Development and Testing of a Curriculum to Improve Decision-Making Skills in Middle and High School Students

Adolescence is a key developmental period for developing and strengthening brain circuits that underlie effective decision-making skills, which profoundly impact lifelong health and academic, professional, and economic achievement. But decision-making skills are learned rather than inherent. School presents an ideal environment for the direct instruction and frequent practice of decision-making skills, however, finding time in the school day is a challenge for contemporary educators. We have developed a learning curriculum that involves active student participation to strengthen decision-making skills that is sufficiently flexible and adaptable to be utilized in a wide variety of content-specific classwork. Using this curriculum, students show evidence of improved decision-making skills, including increased consideration of the number of factors that are relevant to their decision, the resources needed to make a particular decision, and both the short-term and long-term consequences of decisions.     

Ethnic and Racial Identity During Adolescence and Into Young Adulthood: An Integrated Conceptualization

Although ethnic and racial identity (ERI) are central to the normative development of youth of color, there have been few efforts to bring scholars together to discuss the theoretical complexities of these constructs and provide a synthesis of existing work. The Ethnic and Racial Identity in the 21st Century Study Group was assembled for this purpose. This article provides an overview of the interface of ERI with developmental and contextual issues across development, with an emphasis on adolescence and young adulthood. It proposes a metaconstruct to capture experiences that reflect both individuals’ ethnic background and their racialized experiences in a specific sociohistorical context. Finally, it presents milestones in the development of ERI across developmental periods.     

Natural hazard preparedness in an Auckland community: child and community perceptions

Community engagement in natural hazard preparedness is crucial to ensure sustainable initiatives. Children are important members of communities, and can actively contribute to community preparedness. This article presents research undertaken with 11- to 12-year-old students from a school in Auckland, New Zealand, and leaders associated with the school community regarding their perceptions of the role of schools, communities and children in natural hazard preparedness. The findings show that the students believe they can be effective in promoting preparedness in their school, homes and community, and act as leaders in this capacity. Community leaders stated that preparedness actions should be culturally relevant, community initiated and owned and inclusive of child perspectives. From the combined perspectives of students and community leaders, this work concludes that emergency management must engage in culturally responsive ways with Māori and Pacific communities to enable community preparedness initiatives that are tailored to the cultural values and practices of communities most at risk from natural hazards. Further, it concludes that children have an important voice in community preparedness, which could be encouraged through school and community initiatives.     

Curriculum spaces for connecting to children’s multiple mathematical knowledge bases

Elementary mathematics curriculum materials can serve as a lever for instructional change. In this paper, we promote a particular kind of instructional change: supporting teachers in learning to integrate children’s multiple mathematical knowledge bases (MMKB), including children’s mathematical thinking and children’s home and community-based mathematical funds of knowledge, in instruction. A powerful means of supporting pre-service teachers in integrating children’s MMKB in instruction may be to scaffold teachers’ noticing of potential spaces in elementary mathematics curriculum materials for connecting to children’s MMKB and then developing practices for leveraging these spaces during instruction. We focus on existing and potential spaces in written curriculum materials, or curriculum spaces, so as to better support teachers in enacting curriculum that opens spaces for connecting to children’s MMKB.     

Building a new culture of teaching & learning

The search is on for new and powerful ways to engage students, but today's campuses need more than new techniques. They need to build a culture where these new approaches can take hold and thrive.     

The Acceptability and Dissemination of Materials to Support Staff Development in Universities and Polytechnics in the United Kingdom

This article is based on work begun during the HERMES project, 'Higher Education Resource Materials: Evaluation and Service', January 1978–December 1979, a project to support the training and development of lecturers in universities and polytechnics through resource materials. Part A examines the discrepancy between availability of and demand for such materials, and comes to conclusions regarding the types and topics where the need is greatest. Part B examines factors which characterize productions used outside the authors' own institutions. In conclusion, the article describes how the findings are being implemented by a working group of the Society for Research into Higher Education.     

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.