Social attitudes and education: Self-selection or socialization?

The aim of this study was to replicate earlier findings (Ekehammar et al., 1987) concerning the relationship between social attitudes and educational direction and field of study, by addressing further the causality issue. The sample comprised 256 Swedish adolescents from metropolitan Stockholm attending the two lowest grades in secondary school (modal age was 17 years). The main findings of the previous study were replicated, although the statistical power was weaker. Two higher-order attitude dimensions (labeled Political-economic conservatism and Social conservatism) discriminated between six groups, based on combinations of the two aspects of education. The main picture evidenced a socialization effect regarding Political-economic conservatism and a self-selection explanation for Social conservatism. Introducing intellectual ability as an independent variable in the causal model, affecting both educational direction and social attitudes, weakened the relationship, as compared to the previous study.     

Schools,identity and the conception of the good. The denominational tradition as an example

The Dutch education system relies upon a large number of publicly-subsidized, denominational schools. The authors defend the importance of schools that educate children within a specific — including denominational — conception of the good by arguing for the importance of such a conception for the development of the child's identity. An essential component of this developmental process is critical reflection, conceived as crucial to the formation of moral autonomy.     

School-based applications of the wraparound process: Early results on service provision and student outcomes

The application of a school-based wraparound approach presents different challenges, perspectives, and knowledge from those seen in mental health or child welfare settings. For the past three years, the La Grange Area Department of Special Education's Wraparound Project has been implementing a school-based individualized service network that is now being integrated into the larger local and state special education, mental health, and social service systems. We present school-based applications of wraparound for students with emotional and behavioral disabilities, including the community and system context, program application, evaluation process and preliminary results. Students who were identified through self-contained special education classrooms were compared to students who were identified from various other school and mental health settings. Students from the school-based program were less clinically involved than students identified from other settings. Service provision differed between program groups and by out-of-home experiences. Finally, the use of wraparound approaches across a variety of educational settings to prevent out-of-school and out-of-home care are discussed.     

Effects of sequential 1-minute time trials with and without inter-trial feedback and self-correction on general and special education students' fluency with math facts

We measured the effects of two procedures for implementing 1-min time trials on the rate and accuracy with which elementary students wrote answers to single-digit math facts in two concurrent experiments in a first grade classroom and a special education classroom. On-task behavior of three students in each class was also measured. Baseline was a 10-min work period in which students were told to answer as many problems as you can. The two time trial conditions, each of which was also conducted within a 10-min period, consisted of: (1) a series of seven 1-min time trials with a 20-s rest period following each timing; and (2) two 1-min timings, each followed by a teacher-directed feedback and self-correction activity. Students in both classrooms answered correctly more problems per minute during both time trial conditions than they did during the 10-min work period, with the highest levels of fluency occurring during the two time trials with self-correction. The emphasis on going fast did not impair students' accuracy of performance. In both classrooms the percentage of attempted problems answered correctly was high during the initial baseline and increased slightly over the course of the study. On-task behavior was higher during both time trial conditions than during the 10-min work period. When asked at the study's conclusion which of the three methods for practicing math facts (1) helped you learn the most and (2) would you like to do again, the majority of the students in both classrooms chose the time trials followed by feedback and self-correction.     

The NCATE Process and behaviorally-based special education

The National Council for Accreditation of Teacher Education (NCATE) has long sought to identify effective programs for teacher preparation in this country. Recently, the Council has revised its standards to be more rigorous and demanding. This revision presents new and challenging standards for the accreditation of programs preparing educators. The most problematic but most important of these new standards is the requirement of a well-articulated knowledge base supporting a program's content and processes. Development of the knowledge base statement involves the articulation of the program's philosophy, theme, model, goals, objectives, primary research base, wisdom of practice, and evaluation procedures. A behavioral model serves well in meeting these requirements, particularly since behavioral applications in education are well researched and the approach is compatible with the emphasis on specific goals and objectives and evaluation of effectiveness. Effective educational methods are available and are mostly behavioral. The articulation of the NCATE knowledge base encourages education faculty, traditionally nonbehavioral, to examine the effectiveness of their programs and to demonstrate research and professional support for content and instructional methods. A behavioral knowledge base statement appropriate for NCATE is demonstrated through examples drawn from Gonzaga University's knowledge base for special education.     

Replacing and representing patients: Professional feelings and plastic body replicas in nursing education

This article examines the intimate profession of nursing and the affective practices that bind bodies together into engagements that appear stable. However, once the bodies of patients are replaced with ‘plastic replicas’ for the purpose of clinical training within an educational setting, new affective relations emerge and underexplored aspects of professional engagements appear. Through theories of affectivity, I propose the notion of touchability as a theoretical device which focuses attention on the body and the sensory, affective and embodied vicissitudes that traverse it, while nonetheless attending to the difference between feeling patients and plastic. Sensuous ethnography is the method used for exploring these professional engagements. By engaging through bodily senses, I actively use bodies as tools of inquiry and sources of knowledge within nursing. I argue that the notion of touchability can illuminate how different bodies come to hold specific meanings and reveal distinct facets of a professional practice.     

“Lest we become beasts who devour each other”: A Lutheran Calling to Higher Education in Multi‐Religious Settings1

Abstract : Lagerquist argues that in view of growing American religious diversity and awareness of religious diversity worldwide, Lutheran theology provides warrants for revising educational practice at Lutheran colleges to better serve the students and in the hope of a transformation of church and theology. American Lutheran colleges and universities are suited to this task by their theological heritage, by their educational experience, and by their place within the ecology of their churches.     

Sexual Self-Esteem and Perfectionism in Women With and Without Overweight

The purpose of this study was to examine sexual self-esteem and perfectionism among Iranian women with and without overweight based on the role of age and education; and to investigate the relationships of sexual self-esteem, perfectionism, and body mass index in a sample of adult women. Participants were 200 women with and without overweight who were selected following a purposive sampling method from Shiraz City, Iran. A demographic questionnaire, Sexual Self-Esteem Inventory for Women (SSEI-W), and Perfectionism Inventory (PI) were used. Resulting data showed that women without overweight had higher total scores of sexual self-esteem and on the WWEI-W subscale of attractiveness compared with women who are overweight. Also, women who are overweight had higher total scores of perfectionism, as well as higher scores on subscales of interpersonal sensitivity and high standards for others compared to women without overweight. There was no significant effect for age and educational level on sexual self-esteem and perfectionism. The results demonstrated significantly negative relationships between overall sexual self-esteem, attractiveness subscale of sexual self-esteem, and body mass index. Also, the overall perfectionism and interpersonal sensitivity, striving for excellence, organization, and standards for others subscales of perfectionism had a significant positive relationship to the body mass index.     

南京金陵中学高中生心理健康教育研究

学校心理健康教育是心理学在新形势下应运而生的一个新问题。作者认为,学校心理健康教育应强调教育与发展模式;应突出教育对象的积极向上性;应强调自我认识、自我教育、自我控制;应根据学生的心理困惑,及时有效地给予帮助;应教会他们模仿某些策略和新的行为,最大限度地发展他们的心理机能,促进内在潜力的开发,加速实现学生个体的社会化。作者还根据三年的实验实践,提出了一套学生心理困惑诊断模式。