Advancing the literate behaviors of a Hmong American fifth grader through cross‐age,paired, interactive tutoring

The adoption and teaching of multicultural education appears not to have transformed society's responses to difference in any obvious way. Consequently, it is proposed that multicultural education, as it is currently practiced, which focuses on teaching about other cultures, be refocused in favor of moral education, which will provide participants with a set of moral principles they can refer to when confronted by difference. To arrive at this proposal, a context is constructed, in which the disputatious nature of the concept, culture, is presented. This shows its controversial nature, yet it is used as an unproblematised point of departure in multicultural education. Social constructions of culture are then discussed and these are shown to be caricatures of what culture really is; yet these caricatures are often communicated as being representative of people's cultures. Finally, it is contended that the political dimension of multicultural education is not confronted; yet this dimension is crucial to our understanding of the asymmetrical relations of power that continue to characterize multicultural societies, and this is perpetuated by unchallenged assumptions that are made in the teaching of multicultural education.     

Dimensionality of the Piers-Harris children's self-concept scale for miniority gifted children

The relationship between children's self-concepts and their academic achievement has been well established. More recently, the multidimensionality of the self-concept and the relationship of specific self-concept dimensions to achievement have been investigated. However, the multidimensionality of the self-concept among minority gifted children has not been studied. The present study examined the multidimensional structure of the Piers-Harris Self-Concept Scale among 438 predominantly Black gifted children. Six clearly defined orthogonal factors emerged. However, the structure of these factors differed from those reported by Piers and Harris.     

From Felt Need to Actual Need: A Multi‐method Multi‐sample Approach to Needs Assessment

This study reports on an approach for assessing managerial development needs. The approach uses multi‐methods such as qualitative career plots, critical incidents, a skill rating form, and surveys to identify the critical managerial development needs for a target managerial position. In addition, it uses multi‐subject groups in an ef fort to triangulate on the development needs. The empirical findings indicate that, through this approach, congruent managerial development needs can be identified. By doing so, the organization can design a systematic development effort that will enable them to have both effective managers when they need them in an efficient manner.     

Who takes risks in high-risk sports? A typological personality approach

We investigated the risk-taking behaviors of 302 men involved in high-risk sports (downhill skiing mountaineering rock climbing, paragliding, or skydiving). The sportsmen were classified using a typological approach to personality based on eight personality types, which were constructed from combinations of neuroticism, extraversion, and conscientiousness. Results showed that personality types with a configuration of low conscientiousness combined with high extraversion and/or high neuroticism (impulsive, hedonistic, insecure) were greater risk-takers. Conversely, personality types with a configuration of high conscientiousness combined with low extraversion and/or high extraversion (skeptic, brooder, entrepreneur) were lower risk-takers. Results are discussed in the context of typology and other approaches to understanding who takes risks in high-risk domains.     

Focused Multisensory Anatomy Observation and Drawing for Enhancing Social Learning and Three-Dimensional Spatial Understanding

The concept that multisensory observation and drawing can be effective for enhancing anatomy learning is supported by pedagogic research and theory, and theories of drawing. A haptico-visual observation and drawing (HVOD) process has been previously introduced to support understanding of the three-dimensional (3D) spatial form of anatomical structures. The HVOD process involves exploration of 3D anatomy with the combined use of touch and sight, and the simultaneous act of making graphite marks on paper which correspond to the anatomy under observation. Findings from a previous study suggest that HVOD can increase perceptual understanding of anatomy through memorization and recall of the 3D form of observed structures. Here, additional pedagogic and cognitive underpinnings are presented to further demonstrate how and why HVOD can be effective for anatomy learning. Delivery of a HVOD workshop is described as a detailed guide for instructors, and themes arising from a phenomenological study of educator experiences of the HVOD process are presented. Findings indicate that HVOD can provide an engaging approach for the spatial exploration of anatomy within a supportive social learning environment, but also requires modification for effective curricular integration. Consequently, based on the most effective research-informed, theoretical, and logistical elements of art-based approaches in anatomy learning, including the framework provided by the observe–reflect–draw–edit–repeat (ORDER) method, an optimized “ORDER Touch” observation and drawing process has been developed. This is with the aim of providing a widely accessible resource for supporting social learning and 3D spatial understanding of anatomy, in addition to improving specific anatomical knowledge.     

How Adults’ Actions,Outcomes, and Testimony Affect Preschoolers’ Persistence

Across four experiments, we looked at how 4- and 5-year-olds' (n = 520) task persistence was affected by observations of adult actions (high or low effort), outcomes (success or failure), and testimony (setting expectations—“This will be hard,” pep talks—“You can do this,” value statements—“Trying hard is important,” and baseline). Across experiments, outcomes had the biggest impact: preschoolers consistently tried harder after seeing the adult succeed than fail. Additionally, adult effort affected children’s persistence, but only when the adult succeeded. Finally, children’s persistence was highest when the adult both succeeded and practiced what she preached: exerting effort while testifying to its value.