A Review of The Teaching Transgender Toolkit: A Facilitator's Guide to Increasing Knowledge,Decreasing Prejudice & Building Skills

This is a review of the book The Teaching Transgender Toolkit by Eli R. Green and Luca Maurer (2015 Green, E. R., &; Maurer, L. (2015). The teaching transgender toolkit: A facilitator's guide to increasing knowledge, decreasing prejudice &; building skills. Ithaca, NY: Planned Parenthood of the Southern Finger Lakes. [Google Scholar]). Overall, the book is an extremely helpful guide for facilitators of varying skill levels and gender identities implementing educational interventions. The authors' familiarity with the range of participant/learner responses led them to include several helpful components. With helpful sections on how to use the book, how to compile lessons to conduct one's own trainings, and resources for further reading, the authors effectively give educators the tools they need to educate various populations about transgender identities. Limitations include the ever-changing language around gender identities and the lack of specific focus on workplace discrimination. The authors do include an online, frequently updated resource for changing terminology. This is a recommended resource for those who educate about gender and gender identity.     

Adolescent Weak Decoders Writing in a Shallow Orthography: Process and Product

It has been hypothesized that students with dyslexia struggle with writing because of a word-level focus that reduces attention to higher level textual features (structure, theme development). This may result from difficulties with spelling and/or difficulties with reading. Twenty-six Norwegian upper secondary students (M = 16.9 years) with weak decoding skills and 26 age-matched controls composed expository texts by keyboard under two conditions: normally and with letters masked to prevent them reading what they were writing. Weak decoders made more spelling errors and produced poorer quality text. Their inter-key-press latencies were substantially longer preword, at word end, and within word. These findings provide some support for the word-level focus hypothesis, although we found that weak decoders were slightly less likely to engage in word-level editing. Preventing reading did not affect differences between weak decoders and controls, indicating that their reduced fluency was associated with production rather than reading difficulties.     

Career Decisional States of Australian and South African High School Students

The influence of contextualfactors on the career decision states of 429South African and 623 Australian male andfemale students in grades 8 to 12 wasinvestigated. The results for both nationalsamples on the Career Decision Scaledemonstrate that grade, gender, and theinteraction of grade and gender impact on thedevelopmental progression of career decisionbehaviour. Gender differences across nationswere more pronounced for males than females.Both South African and Australian students aremore decided in lower grades. Internationaldifferences suggest that South African studentsare less certain and evidence greaterindecision than Australian students. Theimplications for educational decision pointsand career education practices are discussed.     

The implications of size for educational development in small territories: The case of Macau

The educational issues associated with the small size of countries have long been neglected by administrators and academics. Recent work by the Commonwealth Secretariat has done much to remedy this neglect, but the topic is still in its infancy. This paper contributes to the body of literature by providing a specific case-study. By focusing on Macau, it also helps balance the bias of existing work, most of which concentrates on Commonwealth countries.

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Zusammenfassung Erziehungswissenschaftliche Fragen, die mit einer kleinen Ländergröße verbunden sind, sind lange von Verwaltungsbeamten und Wissenschaftlern vernachlässigt worden. Jüngere Arbeiten des Commonwealth-Sekretariats haben viel dazu beigetragen, diesem Versäumnis abzuhelfen, aber die Behandlung dieses Themas steht noch im Anfangsstadium. Dieser Artikel stellt einen Beitrag zur Gesamtheit der Literatur dar, indem er eine spezielle Fallstudie liefert, und dadurch, daß das Augenmerk auf Makao gerichtet ist, hilft er darüberhinaus, die Einseitigkeit bereits vorliegender Arbeiten, die sich überwiegend auf Commonwealthländer konzentrieren, auszugleichen.

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Résumé Administrateurs et universitaires ont longtemps négligé les problèmes éducatifs liés aux petits pays. Le travail qui a été entrepris récemment par le secrétariat du Commonwealth a contribué pour une grande part à pallier cette négligence, mais ce thème en est encore à ses débuts. Cette étude de cas spécifique apporte sa contribution à l'ensemble de la littérature qui existe sur ce sujet. En mettant l'accent sur Macao, elle permet également de rétablir l'équilibre dans les travaux existants qui se focalisent essentiellement sur les pays du Commonwealth.

     

A tale of two countries: comparing civic education in the Philippines and Singapore

This article provides a comparative analysis of citizenship education in the Philippines and Singapore. Through an analysis of historical contexts, citizenship education policy and curriculum, it examines Makabayan in the Philippines and National Education in Singapore. It identifies particular policy and curriculum trajectories as responses to national and global imperatives to demonstrate how countries are redefining the kinds of knowledge, skills and values deemed necessary for national citizenship in global contexts. This comparative case study illustrates some of the tensions and contradictions facing citizenship education in new global contexts and highlights the different ways countries try to manage these tensions through citizenship education policies and curricula. Findings point to different factors that shape and constrain the implementation of citizenship education programmes in both countries.     

The relations of effortful control and impulsivity to children's resiliency and adjustment

The unique relations of effortful control and impulsivity to resiliency and adjustment were examined when children were 4.5 to 8 years old, and 2 years later. Parents and teachers reported on all constructs and children's attentional persistence was observed. In concurrent structural equation models, effortful control and impulsivity uniquely and directly predicted resiliency and externalizing problems and indirectly predicted internalizing problems (through resiliency). Teacher-reported anger moderated the relations of effortful control and impulsivity to externalizing problems. In the longitudinal model, all relations held at T2 except for the path from impulsivity to externalizing problems. Evidence of bidirectional effects also was obtained. The results indicate that effortful control and impulsivity are distinct constructs with some unique prediction of resiliency and adjustment.     

Towards a taxonomy of novices' misconceptions of the Prolog interpreter

A series of novice programmers' misconceptions of Prolog flow-of-control and variable unification are identified on the basis of existing empirical evidence, and informal observation. This classification is intended to serve as a first pass attempt towards an understanding of these errors and as a basis for future empirical work.