Key questions in the development and use of survey-based journal rankings

This paper presents five key questions that should be considered by researchers and librarians who develop or use survey-based (stated preference) journal rankings. Many of the distinctions among the various rankings—their attributes, strengths, and weaknesses—are captured in the responses to these five questions: What construct is being measured? How are differences in the construct expressed and recorded? Who are the respondents? Which journals are included in the rankings? How is respondents' familiarity with the journals taken into account? The paper also summarizes the problems that may require attention when survey-based rankings are used.     

Critical human rights,citizenship, and democracy education: Entanglements and regenerations

International Review of Education -     

Transforming Teacher Education in South Africa: a space‐time perspective

South Africa's most urgent and difficult project is to reconstruct all spheres of public life so as to establish enabling conditions for a flourishing and peaceful democracy. A viable education system with committed, competent and confident teachers is a primary condition for accomplishing these ends. This article offers a critical account of current attempts to transform teacher education and development. Against a sketch of inherited ways of using time and space in teacher education in South Africa, the article assesses change in three ‘spaces‘‐‐public space, evaluative space and pedagogical space‐‐and related changes in time. A fourth space of change‐‐institutional space‐‐is mentioned in so far as it affects the other three. I argue that the main direction of change is from insulated space and interrupted time to porous space and continuous time. While this direction has promising possibilities, it is not without pitfalls.     

Written versus oral administration of a social-emotional self-report test for children: Does method of execution make a difference?

This study examined administration method (standard written administration vs. oral administration by an examiner) as a variable in influencing children's self-report test scores. Subjects included 139 students in grades 3–6, randomly assigned to one or the other administration condition. Subjects completed the Internalizing Disorders Evaluation Scale for Children (IDESC) according to the assigned administration method. Internal consistency estimates of each group were essentially similar. Mean IDESC scores of the two groups did not differ significantly from either a statistical or practical standpoint, based on t-test and effect size calculations. Results suggest that method of administration did not affect test performance. Implications for child assessment and future research are discussed.     

Masking,mediators and agency: bilingual children and learning to read

This paper begins with a discussion of some of the key insights of recent sociocultural research that consider bilingual children and learning to read and culminates in a discussion of Syncretic Literacy Studies (SLS). It then presents data from an ethnographic study that focused on the learning experiences of a small group of Year Three Bangladeshi‐heritage pupils during 1 year of their schooling in order to problematise some of the claims made in recent sociocultural work and in SLS, particularly the focus on children's agency. The findings from the study suggest that (a) there are limits to children's agency that are not recognised in recent work and in SLS; (b) that identity has an important role to play: children can successfully mask what they cannot do as readers in order to present a particular identity in the mainstream classroom; and (c) that the access some children have to mediators may be limited and can change over time.     

Parenting Style as a Context for Emotion Socialization

Research Findings: The purpose of this study was to examine parenting style in the domain of emotion socialization through studying the relationships among parenting styles, emotion-related parental practices, and parental goals of Hong Kong–Chinese mothers. Data were collected from 189 Hong Kong–Chinese mothers of 6- to 8-year-old children. Hong Kong–Chinese mothers reported that among authoritarian, authoritative, and permissive parenting styles, they adopted an authoritative style most often and an authoritarian style least often. They valued both relational and individualistic emotional competence of their children as parental goals but regarded the former as more important than the latter. Structural equation modeling results indicated that parental goals mediated the influences of parenting styles on parental practices. Authoritative mothers who held individualistic emotional competence goals adopted different parental practices (a coaching or an emotion-encouraging approach) from those who held relational emotional competence goals. When mothers adopted authoritarian parenting and endorsed relational emotional competence as a parental goal, they responded to children's expression of emotions in a dismissing way. Practice or Policy: Parenting styles play an overarching role in emotion socialization, influencing both parental practices and goals. The results imply that school personnel, counselors, or social workers should take into account parenting styles, parental goals, and cultural values of participants when they offer training programs to parents.