Reflections on “teaching a generalized response to the lure of strangers to adults with severe handicaps”

The research to practice debate persists, reflecting continued concerns that teachers in classrooms often ignore or give lesser priority to empirically based effective interventions in favor of other interventions that are less effective or adopted on the basis of popularity, intuitive appeal, or by rhetorical influence. A key distinction related to the selection of effective classroom interventions resides in the teacher's ability to discriminate between effective and ineffective classroom practices. In this article, I discuss discriminative ability and disability in terms of some etiological macrosystem influences (empirical evidence vs. bandwagons, beliefs) and possible sequelae in practice that determine likely outcomes for teaching children and youth with disabilities.     

Literacy as social reproduction and social transformation: The challenge of diasporic communities in the contemporary period

This article reviews literature on social reproduction in education, discusses the decline of the paradigm, and argues for its continuing relevance. It examines reproductive and transformative aspects of cross-linguistic literacy practices involving young people from three diasporic communities in the United States, presenting multi-leveled analyses that investigate what is reproduced or transformed by situated literacy practices and how institution-level processes shape such practices. It argues that such scale-sensitive analysis provides insight into new reproductive processes, involving conflicts over language in education, that are themselves rooted in new forms of class conflict rooted in global system dynamics of social polarization.     

Using the Teaching Perspectives Inventory (TPI) to examine the relationship between teaching perspectives and disciplines in higher education

This study examined the relationship between different views of teaching and dimensions that differentiate academic disciplines. A total of 114 academics within Greece and 127 academics from similar disciplines but other countries were compared using the Teaching Perspectives Inventory (TPI). Distinctions among disciplines for both groups were based on Biglan’s 3-dimensional classification (Pure/Applied; Hard/Soft; Life/non-Life). The objective of this study was to examine to what extent the teaching perspectives of the academics differ from one classification category to another. Greek academics represented participants in 15 departments across 9 universities throughout Greece, while the international sample was drawn from the TPI database. Statistical analysis indicated better differentiation of Biglan’s classification for its Life/non-Life dimension than for Pure/Applied or Hard/Soft between the combined samples for four Teaching Perspectives: Transmission, Developmental, Nurturing and Social Reform. No perspectives differences existed for Biglan’s Hard/Soft categorisation, although Greek professors were significantly higher in Soft rather than Hard disciplines in the Developmental, Nurturing and Social Reform perspectives compared to their global counterparts. They also demonstrated overall higher ‘Transmission’ scores. The authors conclude that disciplinary differences are real, but that they are small compared to the interpersonal ones or even to the international ones. The relationships between the teaching perspectives and Biglan’s classifications are further discussed.     

Attributional and behavioral changes following two behavior management interventions with hyperactive boys: a follow-up study

In a 6-month follow-up study of 2 interventions with hyperactive boys, different patterns of improvement were observed for an intervention which focused on self-control and 1 which employed contingent social reinforcement. Of the 2 manipulations, self-control methods produced significantly stronger long-term benefits in terms of the child's increased perception of personal control over academic outcomes; social reinforcement, on the other hand, produced significantly stronger long-term benefits in terms of teacher ratings of hyperactivity or impulsivity (Conners Teacher Rating Scale). Both interventions produced stable changes in terms of decreased behavioral impulsivity as measured by qualitative error scores on the Porteus Mazes.     

Growth,functional capacities and motivation for achievement and competitiveness in youth basketball: an interdisciplinary approach

The interaction of multiple influences on the path to sport success is not yet fully understood by sport scientists. In this study, we examined variation in body size, functional capacities and motivation for achievement, competitiveness and deliberate practice of youth basketball players associated with differences in biological maturity status, chronological age and years of training experience. Reflecting the importance of interactive effects, we examined the relationships between the psychological variables and functional capacities. Fifty-eight male basketball players aged 9.5 to 15.5 years were considered. Variables included chronological age, estimated age at peak height velocity, stature, body mass and sitting height by anthropometry; the Work and Family Orientation and Deliberate Practice Motivation Questionnaires were also used. Finally, the Line Drill test and Yo-Yo Intermittent Recovery level 1 (Yo-Yo IR1) tests were used as functional capacities indicators for basketball. Variance components models derived from series of multilevel linear regression models revealed a substantial variation by maturity status for body size, functional capacities indicators, mastery and will to excel. The influence of estimated maturity status on mastery and will to excel was independent of age and years of experience. In contrast, no relationships were observed between psychological variables and functional capacities indicators. We conclude that growth-related changes are relevant to understanding players´ motivations for achievement, competitiveness and deliberate practice. This should be of interest to those involved in the selection and development of youth basketball players.