Intergroup Attitudes among Ethnic Minority Adolescents: A Causal Model

To examine the influence of ethnic idenilty and intergroup contact on adolescents' attitudes toward other ethnic groups, we studied eighth and eleventh graders from 2 predominantly non-white school districts. Surveys completed by 547 adolescents from 3 ethnic groups (133 African Americans, 219 Latinos, and 195 Asian Americans) assessed in-group and out-group attitudes, out-group interaction, out-group contact, and ethnic identity. A causal model suggested 2 pathways leading to positive out-group attitudes. In one pathway, ethnic identity increased with age and predicted positive in-group attitudes; these attitudes contributed to positive out-group attitudes. In a separate pathway, ethnic diversity outside of schcool led to more out-group interaction in school, which in turn predicted positive out-group attitudes. The results support developmental and multiculturalism views of intergroup relations.     

Less than expected variance in studies of serial position effects is not a sufficient reason for caution

A number of reports of serial position effects have been criticized for displaying less than the variance that would be expected on the basis of the binomial theorem. The statistical evidence cited in support of this claim is reviewed and found to be far from conclusive. At least three problems with this statistical evidence are noted. First, typical patterns of variance in studies of serial position effects, which had not previously been established, are at odds with those predicted by the binomial theorem. Second, according to statistical theory, the variance observed in any particular study should not necessarily equal the variance predicted by the binomial theorem, and may do so only under a very limited number of conditions. Third, the assumptions underlying the binomial model have been violated in applications to data from experiments on serial position effects, causing severe and systematic error in the estimation of expected variance. Given that the burden of proof falls on those claiming that evidence from some experiments on nonhuman serial position performance is flawed, the doubts raised over their supporting evidence indicate that it would be prudent to suspend judgments regarding such claims pending further empirical data.     

‘It’s not about punitive’: exploring how early-career teachers in high-poverty schools respond to critical incidents

ABSTRACT

This article explores how early-career teachers working in high-poverty schools in Australia account for their decision-making during critical classroom incidents. Classroom management solutions are problematized by investigating how two teachers take up particular positions, make decisions, and enact what they believe to be ‘quality teaching’ in context. Through a combination of interviews and observations of teachers ‘in situ’, we examine what these teachers do, why they do it, what informs their decisions, and how they reflect on their actions. The complexity of teachers’ work in schools located in high-poverty areas is highlighted. We argue that both early-career teachers prefer to position themselves within ‘pastoral’, in contrast to ‘disciplinarian’, discourses, as part of constituting the school as a site of possibility and teachers who advocate for youth growing up in poverty.     

Educational Enrolment of Students with a Disability in New South Wales and Victoria

The extent to which legislation and special education policy have impacted on the nature of the educational enrolment of students with a disability in Australia has not been clearly addressed. Although there are no detailed and systematic national data on the enrolment of students with a disability in inclusive settings, special classes and special schools in Australia, some broad trends are apparent. The legislative background to these trends is discussed. As might be expected, there are variations in the nature of the educational enrolment of students with a disability across the states and territories of Australia. Enrolment trends in the two most populous states, New South Wales and Victoria, are examined and discussed within the context of their respective special education policies, disability discrimination legislation, and educational precedent.     

Improving methods of consulting with young people: Piloting a new model of consultation

National and international legislation has increasingly placed a duty on professionals to consult with young people about matters affecting their lives. Consequently, conducting consultation exercises with young people in order to improve the quality of services available is becoming established practice in many areas. Following on from previous research which asked children and young people about ways they prefer to be consulted, this study developed a new model of consultation to enhance the effectiveness of meetings that young people attend in order to discuss their additional support needs. This model was implemented in a series of consultation meetings in three secondary schools, and was evaluated by examining the views of the key stakeholders (pupils, parents, school staff, visiting professionals) through questionnaires and interviews. The findings suggest that this new model did have a positive impact on the young people who were involved and was perceived positively by all stakeholder groups. This model can provide guidance for EPs and other professionals who wish to effectively involve children and young people in the consultation process.     

Environmental and sustainability education in the Caribbean: Crucial issues,critical imperatives

Abstract

The development, quality and impact of environmental and sustainability education (ESE) in the Caribbean have received increased attention from a growing body of education researchers over the past few decades. This is not surprising given that the region has been grappling with various environmental, social, and economic sustainability issues, and education remains widely regarded as a key mode of response by a range of stakeholders, networks and commentators. Drawing on local to wider perspectives and initiatives, formal and non-formal ESE activities have been undertaken, to enhance knowledge and awareness, develop values, hone skills, and promote behaviours consistent with sustainable development. Whilst this increased engagement is significant and heartening, I argue that there is still scope for a renewal of focus in ESE in the Caribbean, honing in on four main areas: climate change education, the environment and violence nexus, teacher education, and universities as models of and for sustainability. These areas are consistent with regional sustainability imperatives and the global Sustainable Development Goals (SDGs), as well as ripe for deeper research-practice interlinkages. An overview of existing fields of educational inquiry in the Caribbean is offered, along with the four foci for further and future research, with the hope that new, emerging and established academics (as well as practitioners) work productively together to engage these crucial issues and critical imperatives for ESE.     

国外职业指导的两难与中国的抉择

随着社会各方面条件的变化以及人们平等、包容等观念的确立，国外职业指导工作也面临着许多新情况、新问题，研究这些问题并了解相应的应对思路与做法，可以为我国职业指导工作的发展提供诸多借鉴和启示。     

It's a New World: Multiculturalism in a virtual environment

The notion of multiculturalism is vital in our global society. The emergence of efficient and effective distance learning technologies has permitted the integration of innovative techniques in the delivery of multicultural content to individuals who need flexible and convenient education and training opportunities. Strategies form the instructional foundation that promotes engagement of learners. Integral to these strategies are those that relate to personal belief systems and extension of those belief systems to behaviors. This article will add new ways of teaching and learning in the areas of diversity and multiculturalism by offering a model for building highly supportive, engaging online environments, where instructors, trainers, and instructional designers use multiple strategies to build virtual environments that foster a sense of dignity, respect, and understanding: all critical elements in a global environment.