School consultation from a social psychological perspective: A Review

This paper reviews various social psychological constructs that have been discussed previously in isolated articles in order to offer a theoretical framework within which to view resistance and related phenomena in school consultation. The discussion focuses on resistance, cognitive dissonance, reactance, attribution, influence/power, and modeling. The review summarizes contributions and applications made by other authors and provides additional applications from social psychological theory. Applications to school consultation are stressed. The need for empirical research in these areas is emphasized and directions for future research are offered.     

The Psychometric Properties of the Perceived Motivational Climate in Exercise Questionnaire

The current study aims to test the reliability and validity of the Leader–Member Exchange (LMX 7) scale with regard to coach–player relationships in sports settings. A total of 330 professional soccer players from the Turkish Super League as well as from the First and Second Leagues participated in this study. Factor analyses were performed to test the construct validity of the LMX 7. Exploratory factor analysis revealed a one-factor solution for the LMX 7. Confirmatory factor analysis showed acceptable fit indices (χ²₍₁₄₎ = 31.36; p = .001; χ²/df = 2.24; GFI = .95; CFI = .97; SRMR = .05). Cronbach`s alpha (α = .84) and construct reliability (CR = .85) indicated that the reliability of the LMX 7 was quite good. Factorial Invariance (Δχ²_diff = 4.49; p > .05) across samples provided cross-validation using Multi-Group Confirmatory Analysis (MGCFA). The MGCFA supported the model of league invariance. Evidence of cross validation and configural, metric, and scalar invariance tests suggested that the LMX 7 scale preserves its factor structure, factor loadings, factor variances, and item uniqueness equally well. Chi-square difference tests revealed full invariance (Δχ²₍₆₎ = 11.45; p > .05) and partial scalar invariance (Δχ²₍₆₎ = 9.46; p > .05). Overall, these results show that the LMX 7 scale is reliable and valid for examining coach–player relationships.     

The whys and wherefores of Native American bilingual education

Although many would agree in theory with the notion of bilingual education for Native American pupils, one must look deeper at this complex issue before a commitment is made to such a program. Bilingual programs in reservation schools and off-reservation serving a dominant Indian population make good sense and will continue to provide an important service. Not only do such programs make the transition to school easier for young Native American pupils, but also they provide an important cultural link to the child's heritage and promote positive concepts of self and build prideful identity. In urban areas, however, where approximately half of the Indian population of this country resides, it is difficult to defend bilingual programs because of the many problems involved in implementing such programs successfully. It is probable that these programs will continue to be found mainly in early childhood day care settings.     

Promoting a collective conscience: designing a resilient staff–student partnership model for educational development

This paper discusses experiences of a student-ambassador network within one UK-based Centre for Excellence in Teaching and Learning, problematising key issues in relation to transience in staff–student partnerships in high education, and highlighting the importance of the educational developer in facilitating institution-wide partnership models. Theoretical explorations are supported by data gathered throughout the Network’s operation, including student evaluations following the first year of operation, and a final ‘impact study’ conducted with staff and students. The article develops the notion of a ‘collective conscience’ model of student engagement, which supports all students via a variety of activities, incorporating short, mid-range, and long-term goals, and enabling a range of collaborative and individual opportunities for success.     

Gender,Class and Sporting Opportunity: Working-Class Women and Sport in Early Twentieth-Century Australia

This paper addresses a major blind spot in the history of Australian sport by investigating women's participation in sport with relation to social class. This is a question that has been largely overlooked in the current literature on the history of women's sport, but stands out as an issue deserving of further attention. The paper considers whether the obstacles faced by Australian sportswomen have been irrespective of social class and status, or if working-class women faced a double burden of both gender and economic barriers to sporting activity? Drawing upon an in-depth examination of sport and identities in an inner-city working-class Australian suburb, the paper examines and analyses the sporting experiences of local women in the early part of the twentieth century. Based on an extensive evaluation (and critique) of the local, city and sporting press and local histories, the paper argues that not only did working-class women have far fewer opportunities to participate in sport than their working-class male counterparts, but that they also had much less access to sport than middle- and upper-class women. It concludes that issues relating to class were the most significant deterrent to sporting involvement amongst local women.