吉娜·马隆:冉冉升起的新星

有着姣好的气质、锐利的眼神、可塑性极高的外型,童星出身的吉娜·马隆至今已出道20多年,演出超过20部电影,类型横跨恐怖、古装、经典文学以及奇幻电影等,可算是好莱坞新一代女星中实力强劲的演技派。马隆的童年生活可谓是居无定所,她由同性恋母亲及其女友一同抚养长大,在她9岁前就搬过27次家,丰富的生活经历为马隆从事演员这一职业打下了基础。1996年,12岁的马隆就凭借着电影处女作《卡罗莱纳     

Helping Youth in Underserved Communities Envision Possible Futures

Empowering youth through the exploration of their possible futures is a fresh and innovative approach to the Teaching Personal and Social Responsibility model (TPSR). The purpose of this study was to examine the combination of TPSR with the theory of possible selves. This combination, called the Career Club, was a program specifically designed to better assist students in understanding and facilitating reflective discussions on their future decisions. Career Club was taught weekly for nine sessions, 90 min each, at an inner city elementary school in a large metropolitan city. Participants comprised 12 seventh- and eighth-grade boys and girls who had at least 1 year and up to 5 years of experience in a TPSR program. Data sources included document analysis, lesson observations, formal interviews, and observational field notes. Themes were classified into the following categories: hopedfor-selves and feared selves—a delicate balance, coaching as a necessary component, and coming to understand possible futures. These results indicated that Career Club was effective in providing the participants a meaningful career exploration in coaching. Data also suggested these coaching experiences facilitated reflective discussions on realizing their future orientation choices.     

The Multiple‐Use of Accountability Assessments: Implications for the Process of Validation

Implications of the multiple‐use of accountability assessments for the process of validation are examined. Multiple‐use refers to the simultaneous use of results from a single administration of an assessment for its intended use and for one or more additional uses. A theoretical discussion of the issues for validation which emerge from multiple‐use is provided focusing on the increased stakes that result from multiple‐use and the need to consider the interactions that may take place between multiple‐uses. To further explore this practice, an empirical study of the multiple‐use of the Education Quality and Accountability Office Grade 9 Assessment of Mathematics, a mandatory assessment administered in Ontario, Canada, is presented. Drawing on data gathered in an in‐depth case study, practices associated with two of the multiple‐uses of this assessment are considered and evidence of ways these two uses interact is presented. Given these interactions, the limitations of an argument‐based approach to validation for this instance of multiple‐use are demonstrated. Some ways that the process of validation might better address the practice of multiple‐use are suggested and areas for further investigation of this frequently occurring practice are discussed.