Measurement Uncertainty in Racial and Ethnic Identification Among Adolescents of Mixed Ancestry: A Latent Variable Approach

In this article, we operationalize identification of mixed racial and ethnic ancestry among adolescents as a latent variable to (a) account for measurement uncertainty, and (b) compare alternative wording formats for racial and ethnic self-categorization in surveys. Two latent variable models were fit to multiple mixed-ancestry indicator data from 1,738 adolescents in New England. The first, a mixture factor model, accounts for the zero-inflated mixture distribution underlying mixed-ancestry identification. Alternatively, a latent class model allows classification distinction between relatively ambiguous versus unambiguous mixed-ancestry responses. Comparison of individual indicators reveals that the Census 2000 survey version estimates higher prevalence of mixed ancestry but is less sensitive to relative certainty of identification than are alternate survey versions (i.e., offering a “mixed” check box option, allowing a written response). Ease of coding and missing data are also considered in discussing the relative merit of individual mixed-ancestry indicators among adolescents.     

Experiences of Motherhood in Counselor Education

This phenomenological study examined 20 tenured and nontenured counselor educators regarding their experiences of motherhood and academia. Two central themes from the interviews emerged: environmental influences (including position flexibility, experienced discrimination, and felt support) and choices and circumstances (including defining and establishing boundaries and accepting decisions). Findings are important for understanding academic mothers’ experiences and underscore the need for additional research in the field that specifically addresses these issues.     

Reflections on residential school and our future: "daylight in our minds"

This testimonio takes up what it means to be an educator of Aboriginal ancestry working within existing school structures for the betterment of Aboriginal children. While the testimonialista does not presume to speak for her people, she contends that her story of growing up and becoming a teacher is not unlike that of other First Nations people in Canada. She examines her life within the continuing colonizing structures of Canada and shows how the struggles for justice and recognition of Aboriginal wisdom within education are making a difference.     

A Case Study in Asynchronous Voice Conferencing for Language Instruction

In the past decade, text-based asynchronous communication technology has been used as a teaching tool and has been researched extensively for its pedagogical implications. Thus far, the research has consistently identified two major benefits of asynchronous communication technology: (1) a deeper thought process manifested in the discussion threads and (2) the facilitation of collaborative learning. However, text-based communication is restricted to written words that may be advantageous in some subject areas but is impedimental in language instruction where oral skills are essential for communicative competency. This paper describes a pilot project in the English for Academic Purposes (EAP) programme at the University of Alberta where two courses incorporated a voice-based conferencing tool called Wimba. Students took part in organized debates and discussions in class and online to improve their oral skills. An evaluation survey was conducted at the end of the pilot project to test students' reactions and determine the effectiveness of the combination of Wimba and oral learning activities. There is no doubt that more research is needed to investigate the emerging field of voice-based asynchronous technology. The EAP pilot project serves as a case study at the intersection of this new technology and language instruction. Etude de cas pour une conférence orale asynchrone pour l’apprentissage des langues. Dans la dernière décennie, la technologie de communication asynchrone basée sur des textes À été utilisée comme outil

d’enseignement et a donné lieu À des recherches nombreuses sur ses implications pédagogiques. Jusqu À présent la recherche a identifié chaque fois 2 bénéfices majeurs de la technologie de communication asynchrone. 1. un processus de pensée approfondi que se manifeste dans les fils de la discussion

2. la facilitation de l’apprentissage en coopération. Cependant, la communication basée sur les textes est limitée aux mots écrits ce qui peut etre avantageux dans certains domaines mais peut gérer l’apprentissage des langues où les compétences orales sont essentielles. Cet article décrit un projet pilote du programme »English for Academic Purposes« À l’Université d’Alberta où 2 cours ont incorporé un outil de conférence basé sur la voix appelé Wimba. Les étudiants ont pris part À des discussions et débats organisés en classe et en ligne

pour améliorer leurs compétences orales. On a procédé À une enquête d’évaluation À la fin du projet pilote pour tester les réactions des étudiants et déterminer l’efficacité de la combinaison de Wimba et des autres activités d’apprentissage oral. Sans

aucun doute il faudra davantage de recherches pour étudier le champ émergeant de la technologie asynchrone basée sur la voix. Le projet pilote EAT fournit une étude de cas utile À l’intersection de cette nouvelle technologie et de l’enseignement des

langues.     

Selection of Undergraduate Freshmen using Discriminant Analysis

This study’s main purpose was to determine whether or not standard predictors of college “success” might perform more satisfactorily than usual if a 2-valued criterion based on dropouts was employed. Discriminant analysis, when applied to 624 matriculants at the University of Pennsylvania, identified correctly 93 percent of the graduates and 88 percent of the academic dropouts. A small sample of students, who applied to the University of Pennsylvania but did not matriculate, was examined. A rough cost comparison estimated that failure to use the discriminant analysis procedure was in one sense costing the University of Pennsylvania about $333, 000 per year in the late 1960’s.     

The fourth R: Reasoning

This study examined the self‐concept of a small group of academically gifted adolescents in New Zealand, with the aim of exploring gender differences. Using the Tennessee Self‐Concept Scale: 2, a sample of 40 male and female 15–18 year old students participated. Results indicated gender differences: males scored higher than females on most dimensions with the exception of Self‐Criticism, Moral Self‐Concept, and Inconsistent Responding. Additionally, the mean score was higher for males than females. Results indicate gender differences do occur in some New Zealand gifted adolescents and warrant the need for further research in this area.     

The differentiated classroom observation scale

This article presents a new classroom observation scale that was developed to examine the differential learning activities and experiences of gifted children educated in regular classroom settings. The Differentiated Classroom Observation Scale (DCOS) is presented in total, with clarification of the coding practices and strategies. Although the DCOS was developed to examine the impact of differentiated classroom practices for gifted children, it is expected that the scale could be used for observing the educational experiences of any identifiable group of children. Reflections on the benefits offered by the DCOS that are not available with existing measures are provided, and include (a) the ability to contrast the educational experiences of two groups of learners; (b) documentation of a variety of educational factors including pedagogy, student engagement, and level of cognitive activity; and (c) preservation of contextual factors for deeper investigation through a database‐driven record keeping system that maintains disaggregated data from a series of short observational segments.