Meeting in school: Cultural diversity approaches of teachers and intergroup contact among ethnic minority and majority adolescents

This study investigated the associations between cultural diversity approaches endorsed by teachers and adolescents' positive and negative intergroup contact in schools. Participants were 984 adolescents (M_age = 14.66; 62.7% female; 24.8% ethnic minority) involved in a three-wave longitudinal study between 2019 and 2020. Results highlighted that perceived equal treatment by teachers was related to higher positive and lower negative contact over time. However, perceived support for contact and cooperation and interest of teachers in children's cultural background were not related to either positive or negative contact over time. Importantly, the results were replicated across ethnic minority and majority adolescents. This study provides novel insights into the key role that teachers can play in promoting cultural diversity approaches to facilitate harmonious intergroup interactions in schools.     

Validation of the elementary social behaviour assessment: teacher ratings of students’ social skills adapted to Norwegian,grades 1–6

This study investigated the psychometric properties of the Elementary Social Behaviour Assessment (ESBA), a teacher-report measure of students’ social skills and academic engagement adapted for use in Norwegian schools. At two times, 8 weeks apart, 151 teachers rated 793 students in Grades 1–6 on the ESBA and the Social Skills Rating System Teacher’s form (SSRS-T). Exploratory factor analysis with the first assessment suggested one or possibly two factors. Confirmatory factor analysis with the second assessment confirmed the one- or two-factor models but did not offer strong evidence for one over the other. The ESBA demonstrated good to excellent reliability. Strong concurrent and predictive correlations with the SSRS-T established criterion validity. The school and teacher levels explained only a limited amount of the total variance in ESBA scores, suggesting that teachers rate students quite similarly. The Norwegian-adapted ESBA paralleled the reliability and validity evidence from US samples.     

Changes in the Multi‐Level Effects of Socio‐Economic Status on Reading Achievement in Sweden in 1991 and 2001

This study examines the changes in educational inequality at the school‐ and individual‐levels in 1991 and 2001. Comparisons are made between the IEA Reading Literacy Study 1991 and the so called 10‐Year Trend Study in PIRLS 2001. The between‐school differences in reading achievement variance and the size of the relationship between SES and reading achievement at school‐level are the two main focuses. Applying a two‐level structural equation modeling technique, it was found that the between‐school differences in reading achievement were greater in RLS 2001 than in RLS 1991, and the school SES effect has been strengthened over time. These changes indicate that educational inequality in Sweden has increased over time. Some possible explanations to these changes are discussed with reference to school reforms and demographic changes.     

Perspectives on academic staff involvement in the acquisition and implementation of educational technologies

This article presents the results of a study using both quantitative and qualitative data to uncover the extent and nature of the involvement of academic staff in the processes of acquisition and implementation of educational technologies. Actor-network theory (ANT) is used to inform the design of the study and the analysis of the data. Three main areas of investigation are (1) issues of institutional policy and overall purpose of technology, (2) issues of staff involvement in various activities related to acquisition and use of technology and (3) issues related to the existence of arenas for dialogue and discussions of technological needs and requirements across organisational boundaries. The analysis focuses on the diffuseness of the role of academic staff in processes of development of institutional policies and technology acquisition. The article concludes with suggestions for organisational policy in higher education contexts, and possible directions for new research.     

本雅明的翻译理论与朱熹对《离骚》的解读

随着中国经济与文化地位的崛起,越来越多的美国年轻一代开始迫切地想要了解中国,中国文学的教学也越来越被重视起来。作为中国最伟大的爱国主义＂代表诗人＂的一部力作,《离骚》自然应被纳入教材之列,尤其是作为非华裔人士的翻译教材。本文以德国哲学家瓦尔特.本雅明（Walter Benjamin）的文学及历史理论作为方法论,侧重研究本雅明文本＂重生＂理论对《离骚》翻译的适用。朱熹版《离骚》注本充分结合了译者的历史语境,是该诗＂来世＂的重要组成部分,它不仅对当代《离骚》注释有着不可小觑的启示作用,更自成一家,成为《离骚》来世的典范之一。     

Mothers’ and Fathers’ Roles in Caring for an Adult Child with an Intellectual Disability

To date, there have been few studies of mothers’ and fathers’ roles in caring for their adult children with intellectual disabilities. The present study investigated the care-giving roles of mother and father couples caring for their adult offspring with an intellectual disability, their psychological health, and the demands and satisfaction of their care-giving roles. Twelve Anglo-Australian middle-aged mother and father couples with an adult child with intellectual disability (mean age?=?24 years) participated in semi-structured interviews about their care-giving roles and completed a series of questionnaires pertaining to care-giving difficulties and satisfaction, hassles and uplifts, and general health. Findings indicated that an extremely high proportion of both mothers and fathers were in the clinical range for social dysfunction, anxiety/insomnia, and somatic complaints, although levels of depression were relatively low. The present study found that mothers undertake more daily care-giving tasks than fathers, but that the range of tasks is similar. Mothers also reported significantly more care-giving difficulties and satisfaction than fathers. Associations between measures differed somewhat for the two parent groups, indicating the need for further exploration of both mothers’ and fathers’ experiences.     

Factors related to a college student's career optimism and their perception of career services

A student's expectation for a positive outcome for their future career development is referred to as career optimism. Career Services, a common university department, utilizes the social cognitive career theory (SCCT) to understand how students form career interests and make educational and vocational choices. Then Career Services can assist students in finding a career that matches their interests. We hypothesize that students' perception of the assistance provided by the Career Services department when the SCCT is applied, impacts the student's career optimism. In addition, we hypothesize, and results support, that different factors, such as a student's chosen major, impact student perception of Career Services and career optimism.