Data-driven approaches to education governance and their implications

Educational Assessment, Evaluation and Accountability -     

Cultural Differences in Maternal Beliefs and Behaviors: A Study of Middle-Class Anglo and Puerto Rican Mother-Infant Pairs in Four Everyday Situations

This study examines cultural patterning in situational variability in mother-infant interactions among middle-class Anglo and Puerto Rican mothers and their 12 to 15-month-old firstborn children. Forty mothers were interviewed regarding their long-term socialization goals and childrearing strategies, and videotaped interacting with their infants in four everyday settings: feeding, social play, teaching, and free play. Results suggest that: (1) Anglo mothers place greater emphasis on socialization goals and childrearing strategies consonant with a more individualistic orientation, whereas Puerto Rican mothers place greater focus on goals and strategies consistent with a more sociocentric orientation; (2) coherence was found between mothers' childrearing beliefs and practices, with Puerto Rican mothers more likely to directly structure their infants' behaviors; and (3) situational variability arose in mother-infant interactions, but this variability showed a cultural patterning consistent with mothers' long-term socialization goals and childrearing beliefs.     

International Trade in Art

This paper investigates the extent to which trade theory is applicable for explaining trade in art. Reproducible art is distinguished from unique art and it is argued that the trade in reproducible art is, at least in principle, governed by the same economic laws as trade in other differentiated products. However, trade theory needs to be amended in order to account for the addictive character of art consumption: culture specific consumption capital is built up with art consumption. Moreover, trade in unique art is mainly trade between consumers, a phenomenon largely ignored by standard trade theory. Empirical evidence on trade in art is presented and a gravity model of international trade in works of art is estimated. Finally, the paper discusses open questions for future research.     

An Insight into Professional Identity Formation: Qualitative Analyses of Two Reflection Interventions During the Dissection Course

The professional behavior of future doctors is increasingly important in medical education. One of the first subjects in the curriculum to address this issue is gross anatomy. The Tuebingen Medical Faculty implemented a learning portfolio and a seminar on medical professionalism during the dissection course. The aims of this research project are to get an overview of how students form a professional identity in the dissection course and to compare the content of both their oral and written reflections on the course. A qualitative analysis was conducted of the oral and written reflections on the dissection laboratory experience. This study was conducted during winter term 2013/2014 with a cohort of 163 participants in the regular dissection course. Written reflection texts (from n = 96 students) and audio recordings from four oral reflection seminar discussions (with n = 11 students) were transcribed and deductively categorized with Mayring’s qualitative content analysis method. Both qualitative analyses show that students reflected on many topics relevant to professional development, including empathy, respect, altruism, compassion, teamwork, and self-regulation. Quantitative analysis reveals that students who attended the oral reflection wrote significantly more in their written reflection than students who did not. There is, however, no difference in the reflection categories. Reflection content from students corresponds with categories derived from existing competency frameworks. Both the seminar (oral reflections) and the learning portfolio (written reflections) present excellent opportunities to foster professional development during anatomy education; the key is using them in conjunction with the dissection course.     

Providing Consultation About Boundary Dilemmas to Paraprofessional Staff Working With People With Severe Psychiatric Disabilities

ABSTRACT

Social justice has been suggested as a possible global moral framework for school psychology. It is, however, culturally understood and research suggests that the engagement with “social justice” in school psychology has been largely limited to a U.S. context. This project sought to extend international understandings and practices of social justice in school psychology. A thematic analysis of nine interviews with educational psychologists based in England was conducted. Social justice was defined as complex, and participants suggested it is important to educational psychology practice in part because of current cuts to public services and educational reforms. Findings also indicated a role for social justice consultation, building relationships, and engaging with broader macrolevel work to enact a social justice agenda. We discuss these findings in relation to previous literature, concluding that our research begins to document the seeds of a broader social justice agenda in school psychology.     

The acceptability of lies: A comparison of Ecuadorians and Euro-Americans

This study examined differences between Ecuadorian and Euro-American college students in the perceived acceptability of lies. Six different lie domains were examined: flattery, impression management, conflict avoidance, enhancement of others’ self-esteem, self-aggrandizement, and instrumental lies. Overall, Euro-Americans rated lies as more acceptable than Ecuadorians. In both cultures, lies motivated by a desire to benefit others were considered to be more acceptable than lies that primarily benefited the self. Additionally, lying to the outgroup was perceived as being more acceptable than lying to the ingroup. These results were interpreted in light of the findings that Ecuadorians scored higher on measures of uncertainty avoidance and power distance, whereas Euro-Americans scored higher on levels of independence. The implications of these findings for intercultural relations and future directions for research are discussed.     

Theoretical competence models,tests and designs

Educational Assessment, Evaluation and Accountability -     

Muscle morphology of the vastus lateralis is strongly related to ergometer performance,sprint capacity and endurance capacity in Olympic rowers

Rowers need to combine high sprint and endurance capacities. Muscle morphology largely explains muscle power generating capacity, however, little is known on how muscle morphology relates to rowing performance measures. The aim was to determine how muscle morphology of the vastus lateralis relates to rowing ergometer performance, sprint and endurance capacity of Olympic rowers. Eighteen rowers (12♂, 6♀, who competed at 2016 Olympics) performed an incremental rowing test to obtain maximal oxygen consumption, reflecting endurance capacity. Sprint capacity was assessed by Wingate cycling peak power. M. vastus lateralis morphology (volume, physiological cross-sectional area, fascicle length and pennation angle) was derived from 3-dimensional ultrasound imaging. Thirteen rowers (7♂, 6♀) completed a 2000-m rowing ergometer time trial. Muscle volume largely explained variance in 2000-m rowing performance (R² = 0.85), maximal oxygen consumption (R² = 0.65), and Wingate peak power (R² = 0.82). When normalized for differences in body size, maximal oxygen consumption and Wingate peak power were negatively related in males (r = ?0.94). Fascicle length, not physiological cross-sectional area, attributed to normalized peak power. In conclusion, vastus lateralis volume largely explains variance in rowing ergometer performance, sprint and endurance capacity. For a high normalized sprint capacity, athletes may benefit from long fascicles rather than a large physiological cross-sectional area.