A Proposal for Integrating Structuration Theory With Coordinated Management of Meaning Theory

This study focused on a unique comparison of American, Japanese, and Filipino younger and older adults' intra- and intergenerational communication experiences, and their implications for elder subjective well-being. Hypotheses largely supported and cross-cultural differences notwithstanding, younger adults were more likely to report nonaccommodation from, to feel obligated to be polite to, and to avoid older adults than their same-aged peers. Similarly, older adults judged other older adults to be, whilst more accommodating, more nonaccommodating and to require more obligatory respect than younger adults. Both inter- and intragenerational communication experiences were predictive of measures of subjective well-being but, again, with contrastive patterns across cultures. The theoretical relevance of these findings is highlighted.     

A rhetoric of over‐reaction

The American businessmen's massive rhetorical effort aimed at the American public has been motivated and colored by the response of businessmen to criticism. Their response, manifested in their speeches, appears to inhibit meaningful public debate.     

Correction to: Neglected Elements of a High-Quality Early Childhood Workforce: Whole Teacher Well-Being and Working Conditions

Early Childhood Education Journal - The original version of this article unfortunately contains some typo in Table 1.     

Classroom Data Analysis with the Five Strands of Mathematical Proficiency

Qualitative classroom data from video recordings and students' written work can play important roles in improving mathematics instruction. In order to take full advantage of these data sources, it is helpful to have a strong analytic lens to orient one's reflections on the data. One promising analytic lens is the National Research Council's five stands of mathematical proficiency framework. It prompts teachers to examine the extent to which their students have attained conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and productive dispositions. This article describes how a pair of prospective teachers used the five strands to analyze and reflect upon qualitative classroom data from a series of lessons they taught. The insights gained during the process can help others anticipate dynamics involved in using the five strands framework during practitioner research and reflection on classroom data.     

Understanding Technology Literacy: A Framework for Evaluating Educational Technology Integration

Federal legislation in the United States currently mandates that technology be integrated into school curricula because of the popular belief that learning is enhanced through the use of technology. The challenge for educators is to understand how best to teach with technology while developing the technological expertise of their students. This article outlines a framework of technological literacy designed to help educators understand, evaluate, and promote effective and appropriate technology integration.     

Design and development of a cross-cultural disposition inventory

Advances in technology have increased the likelihood that engineers will have to work in a global, culturally diverse setting. Many schools of engineering are currently revising their curricula to help students to develop cultural competence. However, our ability to measure cultural dispositions can be a challenge. The purpose of this project was to develop and test an instrument that measures the various aspects of cultural disposition. The results of the validation process verified that the hypothesised model adequately represented the data. The refined instrument produced a four-factor model for the overall construct. The validation process for the instrument verified the existence of specific subcomponents that form the overall cultural disposition construct. There also seems to be a hierarchical relationship within the subcomponents of cultural disposition. Additional research is needed to explore which aspects of cultural disposition affect an individual's ability to work effectively in a culturally diverse engineering team.     

Marking Physical Literacy or Missing the Mark on Physical Literacy? A Conceptual Critique of Canada’s Physical Literacy Assessment Instruments

Margaret Whitehead first introduced the concept of physical literacy over 20 years ago. Since that introduction, physical literacy has been gaining in popularity within many Western physical education and sport contexts. This is particularly true within Canada, where physical literacy has been embraced by two of the nation’s most notable national physical education and sport organizations (i.e., Physical and Health Education Canada, Canadian Sport for Life). As physical literacy has been generating interest and action by these organizations, they, and others, have been quick to also seek methods by which to measure it. However, it is our observation that despite the promises and possibilities of physical literacy resources, initiatives, and programs, Canada’s most accessible physical literacy assessment instruments are wanting for focused and direct contemplation. In this article, we offer a conceptual critique of the physical literacy assessment instruments being developed for and practices being encouraged within Canadian school communities. Our contemplations consider three physical literacy assessment instruments, and they are focused, principally, upon usability, trustworthiness, and fidelity to Whitehead’s conception of physical literacy. We conclude that the instruments differ in their ease of use and usefulness, some are lacking, markedly, with respect to trustworthiness, and some fail to capture physical literacy as Whitehead intended it. Finally, in light of these conclusions, we offer suggestions for future practice and inquiry.