Unpacking the role of self-esteem in career uncertainty: A self-determination perspective

The aim of this study is to explain why students with high self-esteem have lower career uncertainty than students with low self-esteem. Based on self-determination theory, students with high self-esteem would have higher efficacy in making decisions, which would encourage them to choose a major for self-concordance, such as interest and ability, and increase their course involvement. Both factors are assumed to be related to lower career uncertainty. Data from a national survey of the Taiwan Higher Education Database within the Survey Research Data Archive from juniors at 92 colleges and universities in Taiwan (N = 7418) were analyzed to examine the model. Results supported the proposed model by showing that students with high self-esteem had lower career uncertainty because they chose a major for self-concordant reasons and had a strong motivation to learn, both of which contribute to lower career uncertainty.     

A controlled trial of mindfulness training in schools: The importance of practice for an impact on well-being

We report the results of a short programme of mindfulness training administered to adolescent boys in a classroom setting. Intervention and control groups (N = 155) were compared on measures of mindfulness, resilience and psychological well-being. Although the overall differences between the two groups failed to reach significance, we found that within the mindfulness group, there was a significant positive association between the amount of individual practice outside the classroom and improvement in psychological well-being and mindfulness. We also found that the improvement in well-being was related to personality variables (agreeableness and emotional stability). Most students reported enjoying and benefiting from the mindfulness training, and 74% said they would like to continue with it in the future. The results of this preliminary study are encouraging. Further work is needed to refine the training programme and undertake a definitive randomised controlled trial, using both subjective and objective outcome measures, with long-term follow-up.     

Strengthening Creative Problem-Solving within Upper-Elementary Science Education

This intervention study examined the effectiveness of instructional support tailored toward two techniques (i.e., random associations and constraint identification) to strengthen children's creative problem-solving skills within upper-elementary science education. Five inquiry-based science lessons with ample opportunity for creative problem-solving (i.e., divergent and convergent thinking) were provided. Children were assigned to a condition with instructional support (n = 107) or without (n = 134). Domain-general and specific measures of divergent and convergent thinking were included, and reading comprehension as well as mathematical ability were taken into account. Repeated measures multivariate analyses of covariance revealed how all children improved in terms of domain-general convergent thinking, with a larger increase for children who performed better in mathematics. This shows a promising premise for future research focusing on the domain generality of convergent thinking and for the potential of transfer across domains. No additional improvement based on instructional support was found and children did not improve in terms of divergent thinking. The constraint identification and random associations technique might not be suitable for elementary school children, yet future research is necessary to validate such claims. Meanwhile, teachers could possibly support convergent thinking by simply providing exercises for divergent and convergent thinking.     

Rousseau's Insight

My comment makes a point out ofRousseau's original insight: that education forsocial participation ought to start within thestudent's lifeworld, and not, as in our days, with the immediatedemands of modern, time-ridden consumerculture. When time is turned into a commodityand place is turned into a transit point forpeople constantly on the move, presence in acommon lifeworld is lost. I take issue with thedominant thinking of education in terms of timeand efficiency, and suggest that we startthinking of education more in terms of placeand presence. I propose that modern thinkers ofeducation – of which I mention a few here –contributed significantly to the pedagogy ofplace or presence. I don't see time as a stringmade up of past-present-future, but rather asan expanding mental and pragmatic universe ofhere-and-nows. The term kairos catchesthis presence as the capacity for doing theright thing at the right moment, that is, themoment when the past has prepared the ground sothat the future can come as a gift. Thisconception is, I think, an important ground forthe idea of an education for citizenship.     

An exploratory study of the perceptions and experiences of further education amongst the young long‐term unemployed

The aim of this study was to explore, in depth, the perceptions and experiences of Further Education (FE) amongst the young long‐term unemployed. Semi‐structured interviews were conducted with 16 long‐term unemployed youths of 18–25 years of age divided into three groups: those with no experience of FE; those having recently dropped out of FE; and those currently studying in FE. Grounded theoretical analysis highlighted the importance of both responses to and institutional aspects of unemployment. The impact of unemployment, poor previous educational experience and perceived irrelevance of FE are key barriers to learning. Those that enter FE may drop out as a result of both material and psychosocial factors. Those that stay on commonly emphasize both social support and personal agency in decision‐making alongside positive evaluations of FE. In conclusion, limitations of the findings, policy and practical recommendations for successful widening of participation in FE amongst this group are considered. Copyright © 2002 John Wiley & Sons, Ltd.     

Culturally Competent Assessment: More Than Nonbiased Tests

The persistent and unresolved issue of minority disproportionality in special education provides a strong rationale for ensuring that assessment is culturally appropriate and sensitive. An extensive literature on test bias has failed to find evidence of bias sufficient to fully explain disproportional representation of minorities in special education. Yet minorities in this nation, most especially African Americans, have been exposed to a long history of unequal opportunity and oppression, and these inequities continue to be played out in educational settings. In the face of inadequate cultural and educational opportunity, unbiased tests provide an accurate estimate not only of individual capability, but also of the inhospitable conditions that depress that capability. A failure to take differential educational opportunity into account when considering minority test performance may lead to serious errors of test score interpretation. In the face of unequal educational opportunity, culturally competent assessment thus means more than manipulating the content of tests. Rather, it represents a comprehensive process that uses the results of assessment to identify and remedy educational conditions that systematically disadvantage students of color.     

The Nazi Heritage and Gender Identity

This paper explores the impact of Nazi ideas and values from education in Napola schools of the National Socialist regime on the development of gender identity during late childhood and adolescence. Difficulties in this realm are illustrated by means of biographical material from a study performed at the Sigmund-Freud Institut in Frankfurt. In this study, interviews were conducted with former Napola students, their children, and grandchildren. A clinical example focuses on the theme of haircutting typical of Napola trainees and the impact this had on the development of a man's gender identity. The examination of two further generations showed that the haircut played an important role in their lives and caused difficulties in the development of masculinity, as well as femininity.     

试论高校隐性德育课程设计

高校学生工作即德育工作,虽高等教育质量的生命线,这对于培养新世纪高素质人才具有十分重要的现实意义。高校德育主要是通过德育课程来完成的。高校德育课程由显性德育课程与隐性德育课程两部分构成。实施高校隐性德育课程设计必须深刻理解其内涵及特征,客观确定其价值取向,科学设计其课程内容。     

新加坡中小学的公民道德教育及借鉴

借鉴新加坡中小学公民道德教育的成功经验,加强我国学校中的道德教育工作,必须提高认识,加强领导;改进德育课的教学方法,灌输和启发相结合;在各科教学中进行德育渗透;构建学校教育、社会教育、家庭教育一体化的德育网络;注重东西方德育经验的综合利用;强化道德实践,完善学校德育教育质量评价标准。     

Teaching Genesis: A Present-Day Approach Inspired by the Prophet Nathan

The prophets Nathan (2 Samuel 12:1–15) and John the Baptist (Mark 6:16–28) had comparable tasks before them: to convince their respective kings about the wrongs of taking somebody else's wife and marrying her. Nathan succeeded, while John failed and furthermore lost his life. What made the difference? One possible explanation is that Nathan proceeded in two steps: (1) Tell an interesting, nonthreatening story that nevertheless makes the point at issue; (2) transfer that message to the case at hand. In contrast, John used a direct approach, which raised apprehension, even fear (on the part of Herodias, the woman involved), and led to failure. That lesson has wider applications, as illustrated here for teaching the biblical Genesis narration. The other ingredient in this teaching is relational and contextual reasoning (RCR), the use of which is also indicated for other issues besides teaching Genesis.