Defending Qualitative Change: The View From Dynamical Systems Theory

A central controversy in developmental science, enflamed by nativist accounts, is whether development is best viewed as a series of qualitative or continuous changes. This article defends the notion of qualitative change from the perspective of dynamical systems theory (DST). Qualitative change within DST refers to the shift that occurs when a system goes from one attractor state through an instability into a different attractor state. Such changes occur on the second‐to‐second timescale of behavior. Thus, developmental analysis must always stay local, grounded in the real‐time attractor states around which behavior is organized. This article also demonstrates that qualitative and continuous change should not be cast in opposition. They are aligned concepts that work together across multiple timescales.     

外籍经理人的跨文化管理

联想集团（Lenovo Group Ltd.）的首席执行长比尔&;#183;阿梅里奥（Bill Ameloc）胸怀大志。这位中国最大电脑公司的美国当家人明年的目标是：在美国提高联想集团品牌的知名度，抢占重要的新兴市场以及在乒乓球上击败公司的董事长杨元庆。     

Sex education and transgender youth: ‘Trust Means Material By and For Queer and Trans People’

The sex education made available to transgender youth has rarely been studied empirically. In this study, we sought to explore the sex education experiences of transgender young people and summarise their recommendations for transgender-inclusive curricula. Qualitative data from 14 transgender youth in the upper-Midwest USA were collected by means of an online questionnaire and group interview. Data was analysed using a consensual qualitative approach. Three themes emerged: (1) sources and reactions to sex education, (2) the importance of trust, and (3) missing information and recommendations. Sources and reactions to sex education included sexual health information sources and the strategies participants employed to supplement the sex education they received. Trust included trustworthy information sources and strong qualities of sexual health resources. Missing information and recommendations included unmet sex education needs, including the scope of information and from whom the information is delivered. Findings suggest that important curricular considerations include the diversity of content, but also the diversity of voices delivering it.     

Informal Education: A New Lens on Socially Engaged Design Practices

The disciplinary intersection between community work and design is under‐explored. Despite similarities in both the context and values of the work, there has not been a significant critical comparison of their respective approaches in either theory or practice. This article suggests that informal education offers an alternative lens to consider both disciplines and inform future practice. More specifically, it considers the relevance of informal education principles in design education and design practice that has an explicit social focus. This discussion is drawn from doctoral practitioner action research in Scotland during 2016–18. The fieldwork focused on the different outlooks and approaches to work in community settings from both design and community work perspectives.     

Properties of dual language exposure that influence 2-year-olds' bilingual proficiency

The mothers of 29 Spanish English bilingual 25-month-olds kept diary records of their children's dual language exposure and provided information on their children's English and Spanish language development using the MacArthur-Bates inventories. Relative amount of exposure predicted language outcomes in English and Spanish. In addition, the number of different speakers from whom the children heard English and the percent of their English input that was provided by native speakers were unique sources of variance in children's English skills. These properties of children's dual language exposure and their bilingual proficiency varied as a function of whether the children's mother, father, or both parents were native Spanish speakers. Practical and theoretical implications are discussed.     

Potential of one-to-one technologies in the classroom: teachers and students weigh in

Increased efforts to promote 21st century learning emphasize the central role of technology in instructional delivery in order to advance the multifaceted abilities and skills required for student success in an increasingly technology-rich learning and work environment. A qualitative study was conducted in a large, economically diverse, mid-Atlantic school district to examine the implementation of six technology devices in 18 elementary, middle, and high school classrooms. The purpose was to understand teachers’ and students’ experiences related to the instructional implications of each device to inform long term, one-to-one implementation of an appropriate technology device to meet the district’s strategic goals for a 21st century learning environment. Teacher interviews and student focus groups revealed several themes related to technology integration, factors influencing implementation, impact on instruction, and impact on student motivation and engagement. Findings are discussed in relation to the district infrastructure and other considerations to support a one-to-one teaching and learning environment and how each of the six devices support the establishment of 21st century learning environments.     

Challenges in Argumentation and Paraphrasing Among Beginning Students in Educational Sciences

The present study aimed to identify difficulties in writing at the beginning of educational science programmes in the Finnish Open University by analysing the students’ written argumentation and use of sources at the textual level. The data were analysed using qualitative content analysis. The results showed that many students began their educational studies with weak writing competencies. While many of the problems were directly related to students’ failure to explain the ideas in their sources in their own words, some problems pertained to other aspects, such as the inability to construct convincing arguments. Understanding the nature of the problems in writing encountered by beginning students in educational sciences can help teachers foster students’ participation in academic discourse.     

Profiles of Minority-Majority Language Proficiency in 5-Year-Olds

Children from language minority homes reach school age with variable dual language skills. Cluster analysis identified four bilingual profiles among 126 U.S.-born, 5-year-old Spanish–English bilinguals. The profiles differed on two dimensions: language balance and total language knowledge. Balance varied primarily as a function of indicators of the relative quantity and the quality of their language exposure (amount of home exposure and maternal education in each language). Total language knowledge varied primarily as a function of indicators of children’s language learning ability (phonological memory and nonverbal intelligence). English dominance was more prevalent than balanced bilingualism; there was no Spanish dominant profile, despite average Spanish dominance in home language use. There was no evidence of a tradeoff between English and Spanish skills.