Students’ Perspectives on LGBTQ-Inclusive Curriculum

Implementing curriculum that is inclusive of lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) people has the potential to create an equitable learning environment. In order to learn more about students’ experiences of LGBTQ-inclusive curriculum, 26 high school students with diverse racial/ethnic, sexual, and gender identities were recruited from the Gay Straight Alliance (GSA) Network in California. Students participated in focus groups conducted by telephone by GSA staff, sharing their experiences of LGBTQ-inclusive curriculum in school. Qualitative coding methods, including grounded theory, were used to identify themes and interpret students’ responses. Data revealed that LGBTQ-inclusive curriculum was most often taught in social sciences and humanities courses as stand-alone lessons. LGBTQ-inclusive curriculum rarely met standards of social justice education, though opportunities for critical conversations about systemic oppression regularly emerged. For instance, teachers often failed to intervene in LGBTQ bullying and missed teachable moments conducive to inclusive curriculum. Some students learned positive LGBTQ lessons and highlighted the ways such curriculum reflected their identities and created a supportive school climate. Implications for equitable education are discussed.     

Development of the Preferences for College Counseling Inventory

This study describes the development of the Preferences for College Counseling Inventory (PCCI). In addition to providing data about college students' preferences for the logistics of counseling and the demographic/professional background of a potential therapist, the PCCI also provides numerical scores on 3 scales (Therapist Expertise, Therapist Warmth, and Therapist Directiveness) that measure preferences for therapist dispositions and 2 scales (Task‐Oriented Activities and Experiential/Insight‐Oriented Activities) that measure preferences for counseling activities.     

College education and attitudes toward democracy in China: an empirical study

The modernization theory contends that there is a link between education and democracy. Yet few empirical studies have been done to investigate the role of higher education on promoting democratic values in the Chinese context. Using China General Social Survey 2006, this paper generates several findings which are not completely consistent with the existing theoretical explanations on political development. Specifically, the college-educated Chinese citizens not only agree that there is need to improve democracy, but support various types of political participation and resist the government-oriented petitioning. However, though entrepreneurial elites (private business owners) and political elites (Chinese communist party members) demonstrate preference to democracy in principle, empirical evidence suggests that they are much less likely to support political participation that challenges the authoritarian regime in China compared to knowledge-based elites (college-educated adults).     

DISTRIBUTIVE PARTITIONING OPERATION IN MATHEMATICAL SITUATIONS INVOLVING FRACTIONAL QUANTITIES

In the present study, we describe a participating student’s (Carol’s) distributive partitioning scheme and operations along with Steffe’s and his colleagues’ studies about children’s constructions of fraction knowledge as a particular model of mathematical learning. Analysis of Carol’s mathematical behaviors indicates that an operationally common mathematical behavior (distributive partitioning operation) was revealed in various mathematical problem situations such as fraction multiplication, fraction division, and multiplicative transformation between fractional quantities. It both provides a rationale for why becoming versed in one mathematical subject could facilitate working with another mathematical subject and also implies the necessity of describing and defining students’ mathematical behaviors from an operational view of knowledge, which might lead to building foundations of a substantial cognitive map for students’ mathematical development.     

Knowledge production in a constructed field: reflections on comparative and international education

Adopting Maria Manzon’s theoretical framework, which draws on Foucault and proposes that comparative education as an academic field is socially constructed, I suggest that the field is neither stable nor well defined. To demonstrate this, I conduct a content analysis of the Comparative Education Review, using Klaus Krippendorff’s methodological framework to study comparative and international education (CIE) researchers’ understanding of the national—and of their related knowledge production in the field. Many comparativists express interests in multiple countries, and their knowledge production takes the form of individual country studies. The countries are habitually studied using a “problem approach” focusing on one specific aspect of the country under investigation and using an associated social science methodology deemed appropriate. Few comparativists are making explicit use of or reference to any methodology that is unique to comparative education. Efforts to catalog and systematize CIE research have demonstrated that the field is becoming so inclusive that it hardly is distinguishable from educational studies as a whole. Hence, I suggest that instead of speaking about unifying features of the field, it may be more relevant to speak about frequent elements, such as a focus on the national, and a knowledge production characterized by the academic practitioner who desires to improve the education systems studied. A third frequent element may be the focus on educational development, thus justifying the label of “comparative, international, and development education.” One challenge of the field is its dependence on Western social science discourses, which may be marginalizing other voices.     

Students’ Motivation in the Mathematics Classroom. Revealing Causes and Consequences

Students’ affective domain has been popular in the mathematics education community in an ongoing attempt to understand students’ learning behavior. Specifically, enhancing students’ motivation in the mathematics classroom is an important issue for teachers and researchers, due to its relation to students’ behavior and achievement. This paper utilized achievement goal theory—an important theoretical prospect on students’ motivation in school settings—to investigate the existence of a model presenting the relation between motivation and other affective constructs and students’ performance in mathematics. In this regard, two types of tests were administered to 321 sixth grade students measuring their motivation and other affective constructs and their performance in mathematics. Using structural equation modeling, we examined the associations among the affective constructs, motivation, and the extent to which these constructs influence students’ performance and interest in mathematics. The data revealed that students’ performance and their interest in mathematics were influenced by fear of failure, self-efficacy beliefs, and achievement goals. We discuss these findings in terms of teaching implications in the mathematics classroom.