Design Pedagogy for an Unknown Future: A View from the Expanding Field of Design Scholarship and Professional Practice

This article draws on current research investigating the notion of design for an unknown future. It reflects on recent thinking about the role of creativity in design practice and discusses implications for the development and assessment of creativity in the design studio. It begins with a review of literature on the issues and challenges associated with the assessment of creativity in design education. It then discusses and distinguishes three significant assessment models in design and creative arts education and emphasises the importance of opening debate on notions of creativity within the discipline. Following this, the article examines recent developments in the way that creativity is being practised, driven, fostered and implemented in contemporary design practice, and argues that these recent developments must feature in current scholarship about the development and assessment of creativity in design education. The article recommends areas for future research that pay close attention to developments in the rapidly expanding field of design practice.     

Triple jeopardy: special education for Palestinians in Israel

Research comparing special education for Jews and for Palestinian Arabs in Israel outlines major inequalities. This situation has remained largely unchanged for decades and there is little evidential reason to believe there will be improvement in the near future. Palestinian children requiring special education are adversely affected by a combination of institutionalised discrimination and neglect and the implications of living in a traditional society that is reluctant to adopt outlooks necessary for modernising education, particularly for children with special needs. To the best of our knowledge, no overview of special education for the Palestinian minority in Israel has been published in English to date. While change is most likely to occur as a result of effective activism within the Palestinian Arab community, high rates of poverty and political marginalisation remain a daunting obstacle.     

The influence of values on school administrator practices

Reprinted from theJournal of Educational Administration and Foundations, 1989, volume 4, number 2. TheJournal is published by Lakehead University, Thunder Bay, Canada P7B 5E1.     

Latent Class Modeling with A Time-To-Event Distal Outcome: A Comparison of One,Two and Three-Step Approaches

Latent class methods can be used to identify unobserved subgroups which differ in their observed data. Researchers are often interested in outcomes for the identified subgroups and in some disciplines time-to-event outcome measures are common, e.g., overall survival in oncology. In this study Monte Carlo simulation is used to evaluate the empirical properties of latent class effect estimates on a time-to-event distal outcome using one, two and three-step approaches. Both standard and inclusive bias-corrected three-step approaches are considered. One-step latent class effect estimates are shown to be superior to the evaluated alternatives. Both the two-step approach and a standard three-step approach, where subjects are partially assigned to latent classes, produced unbiased estimates with nominal confidence interval coverage when latent classes were well separated, but not otherwise.