Ethnic-Specific Achievement in Dutch Higher Education

This study investigates the extent to which ethnic-specific differences occur in higher education and the underlying factors behind them. The research sample was made up of about 7,000 students at universities in the Netherlands. The authors established that ethnic-specific differ ences in achievement do indeed exist, even after background variables such as sex have been corrected. Structural modeling shows that prior education, financial (income) factors, and effort have a significant impact on study success.     

Tenets of Body-Soul Rooted Pedagogy: teaching for critical consciousness,nourished resistance,and healing

ABSTRACT

For marginalized communities, schooling is mired in social/bodily control, tracking, and cultural erasure circumscribing difference/culture as obstacles, as opposed to sites of wisdom, connectedness, and critical consciousness. Authors shape a transformative pedagogical framework across teacher education and partnering schools by utilizing spiritually embodied, land-based Chicana Feminist and Indigenous Epistemologies. We outline six tenets of Body-Soul Rooted Pedagogy which: 1) construct education politically, 2) enact schooling as decolonization/empowerment, 3) center epistemologies, multiliteracies of marginalized groups, 4) foster critical frameworks navigating oppression, 5) engage social action pedagogy, and 6) engender hope, well-being. Scholarship has implications for educational theory and practice at all levels.     

The Relations of Emotionality and Regulation to Children's Anger-related Reactions

The purpose of this study was to examine the relations of emotionality (intensity and negative emotion) and regulation (attentional control, mode of coping) to preschoolers' naturally occurring anger reactions. School personnel's ratings of 4–6-year-olds' constructive coping and attentional control were associated with boys' constructive anger reactions whereas their ratings of acting out versus avoidant coping, emotional intensity, and anger intensity generally were correlated with low levels of constructive reactions to anger. Mothers' reports of children's constructive coping and low emotional intensity were associated with children's use of nonabusive language to deal with anger, whereas aggressive coping and negative emotionality were associated with escape behavior when angered. The findings are consistent with the conclusion that individual differences in emotionality and regulatory skills are associated with children's constructive versus nonconstructive anger reactions.     

The Use of Two-dimensional Models in Social Science: An autocritical review

A two-dimensional model, made for identification of scenarios of future developments of education in general and teacher education in particular, is critically scrutinised in the article. The concepts of 'dimension' that belongs to mathematics of space, and 'opposite' that belongs to logic are elaborated on in relation to how notions of dimensionality and of opposite are dealt with in the model. It is claimed that the model does not deal with dimensions at all and that there are no opposites between the end points of the two 'dimensions' in the model. The model is yet useful from other points of view, namely as a heuristic model for evoking thoughts on the tensions, dynamisms, tendencies and counter tendencies in present education policies. Models in social science are not true or false but rather useful or less useful in all their imperfection for illustrating social phenomena and for inspiring new paths of thought.     

We Look More, Listen More, Notice More: Impact of Sustained Professional Development on Head Start Teachers�� Inquiry-Based and Culturally-Relevant Science Teaching Practices

Despite many scholars?? recommendations, science is often avoided during early childhood education. Among the reasons provided by early childhood teachers for the exclusion of science from their daily routines included science anxiety, low self-efficacy with respect to teaching science, lack of experience participating in science activities as students, or the notion that literacy and language are more important during the early years. In minority populations the problem is even greater due to identification of science with the ??culture of. This article presents results from Ah Neen Dush, a sustained and transformative professional development program for Head Start teachers on an American Indian Reservation. The goal of the program is to support early childhood teachers in developing inquiry-based and culturally-relevant teaching practices. Through analysis of teachers?? classroom practices, surveys and interviews, we explore changes in teachers?? attitudes toward science and inquiry-based practices. Classroom observations were conducted using CLASS (Classroom assessment Scoring System), a tool used to evaluate the quality of classroom interactions. After 1 year of professional development teachers?? attitudes were found to improve and after 2 years teachers classroom practices were more inquiry-based with statistically significant increases in CLASS observation scores.     

Prompting teachers’ reflection of their professional knowledge. A proof-of-concept study of the Graphic Assessment of TPACK Instrument

Many educational technology proponents support the Technological Pedagogical Content Knowledge (TPACK) model as a way to conceptualize teaching with technology, but recent TPACK research shows a need for empirical studies regarding the development of this knowledge. This proof-of-concept study applies mixed-methods to investigate the meta-cognitive awareness produced by teachers who participate in the Graphic Assessment of TPACK Instrument (GATI). This process involves creating graphical representations (circles of differing sizes and the degree of their overlap) that represent what teachers understand to be their current and aspired TPACK. This study documented teachers’ explanations during a think-aloud procedure as they created their GATI figures. The in-depth data from two German teachers who participated in the process captured the details of their experience and demonstrated the potential of the GATI to support teachers in reflecting about their professional knowledge and in determining their own professional development activities. These findings will be informative to future pilot studies involving the larger design of the GATI process, to better understand the role of teachers’ meta-conceptual awareness, and to better ascertain how the GATI might be used to support professional development on a larger scale.     

The independent contributions of gender stereotypes and gender identification in predicting primary school pupils’ expectancies of success in STEM fields

On the basis of the expectancy‐value theory of achievement, this paper aims to examine the relative contributions of gender‐stereotype endorsement and gender identification on expectancies for success in STEM fields. In a sample of 880 Croatian primary school pupils of approximately 12 years of age, stereotyped beliefs about gender‐appropriateness of STEM‐related professions (stereotype endorsement) and self‐perception as a typical representative of one's gender (gender identification) were first assessed. Participants also reported their expectations for success in each of the STEM‐related professions previously used for establishing stereotype endorsement. Stereotype endorsement and gender identification separately interacted with gender to predict expectancies for success in STEM‐related professions. Higher levels of stereotype endorsement and gender identification fostered stereotype‐consistent expectancies for success in STEM fields (higher expectancies for boys than for girls). Implications are discussed in terms of strategies to encourage girls to engage in STEM‐related careers.     

Stability of repeated student evaluations of teaching in the second preclinical year of a medical curriculum

The second preclinical year of the medical curriculum at the Medical Faculty of the University of Lausanne in Switzerland includes nine multidisciplinary organ-system-oriented modules consisting of lectures and problem-based-learning tutorials. This study reports the experience accumulated with the evaluation of lectures during the academic years 1998–1999 and 1999–2000. The ratings of the different modules were highly variable, indicating the ability of students to have a critical view on the teaching and the teachers. There was a close to very close correlation between the ratings obtained during the two study years. The high discriminative capacity of students in evaluating the teaching and the teachers was also supported by their critical point of view expressed in free comments. Our observations stress therefore the reliability of teaching evaluations systematically performed by medical students.     

Correction to: Plotting Academic Innovation: A Content Analysis of Twenty Institutional Websites

Innovative Higher Education -     

Three recommended inclusive language guidelines for scholarly publishing: Words matter

• Inclusive language will make scholarly publishing more accurate and more respectful, and it has the potential to help authors reach a wider audience.
• JAMA and the JAMA Network journals, the American Chemical Society and the Coalition for Diversity and Inclusion in Scholarly Communications have free guides on inclusive language, formatting and images.
• The guides provide principles and rationale, as well as examples of preferred language, in order to equip people with knowledge to choose the most inclusive words even as terminology preferences change.