AN EXAMINATION OF THE ASSOCIATION BETWEEN OBSERVED AND SELF‐REPORTED CULTURALLY PROFICIENT TEACHING PRACTICES

A critical next step in advancing our understanding of teacher practices that can equitably engage and support learning in diverse classrooms is determining the effectiveness of culturally responsive interventions. Yet, quantitative measurement indicators of the effectiveness of culturally responsive teaching interventions are scarce. Most research relies exclusively on self‐reports, with limited attention to issues of social desirability, and few studies observe teacher practices. Data come from 142 K‐8 teachers in six schools who were assessed via the Assessing School Settings: Interactions of Students and Teachers (ASSIST), an externally‐conducted observation, and who also provided self‐report data of cultural responsiveness. Analyses indicated that teachers self‐reported higher rates of culturally responsive teaching strategies than were observed on the ASSIST. There were, however, significant associations between observations and teachers’ ratings of self‐efficacy. Findings suggest a need for additional research to develop and validate efficient, multi‐informant approaches for assessing cultural responsiveness in the classroom.     

Exceptional educators: a collaborative training partnership for the inclusion of students with Down's syndrome

This article discusses the results of a teacher training initiative in the United States. Exceptional Educators is the result of an inter‐organisational collaboration between a community‐based organisation (Gold Coast Down Syndrome Organization), the local public school system and a university professor. The training focuses on three distinct objectives; understanding the physical and emotional needs of the disability, creating modified curriculum units based on individual learning goals and recognising common behavioral problems that arise in school settings. Overall, the results showed positive outcomes, with gains in knowledge of curriculum modification, behavioural strategies and overall understanding of Down's syndrome, as well as an increase in confidence level. A six‐week follow‐up survey indicated that the majority of the participants used the information presented back in their teaching environments. This study also investigated the added value of this collaboration, finding that the community connection often continues past the training and has provided teachers additional avenues for support.     

Anthropometric characteristics as discriminators of body-building success.

A total of 36 non-elite male body builders were observed at the time of competition. Their mean physical characteristics (+/- S.D.) were: age, 24.6 +/- 4.8 years; height, 174.4 +/- 6.7 cm; bodyweight, 80.3 +/- 11.0 kg. Their body composition values were: percentage body fat, 9.3 +/- 1.6%; fat-free mass, 72.8 +/- 9.8 kg. The mean somatotype for all subjects was: endomorphy, 2.3 +/- 0.6; mesomorphy, 6.2 +/- 0.9; ectomorphy, 1.2 +/- 0.6. The body proportions (cm) included: biacromial diameter/bi-iliac diameter, 1.463 +/- 0.132; torso length/height, 0.468 +/- 0.018; chest circumference/abdominal circumference, 1.345 +/- 0.059. The body builders in the present study were younger, had lower bodyweights, lower fat-free mass, lower mesomorphy ratings, smaller circumferences, and smaller skeletal dimensions than elite body builders reported in the scientific literature. When the body builders in the present study were divided into successful and unsuccessful groups based on actual competition results, a multiple-discriminant analysis found that biacromial diameter/bi-iliac diameter, torso length/height, chest circumference/abdominal circumference, percentage body fat, height, and bodyweight accounted for 80.6% of the explained variance. These data indicate that the success of a body builder can be accounted for in large part by easily obtained physical variables.