Multicultural Education as Fostering Individual Autonomy

This article attempts a philosophical defense of an autonomy-based approach to multicultural education. I contend that multicultural education is necessary in order for students to be able to develop personal autonomy. This, in turn, can empower students to effectively formulate their own version of the good life. The development of autonomy need not, as many critics claim, promote atomistic individualism. Rather, contemporary liberal autonomy strives for a balance between the individual and the community. In defending multicultural education, my argument relies on Joseph Raz's notion of autonomy and Will Kymlicka's concept of a context of choice. I conclude that through multicultural education, students can expand their contexts of choice and consequently develop individual autonomy, an essential ingredient of the good life.     

A SELF-INSTRUCTIONAL PACKAGE FOR INCREASING ATTENDING BEHAVIOR IN EDUCABLE MENTALLY RETARDED CHILDREN

The purpose of this study was to develop a self-instructional package that would aid highly distractible retarded children in increasing their attending behavior in a training and two generalization (a one-to-one and a classroom) situations. Three untrained subjects were monitored for general comparison and social validation purposes. One of these control subjects was distractible and the other two (criterion comparison) were evaluated as not having attentional problems. A multiple baseline design was employed in which training was sequentially introduced across subjects. During training, the experimental subjects were taught through self-instruction to focus their attention and to cope with two tasks, math and printing. After learning the self-instructions the subjects were systematically and sequentially exposed to photo-slides of distracting situations, to audio-distractors composed of noisy lunchroom verbal peer interactions, and to in vivo distractors provided by kindergarten children playing with wooden blocks in the training setting. The entire training procedure was handled in a game-like context to maintain subject interest and to facilitate generalization. The results suggested that the training package produced direct and generalized changes in self-instructional behavior. In addition, a decrease in off-task behavior occurred during math, printing, and also during a phonics program in the one-to-one and classroom situations. However, reliable changes in academic task performance were not observed. Finally, no systematic changes on any of the dependent measures occurred for the three untrained subjects.     

Effect of variance ratio on ANOVA robustness: Might 1.5 be the limit?

Inconsistencies in the research findings on F-test robustness to variance heterogeneity could be related to the lack of a standard criterion to assess robustness or to the different measures used to quantify heterogeneity. In the present paper we use Monte Carlo simulation to systematically examine the Type I error rate of F-test under heterogeneity. One-way, balanced, and unbalanced designs with monotonic patterns of variance were considered. Variance ratio (VR) was used as a measure of heterogeneity (1.5, 1.6, 1.7, 1.8, 2, 3, 5, and 9), the coefficient of sample size variation as a measure of inequality between group sizes (0.16, 0.33, and 0.50), and the correlation between variance and group size as an indicator of the pairing between them (1, .50, 0, ?.50, and ?1). Overall, the results suggest that in terms of Type I error a VR above 1.5 may be established as a rule of thumb for considering a potential threat to F-test robustness under heterogeneity with unequal sample sizes.