Photographic reportage and the colonial imaginary

Abstract

This article critiques the first Australian cricket tour of India in 1935/36 through a synthesis of history, theory and imagery, and argues that the photographic content provides invaluable and historically overlooked insight into the cricketers’ perspective. Employing this methodology is unorthodox in sports writing and is innovative in application. The photographs provide a rare and previously unobtainable glimpse into the everyday cultural life and practice of the tour, and deliver a subjective representation of the cricketers’ experience. The significance of the images is twofold: they function as proof to verify the Australians presence in India and they assist a cultural critique of the tour. The images reveal that the cricketers’ response to the colonial paradigm was multifaceted and hallmarked by ambiguity. Despite at times adhering to their anticipated civiliving and educating role as white touring cricketers, the Australian team also challenged colonial protocols and simultaneously demonstrated support for the nationalistic sentiments brewing in 1930s India.     

Using a realist research methodology in policy analysis

The article describes the usefulness of a realist methodology in linking sociological theory to empirically obtained data through the development of a methodological device. Three layers of analysis were integrated: 1. the findings from a case study about Māori language education in New Zealand; 2. the identification and analysis of contradictions and vagueness in language education policy; and, 3. the explanation of these contradictions in terms deeper ideological forces underpinning bicultural politics in New Zealand. The paper makes two contributions to the literature. It demonstrates how a realist methodology can link theory and data, specifically in the discussion of the methodological device. It also generalises the findings in terms of how ideologies of ‘culture’ (i.e ‘culturalism’) inform the inclusion of culture in education in New Zealand and internationally.     

Third-party social interaction and word learning from video

In previous studies, very young children have learned words while "overhearing" a conversation, yet they have had trouble learning words from a person on video. In Study 1, 64 toddlers (mean age=29.8 months) viewed an object-labeling demonstration in 1 of 4 conditions. In 2, the speaker (present or on video) directly addressed the child, and in 2, the speaker addressed another adult who was present or was with her on video. Study 2 involved 2 follow-up conditions with 32 toddlers (mean age=30.4 months). Across the 2 studies, the results indicated that toddlers learned words best when participating in or observing a reciprocal social interaction with a speaker who was present or on video.     

IV. GROWTH FAILURE IN INSTITUTIONALIZED CHILDREN

Children within institutional care settings experience significant global growth suppression, which is more profound in children with a higher baseline risk of growth impairment (e.g., low birth weight [LBW] infants and children exposed to alcohol in utero). Nutritional insufficiencies as well as suppression of the growth hormone–insulin‐like growth factor axis (GH‐IGF‐1) caused by social deprivation likely both contribute to the etiology of psychosocial growth failure within these settings. Their relative importance and the consequent clinical presentations probably relate to the age of the child. While catch‐up growth in height and weight are rapid when children are placed in a more nurturing environment, many factors, particularly early progression through puberty, compromise final height. Potential for growth recovery is greatest in younger children and within more nurturing environments where catch‐up in height and weight is positively correlated with caregiver sensitivity and positive regard. Growth recovery has wider implications for child well‐being than size alone, because catch‐up in height is a positive predictor of cognitive recovery as well. Even with growth recovery, persistent abnormalities of the hypothalamic‐pituitary‐adrenal system or the exacerbation of micronutrient deficiencies associated with robust catch‐up growth during critical periods of development could potentially influence or be responsible for the cognitive, behavioral, and emotional sequelae of early childhood deprivation. Findings in growth‐restricted infants and those children with psychosocial growth are similar, suggesting that children experiencing growth restriction within institutional settings may also share the risk of developing the metabolic syndrome in adulthood (obesity, Type 2 diabetes mellitus, hypertension, heart disease). Psychosocial deprivation within any caregiving environment during early life must be viewed with as much concern as any severely debilitating childhood disease.     

Promoting and Providing Expert Guidance in Work-intensive Clinical Settings

This paper discusses how expert guidance can be best provided in work intensive clinical settings. The adequacy for supporting learning in the clinical practicum for health care disciplines is often complicated by the intensive work practices in healthcare settings. Often, clinicians’ work is so intense that the scope for providing close guidance for students is quite restricted. The case advanced here draws on a range of empirical work to propose how clinician-student interactions might be optimized through the provision of a clinical supervisor to assist clinicians develop collegial relationships and acquire skills in guided learning such as demonstrating and role-modeling. These roles can contribute in essential ways to the development of learning environments where clinicians have the opportunity to facilitate the learning of others as part of their workload, and without being burdened by the requirements of teaching and assessment processes. It differs from other approaches because although clinicians partner students and provide feedback to them, clinicians are not expected to formally assess or award a grade for student performance. Assessment and remedial action, when required, is undertaken by the role of a designated clinical supervisor qualified to perform such activities.     

The Differential Impacts of Early Physical and Sexual Abuse and Internalizing Problems on Daytime Cortisol Rhythm in School-Aged Children

The impact of early physical and sexual abuse (EPA/SA) occurring in the first 5 years of life was investigated in relation to depressive and internalizing symptomatology and diurnal cortisol regulation. In a summer camp context, school-aged maltreated ( n  =   265) and nonmaltreated ( n  =   288) children provided morning and late afternoon saliva samples on 5 consecutive days. Child self-report and adult observer reports of child internalizing and depressive symptoms were obtained. Children experiencing EPA/SA and high depressive or internalizing symptoms uniquely exhibited an attenuated diurnal decrease in cortisol, indicative of neuroendocrine dysregulation. These results were specific to EPA/SA rather than later onset physical or sexual abuse or early occurring neglect or emotional maltreatment.     

Relations between early family risk, children's behavioral regulation, and academic achievement

This study examined relations among early family risk, children's behavioral regulation at 54 months and kindergarten, and academic achievement in first grade using data on 1,298 children from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development. Family risk was indexed by ethnic minority status, low maternal education, low average family income from 1 - 54 months, and high maternal depressive symptoms from 1 - 54 months. Results of structural equation modeling indicated that minority status, low maternal education, and low family income had significant negative effects on reading, math, and vocabulary achievement in first grade. Modest indirect effects were also found from ethnicity, maternal education, and maternal depressive symptoms, through 54-month and kindergarten behavioral regulation to first-grade achievement. Discussion focuses on the importance of behavioral regulation for school success especially for children facing early risk.     

THE INTERPLAY BETWEEN ADOLESCENTS’ PERCEPTIONS OF TEACHER‐STUDENT RELATIONSHIPS AND THEIR ACADEMIC SELF‐REGULATION: DOES LIKING A SPECIFIC TEACHER MATTER?

Although positive teacher‐student relationships are known to aid students’ academic self‐regulation, the emotional aspects of teacher liking are often neglected within research. The present study used a large sample of seventh‐ and eighth‐grade students (N = 1,088; M_Age =  13.7) in secondary schools in Germany to investigate whether the motivation students gain from specific well‐liked teachers (i.e., that students identify) can moderate the relation between their perception of teacher‐student relationships overall and academic self‐regulation (intrinsic motivation, identified, introjected, and external regulation). By means of latent moderated structural equations, students’ motivation based on liking one specific teacher was found to moderate the association between teacher‐student relationships and intrinsic motivation. The present study makes a contribution to the existing research on teacher‐student relationships and academic self‐regulation by investigating the role of students’ motivation related to the liking of a specific teacher. Results indicate that when early adolescent students can identify a well‐liked teacher, they tend to have higher levels of academic motivation. Hence, students’ motivation based on liking a single teacher compensates for generally low‐quality teacher‐student relationships and their respective impact on students’ intrinsic motivation.     

A case for rethinking inclusive education policy creation in developing countries

This article presents a critical analysis of the development and implementation of the 2014 inclusive educational policy in Samoa. While Samoan culture is traditionally founded on inclusive social practices, rather than reflecting these practices in their policy, Samoan policy developers have been under pressure to adopt or borrow policy from other countries. The findings of this intrinsic case study highlight the complexity of formulating inclusive education policies for small developing countries and why policy developers borrow from other developed countries. The theoretical framework used to analyse observation data in this study is based on the notion that national process of development is a powerful influence in educational policy. The authors argue and advocate for the existing but overlooked strengths of the local knowledge community capacity when policy is borrowed from other countries, and how the findings of the case study contribute to future attempts at policy development. We found that the draft policy needs to and does reflect Samoan culture, values and vision. However, adopting foreign practices such as the individual education plan and placement rules is not relevant to the Samoan context. The identification and development of inclusive education beliefs, skills and practices in schools is a priority.