Analysing Multimodal Texts in Science—a Social Semiotic Perspective

Research in Science Education - Teaching and learning in science disciplines are dependent on multimodal communication. Earlier research implies that students may be challenged when trying to...     

Preschoolers Reduce Inequality While Favoring Individuals With More

Inequalities are everywhere, yet little is known about how children respond to people affected by inequalities. This article explores two responses—minimizing inequalities and favoring those who are advantaged by them. In Studies 1a (N = 37) and 1b (N = 38), 4‐ and 5‐year‐olds allocated a resource to a disadvantaged recipient, but judged advantaged recipients more positively. In Studies 4 (N = 38) and 5 (N = 74), a delay occurred between seeing the inequality and allocating resources, or stating a preference, during which time participants forgot who was initially more advantaged. Children then favored advantaged recipients on the preference and resource allocation measures, suggesting an implicit “affective tagging” mechanism drives the tendency to favor the advantaged. In contrast, reducing inequalities through resource allocation appears to require explicit reasoning.     

Adult Attachment; Lesbian,Gay, and Bisexual Identity; and Sexual Attitudes of Nonheterosexual Individuals

Lesbian, gay, and bisexual (LGB) college students from 12 university campuses (N = 177) participated in this study that examined the relationships between adult attachment, LGB identity, and sexual attitudes. Findings indicated that adult attachment was significantly related to LGB identity and sexual attitudes and that an LGB identity variable moderated the relationship between attachment avoidance and sexual permissiveness attitudes. Findings, counseling implications, and future research directions are discussed in terms of attachment and LGB identity theory.     

A view from the inside: Collaborating with students to flip the classroom in real time

This article details decisions made to flip a small, public administration graduate-level course in real time. Interweaving student feedback with instructor notes and reflections gives a unique, personal look into a scenario-based course that changed weekly. We detail this dynamism, highlighting successes and failures in flipping the classroom. Students were positively able to apply administrative theories in real time but struggled to maintain relevance and connection to the readings. The narrative details how we all collaborated on an innovative pedagogical practice to apply public sector theories in real time.     

Gendered distribution of ‘knowledge required for empowerment’ in Swedish vocational education curricula?

Sweden is internationally commended for a high degree of gender equality, but many divisions in Swedish society, including the labour market, disadvantage women. This paper addresses gendered divisions of preparation for civic participation in the vocational upper secondary national curricula, which may participate in reproduction of the pattern. In a comparative analysis of the curriculum guidelines for different vocational upper secondary programmes, we focus on the inclusion of important knowledge for empowerment and how knowledge is contextualised in terms of valued labour positions. We deploy Bernstein’s concepts of horizontal and vertical discourse and Connell’s concepts of production, consumption and gendered accumulation. A general finding is that vertical discourse is contextualised towards discourses of consumption in girl-dominated programmes and towards discourses of production in boy-dominated programmes. Boy-dominated programmes include more knowledge that can be clearly classified in recognised disciplines or fields, whereas girl-dominated programmes include courses of undefined knowledge, such as creativity and entrepreneurship. We conclude that the vocational curricula reinforce rather than challenge existing gender structures in the labour market and wider society. In a historical perspective, it can be concluded that Swedish vocational education policy has a continuum of ‘gender-blindness', and thus confirming with wider norms.     

Examining the association between procrastination and decreases in academic achievement during the transition from high school to university: a piecewise growth model

European Journal of Psychology of Education - The grades of students have been shown to severely decrease during the transition from high school to university. Although past findings have shown...     

Would you Bribe your Lecturer? A Quasi-experimental Study on Burnout and Bribery in Higher Education

Research in Higher Education - Bribery is a complex and critical issue in higher education (HE), causing severe economic and societal harm. Traditionally, most scholarship on HE corruption has...