Prior Sexual Victimization and Disclosure of Campus Sexual Violence Among College Students

Using survey data from a large, public university, the authors examined the relationships of precollege sexual violence experience to revictimization and disclosure. Among victims of campus sexual violence, those with prior sexual victimization were no more or less likely to disclose to campus resources and were less likely to disclose to peers. Results suggest that institutions need to be prepared to support students with a range of victimization experiences. There is also a need for earlier and expanded sexual violence education and awareness efforts.     

The geography of music preferences

Considerable attention has been paid to America’s political and economic divides. These divides revolve around class and location, with more affluent, more educated and denser places leaning more open-minded and liberal and less affluent, less educated and less dense places leaning more conservative. We contend that such divides are also reflected and reinforced by preferences, attitudes and predispositions for culture. More specifically we argue that Americans’ preferences for music will reflect dimensions of these political and economic divides. To test this proposition, our research examines the geographic variation of five key categories of music preferences across 95 of the largest US metropolitan areas. We use factor analysis to identify and map geographic variation of musical preferences, and we use both bivariate correlation analyses and regression analysis to examine the associations between metro-level musical preferences and key economic, demographic, political, and psychological variables. We find that musical preferences generally reflect and reinforce America’s broader economic and political divides.     

An exploration of the validity and potential of adult ego development for enhancing understandings of school leadership

An adult ego development (AED) perspective accepts that the way adults interpret and interact in the social world can change during their life-span. This article seeks to analyse the validity and potential of AED for enhancing understandings of educational leadership practice and development. We analysed the AED literature and interviewed 16 individuals in senior leadership positions in the English school system. The interviews enabled them to explore the notion of AED and to reflect on their own sense-making capability and their experience of school leaders they considered to be in the different stages of AED. Educational leaders judged to be in the different AED stages were encountered by respondents to varying extents and were experienced and valued differently. Those considered to be in the later AED stages appeared to be more highly valued and their sense-making capabilities may have substantial value in the complex working environment of schools. The analyses showed that: AED has a considerable role in educational leadership practice; can inform the analysis of educational leadership practice and development; and has valuable explanatory power.     

Evaluating large‐scale interactive radio programmes

This article focuses on the challenges involved in conducting evaluations of interactive radio programmes in South Africa with large numbers of schools, teachers, and learners. It focuses on the role such large‐scale evaluation has played during the South African radio learning programme’s development stage, as well as during its subsequent sustained implementation phase. The model evolved for evaluation of interactive radio instruction is based within the context of a shoestring/real‐world evaluation tradition, where funding for internal evaluation has been limited over the period of the programme’s development to scale, necessitating focused use of resources in a longitudinal evaluation design. The evaluation approach is participatory and multimethod, linking the requirements of external summative evaluation conducted for accountability, with data yielded by internal (formative and developmental) evaluation. This is done through internal and formative evaluative studies of limited scope, combined with developmental classroom‐based evaluation based on the logic of project team members working with teachers to promote the programme’s self‐evaluative capacity.     

The double-edged sword: Critical reflections on traditional and modern technology in outdoor education

The outdoor education experience continues to be influenced by a proliferation of modern technological innovations, most of which have been accepted and even embraced by educators with little inquiry. Seldom do instructors of outdoor programmes consider the impact that modern techniques and equipment can have upon students' learning. This paper argues that in an unexamined adoption of this technology, some of the potential positive impacts for participants can be compromised, including a direct and meaningful connection to the natural world. As such, modern technology has become a possible mediating influence for participants in outdoor education programmes. The paper examines some of the pedagogical issues of modern technology as a mediator of experience as well as several elements of educating in the outdoors with traditional technology. Woven into the discussion is the question of whether modern technology encourages more people to become involved in outdoor activities or merely works toward the separation of humans from the rest of nature.