Extent,Type, Preferences and Consequences of Crisis Intervention Training for Teachers

This study addresses the issue of including crisis intervention training as a component of teacher preparation programs. Results demonstrated that (a) few teachers receive training as a component of formal coursework, but the substantive majority are expected to perform crisis intervention at varying levels of involvement; (b) measurable improvements in self‐efficacy to perform interventions were achieved with short‐term training; (c) recognition and delivery training produced higher self‐efficacy than recognition training alone; and (d) recognition training using behavioral cues, rather than life events, was the preferred approach. Noting the important need for training of this type in teacher preparation programs, it was concluded that, if mental health instruction cannot be expanded generally, crisis intervention training should be provided specifically.     

Parental perspectives on nurture groups: the potential for engagement

Nurture groups have been identified as supportive and potentially effective provision for young people with troubled patterns of social, emotional and behavioural development, and a specific literature has emerged in relation to understanding their functioning. The work outlined here derives from an exploratory study by Valerie Taylor, a senior educational psychologist in Staffordshire, and Anthea Gulliford, from the University of Nottingham, describing and analysing the relationship between nurture group working and children's behaviour as perceived by adults involved, using qualitative approaches. Drawing upon grounded theory methods, the investigation commenced with an exploration of the relationship between nurture group attendance and children's behaviour. The grounded theory which emerged encompassed a strong vein of data relating to what could be described as parental engagement. It is this strand which is explored here, and consideration is given to the potential for facilitation of the home–school dialogue in the nurture group context, with reference to commentaries regarding parental participation and home–school engagement.     

Ethnic‐Racial Identity and Friendships in Early Adolescence

The current study examined how adolescents' ethnic‐racial identity (ERI) informed the demographic diversity of their friendship network (Goal 1) and the extent of similarity between adolescents' and their friends' ERI (Goal 2). Participants were sixth and seventh grade students (N = 353; M_age = 11.88, SD = .73; 50% girls; 29% African American, 31% White, 13% Latino) in the Midwestern U.S. Results from longitudinal cross‐lagged models (Goal 1) indicated that having more diverse friendships at T2 was associated with greater T3 ERI exploration among all youth. In addition, boys who reported higher ERI resolution at T1 had more diverse friendships at T2. Furthermore, findings from longitudinal social network analyses (SNA; Goal 2) suggested that influence drove similarity between adolescents and their friends in ERI exploration and resolution.     

The Bayh-Dole Act and scientist entrepreneurship

Much of the literature examining the impact of the Bayh-Dole Act has been based on the impact on patenting and licensing activities emanating from offices of technology transfer. Studies based on data generated by offices of technology transfer, suggest a paucity of entrepreneurial activity from university scientists in the form on new startups. There are, however, compelling reasons to suspect that the TTO generated data may not measure all, or even most of scientist entrepreneurship. Rather than relying on measures of scientist entrepreneurship reported by the TTO and compiled by AUTM, this study instead develops alternative measures based on the commercialization activities reported by scientists. In particular, the purpose of this paper is to provide a measure of scientist entrepreneurship and identify which factors are conducive to scientist entrepreneurship and which factors inhibit scientist entrepreneurship. This enables us to compare how scientist entrepreneurship differs from that which has been established in the literature for the more general population. We do this by developing a new database measuring the propensity of scientists funded by grants from the National Cancer Institute (NCI) to commercialize their research as well as the mode of commercialization. We then subject this new university scientist-based data set to empirical scrutiny to ascertain which factors influence both the propensity for scientists to become an entrepreneur. The results suggest that scientist entrepreneurship may be considerably more robust than has generally been indicated in studies based on TTO data.     

Internationalising a learning environment instrument for evaluating transnational online university courses

This article describes the adaptation and validation of the Constructivist OnLine Learning Environment Survey (COLLES) for use in the transnational higher education context. As higher education becomes a more global phenomenon, ‘borderless’ education, either online or by distance education, is becoming a reality and there is a need for remote evaluation of course delivery and student learning. Curtin University of Technology is managing supported online delivery of Business Studies Degree and Diploma courses to four partner institutions of the African Virtual University, an initiative based in Nairobi, Kenya. Evaluation of students’ learning has included an online survey about the provision of resources and the quality of the learning environment in the various computer-based classrooms. Embedded in this instrument has been the adapted COLLES, providing a concomitant opportunity to test the properties and usefulness of the learning environment instrument. Problematic issues surrounding adaptation of the instrument have included the consequences of modifying the wording and establishing or confirming the meaning of the latent constructs in partially online courses and for transnational students. The process of establishing the validity and reliability of the scales is discussed.     

Metaphors,discourse and identity in adult literacy policy

This paper discusses the metaphors and discourses employed in the current Skills for Life Strategy in terms of the identity of potential adult literacy learners. It argues that metaphors and discourses are necessarily value laden and reflect the beliefs of those with authority to influence others. The current Strategy, it is argued, is based on a discourse of deficit, outcomes and employability that positions adult literacy learners as ‘depersonalised others’.     

The presence of African American scholarship in early American criminology texts (1918–1960)

This paper reviews the results of a citation analysis conducted to determine the extent of references to African American scholarship in American criminology texts published between 1918 and 1960. The analysis showed that African American graduates from the University of Chicago's “Chicago School”, including Charles Johnson, E. Franklin Frazier, Monroe Work, and Earl R. Moses, were cited most often. They were usually cited in discussions of either race or culture areas and crime. African American scholars' discussions of the effects of social, economic, and political conditions such as slavery, segregation, racism and oppression on crime and criminality, especially among African Americans, were generally not cited. These findings suggest that while claims that African American scholarship cannot be found in mainstream publications might be somewhat overstated as they relate to early American criminology texts, the most important themes found in the writings of African Americans were excluded.     

Stimulating transition to postconventional morality: The pickering high school study

Over a four-month period, a class of Grade 11 students were involved in discussion of ethical problems and principles at a postconventional level (as defined by Lawrence Kohlberg). At the beginning and the end of the period, these students used very little postconventional thinking. However, one year later they exhibited a significant usage of post-conventional moral thinking, in comparison with a control group that remained unchanged throughout.

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Résumé Pendant quatre mois, les élèves d'une classe de onzième année ont participé à la discussion de problèmes et de principes de moralité au niveau post-classique (selon la définition de Lawrence Kohlberg). Au début et à la fin de cette période, ces étudiants ont exprimé peu de réflexions post-classiques. Un an plus tard, cependant, ils manifestaient une nette attitude fondée sur des principes de morale post-classique alors que l'attitude d'un groupe-témoin n'avait subi aucune modification pendant la même période.

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The authors wish to express their sincerest gratitude for the very willing cooperation and assistance of Mr. Malcolm Mitchell, head of history at Pickering High School, of Mr. Kettle, the then principal, and other members of staff, and of the students involved in the study, particularly those in the experimental class.     

Exploring Inquiry in the Third Space: Case Studies of a Year in an Urban Teacher-Residency Program

Using case studies, we describe what happens from novice to apprentice when preservice teachers learn to teach in an urban teacher-residency (UTR) program with a focus on inquiry. Our UTR operates within a “third space” in teacher education, seeking to realign traditional power relationships and to create an alternate arena where the roles of the university, school, teacher candidate, and community can be reimagined. This third space encourages preservice teachers to be inquirers themselves in order for them to support their students as inquirers.     

Is a posthumanist <Emphasis Type="Italic">Bildung</Emphasis> possible? Reclaiming the promise of <Emphasis Type="Italic">Bildung</Emphasis> for contemporary higher education

My central argument in this article is that the notion of Bildung may offer conceptual sustenance to those who wish to develop educative practices to supplement or contest the prevalence and privileging of market and economic imperatives in higher education, which configure teaching and learning as an object available to measurement. I pursue this argument by making the case for an ethical posthuman Bildung which recognises the inseparability of knowing and being, the materiality of educative relations, and the need to install an ecology of ethical relations at the centre of educational practice in higher education. Such a re-conceptualisation situates Bildung not purely as an individual goal but as a process of ecologies and relationships. The article explores Bildung as a flexible concept, via three theoretical lenses, and notes that it has always been subject to continuing revision in response to changing social and educational contexts. In proposing the possibility of, and need for, a posthuman Bildung, the articles offer a critical review of the promise of Bildung and outline some of the radical ways that a posthuman Bildung might reinvigorate conceptualisations of contemporary higher education.