Conceptions of national identity and opposition to bicultural policies in New Zealand: A comparison of majority and minority perspectives

Using a nationally representative sample, the present research tested whether conceptions of national identity differentially predicted attitudes toward bicultural policies among New Zealanders of European, Māori, Asian, and Pacific descent. A series of multi-group structural equation models revealed that among members of the majority group and all minority groups, endorsement of a civic conception of national identity (i.e., respecting political institutions and laws) was related to opposition to resource policies, but such a relationship was especially strong among the majority group. By contrast, endorsement of an ethnic conception of national identity (i.e., having Māori or European ancestry) was related to support for resource and symbolic policies among minority group members, but to opposition to the same policies among the majority group. The present work documents that belonging to a majority vs. minority group moderates the relations between conceptions of national identity (civic vs. ethnic) and support or opposition to specific bicultural policies. In addition, some elements of civic conceptions of national identity may legitimize inequalities rather than reduce them.     

Facilitators of and barriers to school psychologists' social–emotional/behavioral practices

Using data from a national survey of school psychologists we investigated (a) the extent to which school psychologists supported students' social–emotional and behavioral well-being using data and evidence-based practices programming, (b) how facilitators and barriers impacted school psychologists' service delivery in these areas, and (c) how participants' demographic characteristics predicted facilitators to these practices. The survey was administered to randomly selected National Association of School Psychologists' members. One hundred ninety-nine full-time, school-based school psychologists (24% response rate) completed the survey. Results indicated more practitioners reported using data to design, implement, and evaluate evidence-based strategies for social–emotional and behavioral supports (M = 3.32, SD = 0.90) than reported using evidence-based strategies themselves in these same areas (M = 3.10, SD = 1.05). School psychologists who reported more facilitators were more likely to use data and engage in evidence-based practices related to social–emotional and behavioral supports for students. Results also indicated certain barriers impeded school psychologists' practices in these areas. Few demographic characteristics predicted the presence of facilitators or barriers. Findings from the current study extend the extant literature by providing empirical data on facilitators of and barriers to services related to school psychologists' use of data and evidence-based practices in these areas.     

Do students notice stress in teachers? Associations between classroom teacher burnout and students' perceptions of teacher social–emotional competence

The goal of the present study was to investigate the link between elementary school teacher burnout and students' perceptions of teacher social–emotional competence (SEC). A total of 676 Grades 4–7 students in 35 classrooms rated their classroom teachers' SEC. In addition, teachers self-reported their current level of experienced burnout at work (i.e., depersonalization and emotional exhaustion). Multilevel analyses revealed significant classroom-level variability (i.e., 34%) in student-ratings of teacher SEC. Teacher burnout significantly predicted student-rated teacher SEC, over and above significant student-level variables (school self-concept, sense of autonomy in the classroom) and contextual variables (teacher age, school neighborhood income). Specifically, higher levels of teacher burnout were related to receiving lower SEC ratings by students. Teacher burnout explained a significant portion of the classroom-level variability in student-rated teacher SEC. The present study emphasizes the link between teacher burnout and the SEC. Furthermore, given that teacher reports (burnout) were linked to student reports (teacher SEC), these findings also suggest that students notice stress in their classroom teacher.     

The Kaldor–Verdoorn law at the age of robots and AI

This paper contributes to the literature around the Kaldor–Verdoorn law and analyses the impact of robotisation on the channels through which the law shapes labour-productivity growth. We start with a simple evolutionary reinterpretation of the law that combines Kaldorian and neo-Schumpeterian arguments. We then apply a GMM estimator to a panel of 17 industries in 25 OECD capitalist economies for the period 1990–2018. After elaborating on the general evidence of the evolutionary interpretation of the law, the estimates suggest a positive influence from robotisation: a higher robot density strengthens both the channel that ties labour productivity dynamics with mechanisation, and the one connected with the general advancement of science and technology which joins productivity to aggregate demand. This overall result is robust to several specifications of the underlying econometric model. Moreover, we find some evidence of technological unemployment out of the macroeconomic factor. Results agree with the empirical literature that suggests different impacts from robotisation on the basis of the level of economic activity considered.     

CD/CV: Blockchain-based schemes for continuous verifiability and traceability of IoT data for edge–fog–cloud

This paper presents a continuous delivery/continuous verifiability (CD/CV) method for IoT dataflows in edge–fog–cloud. A CD model based on extraction, transformation, and load (ETL) mechanism as well as a directed acyclic graph (DAG) construction, enable end-users to create efficient schemes for the continuous verification and validation of the execution of applications in edge–fog–cloud infrastructures. This scheme also verifies and validates established execution sequences and the integrity of digital assets. CV model converts ETL and DAG into business model, smart contracts in a private blockchain for the automatic and transparent registration of transactions performed by each application in workflows/pipelines created by CD model without altering applications nor edge–fog–cloud workflows. This model ensures that IoT dataflows delivers verifiable information for organizations to conduct critical decision-making processes with certainty. A containerized parallelism model solves portability issues and reduces/compensates the overhead produced by CD/CV operations. We developed and implemented a prototype to create CD/CV schemes, which were evaluated in a case study where user mobility information is used to identify interest points, patterns, and maps. The experimental evaluation revealed the efficiency of CD/CV to register the transactions performed in IoT dataflows through edge–fog–cloud in a private blockchain network in comparison with state-of-art solutions.     

Anti-school attitudes,school culture and friendship networks

This article explores the relationship between educational outcomes and anti-school attitudes at different levels of social organization in schools. Data were collected in St. Petersburg, Russia (104 schools, 7300 students) and analyzed using multi-level regression models that included three levels: individual, clique of friends and school. A clique is defined as a tight group of friends in a school class; we used social network analysis software Kliquefinder for clique identification. We demonstrate that friends’ attitudes are strongly related to the educational outcomes of a student (net of person’s individual attitudes and socio-demographic characteristics). In contrast, school-level effects disappear in the multi-level model when individual characteristics are included. The results of the study clearly demonstrate that the socio-economic and curricular differentiation of schools does not always lead to the polarization of ‘school academic cultures’. A school social environment is sufficiently heterogeneous, and different value systems in small peer groups may coexist.     

Urban–Rural Excellence Gaps: Features,Factors, and Implications

The purpose of this study was to examine the presence of excellence gaps (i.e., differences between subgroups of students performing at the highest levels of achievement) in a sample of 563 students nominated as gifted by their teachers in urban, semi-urban, and rural settings in Spain. In general, the results suggested the existence of excellence gaps between urban and rural students, with urban students outperforming rural students in verbal and numerical reasoning, as well as in all divergent thinking dimensions (i.e., fluency, flexibility, originality, and elaboration). Differences across geographic locations were likely to be attributed to the limited opportunities available to high-achieving students to develop their talents and achieve excellence in rural schools. Limitations of the study, directions for future research, and educational implications of the study are provided.