Predicting changes in children's self-perceptions of academic competence: a naturalistic examination of evaluative discourse among classmates

Classroom discourse was examined as a predictor of changes in children's beliefs about their academic capabilities. Kindergarten, first-grade, and second-grade students (N = 106) participated in 2 waves of data collection, approximately 1 year apart. During the 1st year of the study, children's verbal interactions with their classmates were observed and recorded. Children rated their self-perceptions of academic competence during the 1st and 2nd years. Analyses revealed that changes over time in children's competence perceptions could be predicted from the types of statements that children made and had directed toward them by classmates. Examining sequences of child and classmate statements proved helpful in explaining the observed changes in children's perceptions of competence.     

Age-related differences in the course of cognitive skill acquisition: the role of regional cortical shrinkage and cognitive resources

This study examined the impact of age-related differences in regional cerebral volumes and cognitive resources on acquisition of a cognitive skill. Volumes of brain regions were measured on magnetic resonance images of healthy adults (aged 22-80). At the early stage of learning to solve the Tower of Hanoi puzzle, speed and efficiency were associated with age, prefrontal cortex volume, and working memory. A similar pattern of brain-behavior associations was observed with perseveration measured on the Wisconsin Card Sorting Test. None of the examined structural brain variables were important at the later stages of skill acquisition. When hypertensive participants were excluded, the effect of prefrontal shrinkage on executive aspects of performance was no longer significant, but the effect of working memory remained.     

After the Facts: Alternative Student Evaluation for Active Learning Pedagogies in the Undergraduate Biblical Studies Classroom

After laying a theoretical basis for an active learning orientation in the classroom, the co‐authors describe methods they developed to evaluate active learning in two different settings of introductory courses in biblical studies. They argue that honoring diverse learning and communication styles among students does not need to compromise academic rigor. The authors show how portfolio‐based assessment of student learning allows students a range of ways to demonstrate their mastery of the material. Examples are provided of components of student portfolios from their undergraduate classes.     

Reliability and Validity of the Thai “Global Person Generated Index”, an Individualised Measure of Quality of Life

The “Global Person Generated Index” (GPGI) is an individualised measure of global quality of life (QoL). Individualised measures have been used within a health context, however until recently have been rarely used to explore global QoL. This paper establishes the GPGI’s validity and reliability in Thailand. Data were collected from participants in two sites in Northeast Thailand. Participants completed the Thai GPGI, the “Satisfaction with Life Scale”(SWLS), a modified “Positive and Negative Affect Scale” (PANAS) and provided demographic data. 81 participants provided data at T1. 70 participants completed data for test-retest (two week interval) reliability comparisons. Test-retest reliability correlation was 0.678 (p < 0.001) for participants reporting no change in QoL. GPGI correlated moderately with SWLS (0.381, p < 0.01) and PANAS scales (0.291 and −0.378, both p < 0.01), indicating validity. GPGI scores were related to health and correlated to a moderate degree with income (0.379, p < 0.05). GPGI scores did not show the expected differences in scores based on gender, although this may be owing to cultural issues. Areas nominated as important to QoL included family, money, house, health and employment, which mirrors items on other QoL scales and previous work with individualised measures. The Thai GPGI is reliable for group comparisons and valid. The difficulties of designing cross-cultural construct validity hypotheses are acknowledged. Areas nominated as important to QoL were diverse and largely asset based. The GPGI is recommended for use to explore global QoL and potentially useful for needs assessment and exploration of response shift.     

A case of blurred vision: Stereotyping in career information illustrations

In this paper two studies are described which examine racial and sex role stereotyping in career information illustrations. In Study 1 over 2000 illustrations, from sources including the Occupational Outlook Handbook (OOH) and The Encyclopedia of Careers, were analyzed according to seven dimensions. In Study 2 a follow-up analysis was done comparing illustrations in the original OOH with a revised edition. Findings are discussed from the perspective of practical implications for vocational counselors.     

Multidimensional disadvantages and educational aspirations of marginalised migrant youth: insights from the Global South

ABSTRACT

This article provides a Global South perspective on marginalised migrant youth and higher educational aspirations, with a specific focus on South Africa. We use data from a case study in Johannesburg to illustrate how marginalised migrant youth experience particular forms of disadvantage in their endeavours to realise their educational aspirations. Yet, educational opportunities and the achievement of educational aspirations may enhance dimensions important for individual wellbeing. Through education, marginalised migrant youth become better positioned to pursue what they have reason to value, including escaping poverty in both their home and host countries. Using the human development and capability lens, the paper also presents what the disadvantages experienced by marginalised migrant youth may mean for human development. We argue that constrained educational aspirations can result in corrosive disadvantage and ultimately systemic poverty. We conclude the paper by highlighting how the capability approach (CA) could be used to inform social and educational policies in contexts of marginalisation.