Paradigm revisited: Another look at the physical and social sciences

The study reexamines the paradigm concept as presented by Lodahl and Gordon with respect to the concept of consistency in professional life. The results show that high paradigm disciplines are more consistent than low paradigm disciplines on selected measures of educational background and professional activity. The conclusions of this investigation suggest first that the paradigm concept works well by itself in researching academic professions, and second that the concept of consistency offers a new way of both classifying faculty and exploring the dimensions of faculty characteristics.     

The State of the Literature on Student Evaluations of Teaching and an Exploratory Analysis of Written Comments: Who Benefits Most?

The purpose of this exploratory analysis is to review the state of the literature on student evaluations (SEs) of teaching and examine to what extent an instructor's race/ethnicity influences student's qualitative comments. Also, does the intersection of race and gender influence student's qualitative comments on SEs? Utilizing an online survey distributed among various organizational listserv in the discipline of Political Science, this study highlights written comments received on SEs by faculty generally. Additionally, we hope to contribute findings that support how negative comments may affect faculty of color and women.     

Development of self-recognition, personal pronoun use, and pretend play during the 2nd year

This study examined the relation of visual self-recognition to personal pronoun use and pretend play. For a longitudinal sample (N=66) at the ages when self-recognition was emerging (15, 18, and 21 months), self-recognition was related to personal pronoun use and pretend play such that children showing self-recognition used more personal pronouns and demonstrated more advanced pretend play than did children not showing self-recognition. The finding of a relation among these measures provides additional evidence that in the middle of the 2nd year of life a metarepresentation of self emerges in the human child.     

Children's thinking about diversity of belief in the early school years: judgments of relativism, tolerance, and disagreeing persons

Children's thinking about diversity of belief in 4 realms--morality, taste, facts, and ambiguous facts--was examined. Ninety-six participants (ages 5, 7, and 9) were interviewed about beliefs different from their own that were endorsed by characters with different status; their judgments of relativism, tolerance, and disagreeing persons were assessed. Five-year-olds made fewer relative and tolerant judgments than 7- and 9-year-olds. Nevertheless, participants of all ages organized their judgments according to the realm of diversity, thought that some beliefs are relative and some are nonrelative, and made tolerant judgments of some divergent beliefs (and their proponents) but not of others. The findings suggest that, in the early school years, children have multiple and well-differentiated perspectives on belief diversity.     

Observations on the missing linkage between theories of historical expansion of schooling and planning for future educational development

There are presently two major bodies of literature that focus on the development and growth of educational systems. The first examines the historical expansion of schooling, with particular emphasis on industrialized countries. The second concentrates on planning for future educational expansion in countries that currently are less educationally developed. In this paper, an overview of theoretical perspectives on the historical expansion of schooling and an overview of perspectives that guide planning for future expansion are presented, and the relationship between the two sets of perspectives explored. It is concluded that these two bodies of literature presently exist, for the most part, as separate bodies of knowledge. Greater communication between individuals engaged in historical research and those involved in planning for future expansion is urged. Specifically, it is suggested that greater efforts be made to explore how studies and theories of historical expansion might provide insights that would contribute to more effective planning for the future expansion of schooling in less educationally-developed countries.

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Zusammenfassung In der Forschungsliteratur gibt es derzeit zwei Hauptströmungen, die schwerpunktmäßig Entwicklung und Erweiterung der Erziehungssysteme behandeln. Während die eine die Erweiterung des Schulwesens historisch unter besonderer Berücksichtigung der Industrieländer untersucht, konzentriert sich die andere auf die Planung zukünftiger Erweiterungen des Schulwesens in Ländern, die z.Zt. im Hinblick auf die Erziehungswissenschaften weniger weit entwickelt sind. In diesem Bericht wird ein Überblick sowohl über theoretische Perspektiven der Erweiterung im Schulwesen aus historischer Sicht als auch über Perspektiven gegeben, die der Planung zukünftiger Erweiterungen zu Grunde liegen. Darüberhinaus wird die Beziehung zwischen diesen beiden Komplexen von Perspektiven untersucht. Abschließend wird die Auffassung vertreten, daß diese beiden Forschungsströmungen z.Zt. weitgehend als getrennte Wissensbestände bestehen. Zur besseren Verständigung zwischen denjenigen, die in der historischen Forschung tätig und denjenigen, die mit der Planung zukünftiger Erweiterung beschäftigt sind, wird geraten. Es wird vorgeschlagen, größere Anstrengungen zu unternehmen, um herauszufinden, wie Untersuchungen und Theorien über die historische Erweiterung klärend beitragen könnten, wirksamere Planung für zukünftige Erweiterungen des Schulwesens in pädagogisch weniger entwickelten Ländern durchzuführen.

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Résumé Il existe actuellement deux larges courants d'écrits portant sur le développement et la croissance des systèmes éducatifs. Le premier examine l'expansion historique de la scolarisation en plaçant un accent particulier sur les pays industrialisés. Le second se concentre sur la planification de l'expansion future de l'éducation dans les pays présentemment moins développés en matière d'éducation. Cet article présente un examen des perspectives théoriques sur l'expansion historique de la scolarisation en même temps que celui des perspectives qui guident la planification pour une expansion future; on y explore également la relation entre ces deux ensembles de perspectives. L'article aboutit à la conclusion que ces deux courants d'écrits existent, en garde partie, comme deux domaines différents de connaissance. Il est fortement conseillé de tisser des liens plus étroits de communication entre les personnes engagées dans la recherche historique et celles concernées par la planification de l'expansion future de l'éducation. Il est spécialement suggéré d'entreprendre de plus gros efforts pour explorer la façon dont les études et théories sur l'expansion historique pourraient donner un meilleur aperçu d'une planification plus effective de l'expansion de la scolarisation dans les pays les moins pourvus en matière d'éducation.

     

Moving tales: acculturation experiences of migrant women staff entering a New Zealand polytechnic

The complex acculturation experiences of migrant staff entering the tertiary sector of their host country are seldom voiced. This paper presents some of the ways in which migrant women staff have responded to the demands of living and working in a culture different from their own. It shows how they have developed a ‘double vision’, or an ability to see both their home culture and that of their host country more critically. Their resultant ability to mediate between cultures has become a positive factor in their work in an increasingly multicultural sector. This paper calls for the use of structured interventions in the induction of new migrant staff that affirms and validates their cultural knowledge and experience, while introducing existing institutional practices and approaches. It argues that the ensuing development of intercultural exchange is an essential ingredient of a culturally inclusive sector.     

Retaining Black Teachers: An Examination of Black Female Teachers’ Intentions to Remain in K-12 Classrooms

Sixty years after Brown v. Board of Education, retention trends indicate that there is a Black teacher shortage. Research shows that Black teachers’ retention rates are often lower than the retention rates of White teachers. Black teachers report low salaries, lack of administrative support, and other school variables as reasons for leaving the teaching profession. Seeking to alter the predominantly White, middle class teaching force and potentially impact students’ educational experiences, this qualitative study examines twelve Black female teachers’ intentions to remain in the K-12 classroom. Utilizing conventional content analysis, three themes emerged regarding the retention of Black female teachers. Conclusions, recommendations, and implications are offered for school administrators and educational policymakers.     

Exploring the global/local boundary in education in developing countries: the case of the Caribbean

This article focuses on education in developing countries in the context of globalization and with specific reference to the Caribbean. It examines the concept of globalization and related concepts and positions developing countries within this context. It explores the possibility of the creation of a third space where the local and the global can co-mingle and new understandings can emerge. The article argues that although the global/local interface constitutes a zone of tension, it can, in the realm of education, become an area of creative opportunity. It outlines some parameters that can guide the way in which the third space can be shaped when Caribbean and other developing countries are faced with the challenge of accommodating external ideas into local education.     

Preserving the Past: An Early Interview Improves Delayed Event Memory in Children With Intellectual Disabilities

The influence of an early interview on children's (N = 194) later recall of an experienced event was examined in children with mild and moderate intellectual disabilities (CWID; 7–12 years) and typically developing (TD) children matched for chronological (7–12 years) or mental (4–9 years) age. Children previously interviewed were more informative, more accurate, and less suggestible. CWID (mild) recalled as much information as TD mental age matches, and were as accurate as TD chronological age matches. CWID (moderate) recalled less than TD mental age matches but were as accurate. Interviewers should elicit CWID's recall as early as possible and consider developmental level and severity of impairments when evaluating eyewitness testimony.