking) and/or mental health issues. In total, we identified 13 articles and retrieved relevant information when provided. The results revealed that AA had various degrees of mean correlations (from small to large) with different impulsive sub-traits. Implications for counseling practice and future research are discussed.     

The interplay of social competence and psychopathology over 20 years: testing transactional and cascade models

Associations among internalizing, externalizing, and social competence were examined in a longitudinal cohort (N = 205) of 8- to 12-year-old children reassessed after 7, 10, and 20 years. Theoretically informed nested structural equation models tested interconnections among broad multi-informant constructs across four developmental periods. Follow-up analyses examined gender invariance, measurement and age effects, and putative common causes. Key model comparisons indicated robust negative paths from social competence to internalizing problems from childhood to adolescence and from emerging adulthood to young adulthood. Social competence and externalizing problems showed strong initial associations in childhood but no longitudinal cross-domain paths. Using a developmental psychopathology framework, results are discussed in relation to cascade and transactional effects and the interplay between competence and symptoms over time.     

Peer interaction and the learning of critical thinking skills in further education students

A teaching programme is reported in which criticalthinking skills (in the sense of reasonedjustification of arguments; see Kuhn, 1991, 1993) weretaught. The principal aims of the study were todevelop, implement and evaluate a programme forteaching evidence-based justification to vocationaleducation students in Further Education colleges. Teaching was via modelling and peer-based critiquingexercises in the context of the students' projectwork. Eighty-four Further Education college studentsunderwent a 10-session teaching intervention whichdovetailed with their Additional Assessmentintegrative project work. Students took part inpeer-based exercises in which they learned to critiqueimaginary examples of project outlines and plans,followed by similar peer-based critiquing of eachothers' proposed projects. Analysis of the students'dialogues with each other indicated that they hadlearned the importance of justifying arguments, andcontent analysis of their written work indicated thatthey engaged in justification of their arguments to asignificantly greater degree than control groups. Several key variables in the dialogues correlatedpositively with justification in the written work,suggesting that the dialogue had impacted on thewritten work. However, justification tended to be ofa weak kind (using anecdotes or experience-basedgeneralisations), and strong (i.e. formalresearch-based) evidence remained relativelyinfrequent and sometimes inappropriately used. Apsychometric test of general critical thinking skillsshowed no evidence of transfer of learning.     

Working Alongside Scientists

Current curriculum demands require primary teachers to teach about the Nature of Science; yet, few primary teachers have had opportunity to learn about science as a discipline. Prior schooling and vicarious experiences of science may shape their beliefs about science and, as a result, their science teaching. This qualitative study describes the impact on teacher beliefs about science and science education of a programme where 26 New Zealand primary (elementary) teachers worked fulltime for 6 months alongside scientists, experiencing the nature of work in scientific research institutes. During the 6 months, teachers were supported, through a series of targeted professional development days, to make connections between their experiences working with scientists, the curriculum and the classroom. Data for the study consisted of mid- and end-of-programme written teacher reports and open-ended questionnaires collected at three points, prior to and following 6 months with the science host and after 6 to 12 months back in school. A shift in many teachers’ beliefs was observed after the 6 months of working with scientists in combination with curriculum development days; for many, these changes were sustained 6 to 12 months after returning to school. Beliefs about the aims of science education became more closely aligned with the New Zealand curriculum and its goal of developing science for citizenship. Responses show greater appreciation of the value of scientific ways of thinking, deeper understanding about the nature of scientists’ work and the ways in which science and society influence each other.     

Improving student wellbeing: having a say at school

The wellbeing of children and young people remains a concern internationally and an increasing focus of policy, programmes, and teacher professional development in schools. Supporting wellbeing is now central to the realisation of children’s rights, evidenced by an expanding literature linking children’s participation and their wellbeing. As promising as such scholarship might be in advocating for the democratisation of schools, little empirical research has investigated these links. Drawing on relevant findings from a large mixed-methods study in Australia that sought the views of students, principals, teachers, and other staff about wellbeing at school, this paper explores a number of links between student voice and wellbeing. The findings revealed that students understood wellbeing in multifaceted ways, including having a say, being listened to, having rights, and being respected. Further, both students and staff identified positive associations between having a say at school, being recognised (cared for, respected, and valued), and wellbeing.     

NAEB research seminar for educational television and radio

To review the status of research in educational broadcasting, assess its adequacy in the light of contemporary requirements and propose a program of urgently needed research, 23 research specialists from organizations and institutions engaged in educational broadcasting participated in a five-day Seminar on Research in Educational Broadcasting. The Seminar was sponsored by the National Association of Educational Broadcasters with funds provided by the W. K. Kellogg Foundation. Management responsibility was handled by The Ohio State University, which also generously contributed the services of many members of its staff. The Seminar was held December 9–13, 1957, on The Ohio State University campus in Columbus. For the past few years, Dr. Tyler has been director of the annual Institute for Education by Radio and Television.