Dynamic Transition Patterns in Acculturation Among Hispanic Adolescents

Acculturation consists of multiple domains (i.e., cultural practices, identifications, and values). However, less is known about how acculturation processes influence each other across multiple domains of acculturation. This study was designed to investigate transition patterns of acculturative processes within and across domains in a sample of 302 recent-immigrant Hispanic adolescents, M_age (SD) = 14.51 years (0.88) at baseline; male = 53%). Adolescents were assessed six times over a 3-year period. Latent profile analyses identified two profiles (high [or increasing] vs. low) for each domain at each timepoint. We found largely stable transition patterns in each domain over six timepoints. Importantly, sequential associations among profiles in acculturation domains were also detected. Implication for acculturation theory and research are discussed.     

Children's Conceptions of Ownership for Self and Other: Categorical Ownership Versus Strength of Claim

Children are capable of viewing object ownership as categorical and exclusive, but ownership claims can also vary by degree. This study investigated how children use these different conceptions of ownership in a giving and a taking task. In two studies, 4- to 7-year olds (N = 105) could give and take craft objects that they or another child had found (weaker claim) and made (stronger claim). In Study 1, no additional ownership information was given, and in Study 2 categorical ownership was stated (“these belong to you”). The results showed that children used categorical ownership for their own objects but used ownership strength for the other child's objects, taking more of the found items.     

Constructing inside-ness to physics: how matter comes to matter in physics identity work

Cultural Studies of Science Education - In this paper, I engage with arguments put forth by Anna Günther-Hanssen in her article “A swing and a child: How scientific phenomena can come to...     

The tangled roots of real estate markets,the state,and public education

In this article, I use a case study of education in nineteenth-century Oregon to place the twentieth-century phenomenon of ‘shopping for schools’ within a broader historical context. In doing so, I make three points. First, documenting previously unacknowledged links between the spread of public education and efforts to market land, I suggest that education, real estate markets, and the state have deeper and more tangled roots than scholars have imagined. Second, I contend that wrestling with these tangled roots suggests the need for scholars to reexamine the role of private markets in shaping the organisation of educational opportunity across places and time. Third, I argue that histories like Oregon’s demonstrate that ‘state’ and ‘market’ are neither stable nor mutually exclusive categories.     

What does research tell high school teachers about student motivation for test performance?

‘Motivation’ is a significant concept for teachers and students during programmes of learning which lead explicitly to high stakes assessments and examinations. This systematic literature review surveys current research evidence to find out how secondary school teachers use motivational strategies specifically in respect of student academic assessment and performance. Six research studies were identified describing the behaviours secondary school teachers engaged in to improve student performance in assessment. Taken together, the studies presented show the importance of teacher behaviours to students’ academic performance, with both positive and negative impacts. The review highlights a need for further research on teacher knowledge of the effects of teacher behaviour upon the motivation of students. The review recommends collaboration between teachers and students specific to the context of learning programmes that lead to high-stakes assessments, in order to provide a locally sensitive knowledge base for teachers’ practice.     

Connecting children to nature through residential outdoor environmental education

Connecting to nature and spending time outdoors as children have been indicated as predictors of environmentally responsible behavior. This study examined whether a residential outdoor environmental education (ROEE) program contributed to the development of children’s connection to nature and their attitudes and involvement in spending time outdoors. Fifth-grade students (n = 163) in Pennsylvania enrolled in a multi-day ROEE program completed pretest-posttest surveys, compared with a control group (n = 72) not enrolled. Program evaluation critically examined the program’s encouragement of spending time outdoors by establishing connections to nature. Results indicated moderate success in the program’s effort to increase participants’ nature connection, but yielded mixed results on outcomes related to time spent outdoors. These findings offer encouragement of ROEE programs’ ability to foster connection to nature in participants.     

Teachers’ Lives in Context: A Framework for Understanding Barriers to High-Quality Teaching Within Resource Deprived Settings

There is a profound for more effective schools, especially within resource-poor communities in low- and middle-income countries. A wide range of literature identifies teachers as the most critical component of schools in regards to student learning. Despite this, there is a dearth of literature on how teachers' experiences influence their ability to attend school, remain in the teaching profession, and provide high quality teaching within the classroom. This study presents a theoretical framework for understanding the role of teachers' lives in context (skills, knowledge, and attitudes; poverty and health; contextual supports/barriers to teaching) in influencing teacher effectiveness. This framework builds upon Tseng and Seidman's (2007) systems framework for understanding youth social settings in order to incorporate teachers' lives into a larger model of educational effectiveness. This synthesis reveals significant gaps in our understanding of teachers' experiences and how they affect teaching. At the teacher attendance, attrition, and pedagogical quality and a key moderator of educational interventions. Implications for research, practice, and policy are discussed.     

Sustainable development as a driver for educational innovation in engineering school: the case of UniLaSalle

ABSTRACT

The potential relationships between innovation and sustainability processes, in engineering education, is neither obvious nor simple, especially when innovation, generally speaking, is promoted regardless of sustainability. We used UniLaSalle (In January 2016, the ‘Institut Polytechnique LaSalle Beauvais’, a French engineering school, merged with another higher education engineering school (ESITPA, Rouen). Both campuses (Beauvais and Rouen) have a common name: UniLaSalle (www.unilasalle.fr). As the interview began during 2015, this article only describes the situation of the Beauvais campus.) as a ‘living Lab’ to identify and analyse the reasons for the integration of innovation and Sustainable Development (SD) in training programmes. The aim is to explore, in a perception and reflective approach, how SD can be understood as a driver for specific innovation attitudes in higher education engineering school. This paper adopts an empirical approach based on a qualitative study, using NVivo 9 software to analyse non-numerical data. Our research suggests that SD can be a structural driver for innovation if it is integrated in a transdisciplinarity approach and not just as a discipline per se.