FIFA seen from a postcolonial perspective

FIFA was created in Zurich in 1904 in order to oversee international football competitions among eight European states. The fact that FIFA was created by eight European states at the turn of the twentieth century is significant. The geopolitical context of the period is important for understanding FIFA’s pro-colonialist roots. With the exception of Switzerland, all the founding countries of FIFA were colonial powers. FIFA’s foundation coincided with the birth of the study of geopolitics and the perpetuation of control of territories and populations into the twentieth century. These pro-colonial foundations of FIFA are relevant because it would be European powers that originally controlled global football and also sought to block rival countries from other regions within the organization’s power structures. Europeans controlled FIFA through the selection of World Cup places that favoured Europeans. In addition, former colonial powers or ‘historically ‘aggressive racialized states’ have won all World Cup competitions.     

The retention question in context-specific teacher education: Do beginning teachers and their program leaders see teachers' future career eye to eye

This paper discusses the challenge of retaining teachers in hard-to-staff schools by examining how it is addressed in three context specific teacher education programs, which prepare teachers to teach in urban public, urban Catholic, and Jewish Day Schools in U.S.A. The findings of this study suggest that counter to teaching force trends teachers from the three programs that we studied expressed high motivation to serve as teachers or leaders in their particular schools and communities. In particular, we found that teachers' career commitments developed around the religious or civic missions promoted by their respective programs. Finally, teachers' career perceptions seem to correlate, though not entirely match, with those of their program leaders.     

What do I want to feel? Emotion goals in childhood,adolescence, and adulthood

Beliefs about emotion utility can influence context-sensitive emotion goals (i.e., desired emotional responses). Although key for emotion regulation, emotion goals have been overlooked in children and adolescents. In 2018–2019 results of Studies 1 and 2 showed that children (N = 192, M_age = 8.65, 47% girls, 96% White) were less motivated by and found anger less useful in confrontation than adolescents (N = 192, M_age = 12.96, 50% girls, 93% White) and adults (N = 195, M_age = 29.82, 51% women, 96% White). The link between emotion goals and beliefs about emotion utility was weaker in children. In 2021, Study 3 (N = 60, 8-year-olds, 47% girls, 90% White) ruled out expectations as a possible explanation for the previous findings. Context-sensitive utility of emotions may be acquired during development.     

A Case Study of Selection and Induction of Staff for Pre‐service Teacher Education in an Israeli University

The paper describes the structure of the pre‐service education programme in a major university in Israel, as well as the way teachers and tutors are selected for this programme. The unique feature of the programme is the affiliation of student teachers for two consecutive years with a tutor who is employed half‐time by the university and, at the same time, continues to teach in high school as a regular teacher.     

Israeli Students’ Conceptions of Science and Views about the Scientific Enterprise

Abstract

Israeli students’ conceptions of the nature of science and views about the scientific enterprise were studied within the framework of the Second International Science Study (SISS). Representative samples of 10, 14 and 17year‐old student, about 2000 in each, responded to background questionnaires and a battery of tests and scales. The Science Understanding Measure, a 20 item, multiple choice instrument provided data on understanding the nature of science by 14 and 17 year‐olds. An Attitude toward Science Scale provided data on the views of 10, 14 and 17 year‐olds on the importance of science to society and to individuals, the usefulness of science in everyday life and on harmful aspects of science. A comparison was made between the view of Israeli, British and USA students. The relationships of the conceptions and views of 17 year‐olds with personal, home and school variables as well as with achievement in science, intentions for further learning and career aspirations were explored as well. Based on the results and conclusions some recommendations are offered on how to enhance the understanding of science and promote more positive attitudes towards the scientific enterprise