Fred Wilson,PTSD, and Me: Reflections on the History Wars

Abstract Our relationships with our audiences have proved parlous. But if history is destined to be contested, where should museums be in that contest and how do we get there? Fred Wilson's Mining the Museum has turned out to be a path not taken; Enola Gay was a cautionary tale. But we should have these fights in museums, where the national narrative is blocked out and staged, because of how museums teach us, opening hidden windows on cloaked realities. Museums can start by becoming clearer about what they think they are doing when they make an exhibition. Exhibitions can have a profound effect on visitors at many levels but it doesn't happen very often. Is that because visitors seek another kind of experience from what we typically offer?     

The relative effects of university success courses and individualized interventions for students with learning disabilities

Little is known about the relative effects of post‐secondary learning services for students with learning disabilities. We compared outcomes for students with learning disabilities who selected to: (1) take an academic learning success course (course‐intervention), (2) have regular individual interventions (high‐intervention) or (3) use services only as needed (low‐intervention). Pre‐ and post‐test comparisons revealed improvements in academic self‐efficacy and academic resourcefulness for students in the course‐ and high‐intervention groups. The course‐intervention group also showed decreases in their failure attributions to bad luck and increases in their general repertoire of learned resourcefulness skills in comparison to the high‐intervention group and had significantly higher year‐end GPAs in comparison to the low‐intervention group. Here we find positive outcomes for students with learning disabilities taking a course that teaches post‐secondary learning and academic skills.     

How Adolescents Come to See Themselves as More Responsible Through Participation in Youth Programs

This qualitative study was aimed at developing theory about the process underlying the development of responsibility grounded in accounts of youth who reported experiencing this change. A total of 108 high-school-aged ( M = 16.5) youth from 11 programs were interviewed about their experiences within the program, and 24 reported becoming more responsible through their participation. The youth's accounts suggested that this process was driven largely by successfully fulfilling program expectations. This process was driven by youth's adherence to their commitments and their consideration of the consequences of their actions on others. Youth mentioned changes in responsibility most frequently in three programs, which appeared to differ from the remaining programs in having more structure and placing greater ownership and accountability on youth.     

What Canadian youth tell us about disclosing abuse

ObjectiveTo report findings from a study of anonymous disclosures of abuse experiences among a national sample of youth in Canada who participated in violence prevention programming.MethodsA qualitative analysis was done of a purposeful sample of 1,099 evaluation forms completed following Red Cross RespectED violence prevention programming delivered between 2000 and 2003. Forms were selected based on program facilitators identifying voluntary, anonymous disclosures by youth participants of neglect and emotional, physical, and sexual abuse. Additional data for this analysis includes 27 interviews and focus groups that were used to understand the context of these disclosures and to engage the help of youth and program facilitators in the interpretation of findings.ResultsWhile this study is exploratory and non-representative in its design, findings suggest high rates of hidden abuse, with less than a quarter of youth with abuse experiences reporting a disclosure. Disclosure patterns vary with boys, youth aged 14–15, victims of physical abuse, and those abused by a family member being most likely to disclose to professionals or the police. Interviews help to explain the large number of youth who express reticence to disclose to professionals. Specifically, the data show a perception among youth of negative consequences following disclosure.ConclusionsThis data raises questions regarding why youth are reluctant to report abuse to professionals, preferring to cope independently or by confiding in peers. Youth in this study report feeling anxious about disclosing to authorities, fearful of the potential loss of control over decisions which affect them.Practice implicationsFindings suggest that professionals who provide support to young people's own networks of family and friends may help to facilitate youths’ disclosures of abuse. Furthermore, prevention programming that promotes a positive attitude towards disclosure of abuse experiences and provides an anonymous forum (such as an evaluation form) in which to do so is likely to encourage more young people to disclose.     

Family Concerns Surrounding Kindergarten Transition: A Comparison of Students in Special and General Education

Kindergarten transition is considered an important developmental milestone for children and families. Children with disabilities may be especially vulnerable during transition and may lack academic and behavioral readiness skills essential for kindergarten. Family concerns surrounding children’s transition were explored in 132 students (n = 29 special education; n = 103 general education) preparing to enter kindergarten. Caregivers responded to a survey on family experiences and involvement in transition and reported on the degree to which they were concerned about kindergarten transition. Caregivers of special education students reported significantly more concerns surrounding their child’s behavior, communication, academic readiness, and overall readiness for kindergarten than did caregivers of general education students. Implications for supporting children and families during transition are discussed.     

Te Whāriki,the New Zealand early childhood curriculum: is it effective?

Te Whāriki, the New Zealand early childhood curriculum, has received much praise since its introduction in 1996. There is, however, little research evidence about the implementation or effectiveness of the curriculum in early childhood centres. This article raises questions about the structure and content of Te Whāriki. The holistic and integrated nature of the curriculum means that subject content areas (e.g., art, music, science, literacy) can be overlooked. The generalised nature of the guidelines in Te Whāriki on programme planning allows for flexibility but may result in children being provided with an inadequate range of learning experiences. Concerns are also raised about the value of Learning Stories, a novel form of assessment that was designed to align with the approach of Te Whāriki.     

Competition, economic rationalization, increased surveillance, and attacks on diversity: Neo-liberalism and the transformation of teacher education in the U.S.

This paper discusses recent developments in U.S. teacher education that are tied to the global neo-liberal project. The focus is on how changes experienced throughout the world have played out in the U.S. Three areas are addressed in particular: the commodification of teacher education, hyperrationality and increased accountability, and attacks on multicultural education. The paper closes with a look at the future for teacher education in the U.S.     

The Culture of Empowerment: Driving and Sustaining Change at Conner Prairie

Abstract In this paper, we offer a case study of how Conner Prairie Museum recognized its institutional need for change and employed principles of staff empowerment that allowed the museum to adapt to the needs and interests of guests. The result has been a dramatic improvement in visitor satisfaction and learning. To achieve this transformation, Conner Prairie intentionally altered the organizational culture in large and small ways: by reorganizing staff assignments, restructuring staff assessment, and realigning communication between management and front‐line staff in order to empower front‐line staff. This story is not unique to Conner Prairie, but the details illuminate the vital role of empowerment in the process of cultural change.