Assessing the special education professional development needs of northern Malawian schoolteachers

This research examines special needs education professional development needs among both general and special education schoolteachers in northern Malawi. A semi‐structured questionnaire with open and close‐ended questions was used for the research. Quantitative and thematic analyses were conducted to determine the extent to which teachers believe that students with disabilities should be educated together with students without disabilities, the importance of professional development for teaching students with disabilities, prioritised professional development needs regarding special education knowledge, and self‐identified needs for successful special education classrooms. Results indicate that teachers are generally in favour of inclusive practices and identify a high need for special education professional development. Participants identified training and resources to teach students with visual impairments or auditory impairments as a high priority. Participants noted a need for improved infrastructure, more educational materials, and recognition by the government for work in special education.     

Malawi's special needs education (SNE): perspectives and comparisons of practice and progress

The sub‐Saharan country of Malawi is steeped in a robust educational reform movement to ensure ‘Education for All’. Based upon country immersion experience and a review of the literature, this report highlights Malawi's nationwide support for its special needs education (SNE) campaign. First discussed is a brief overview of Malawi, its people and its educational philosophy regarding SNE. Comparisons of sub‐Saharan countries’ educational provisions for students with special learning needs follow, as do explanations of the country's classroom practices and its national SNE Policy (revised in 2007). Described along with ‘best practices’ and the country's history of SNE teacher preparation initiatives is the structure of Malawi's SNE implementation, its design in the classroom, teacher preparation particulars and SNE programme milestones. Partners (organisations), integral to the success of Malawi's SNE efforts, are emphasised; and related policies and provisions are presented, along with closing discussion of assessment, diagnosis, programming, and future implications and conclusions.     

Happy To Be “Me?” Authenticity,Psychological Need Satisfaction,and Subjective Well‐Being in Adolescence

Adolescents have a strong desire to “be themselves.” How does experiencing authenticity—the sense of being one's true self—influence subjective well‐being? What allows adolescents to experience authenticity? This research tests a working model of how authenticity is implicated in adolescents’ well‐being. Using survey, diary, and experimental methodologies, four studies (total N = 759, age range = 12–17) supported the main tenets of the model. Authenticity (a) enhances well‐being, (b) covaries with satisfaction of psychological needs for relatedness and competence; is caused by satisfaction of the need for autonomy; and (c) mediates the link between need satisfaction and well‐being. Authenticity is more than a powerful motive: It has robust, replicable effects on well‐being and may thus be a pervasive force in positive youth development.     

THE COMPLEXITIES OF A LESSON STUDY IN A DUTCH SITUATION: MATHEMATICS TEACHER LEARNING

This study combines the Japanese lesson study approach and mathematics teachers’ professional development. The first year of a 4-year project in which 3 Dutch secondary school teachers worked cooperatively on introducing making sense of the calculus is reported. The analysis focusses on instrumental and relational student understanding of mathematical concepts and the transition between the conceptual embodiment and the operational symbolism of the calculus. This paper reports on 2 cycles of lesson studies that took place in the first project year, the first cycle focussing on the notion of the derivative (introduced for polynomials) and the second on trigonometry (as the concepts shift from ratios in a right-angled triangle to functions in the calculus). The lesson study cycles resulted in changes in the teachers’ educational goals and instructional strategies in relation to student understanding. However, the teachers’ desire to be good teachers, their perceived need to prepare students for standard examinations and their reluctance to use computers impeded their progress in developing a lesson study approach. The introduction of a Japanese lesson study approach into a Dutch context merits further reflection in the later years of the project.     

The paradoxes of creativity in Guangzhou,China’s wholesale market for fast fashion

ABSTRACT

In Guangzhou’s fast fashion sector, creativity operates as practices in boundary-making, which emerge in spaces within the blurred boundaries that delineate original and copy production. Using the Xi Fang Hang market as a case study, I demonstrate how the quick turnover of fast fashion commodities compels different groups of market participants to claim contesting definitions and practices of creativity. While building managers and wealthy entrepreneurs mobilise techniques of rent extraction and claim originality as rightful sources of creativity, less established migrant entrepreneurs use design copying as a tool for market survival. With limited resources and formal education in fashion and merchandising, migrants claim success in delivering the right styles and trends at the right time and in keeping their businesses afloat. Together, these competing practices constitute what I call ‘paradoxes of creativity’, dynamics that highlight creativity as a fluid cultural category that is always subject to tensions and contestations.