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Descriptors:
Cultural Awareness; Cultural Pluralism; Study Abroad; Instructional Leadership; Practicums; Internship Programs; Graduate Students; Outcomes of Education; Administrator Education; Educational Administration; Attitude Change; Student Attitudes; Mixed Methods Research; Foreign Countries

Abstract:
Developing globally minded citizens has become a national push and a stated priority for many higher education institutions in the United States. This article focuses on one university's efforts to develop globally minded school leaders who are accepting of and comfortable with diversity. The University of North Carolina Wilmington has created an international practicum for master's and doctoral-level students in the Educational Leadership Department. This study focuses on the outcomes of this international practicum. Data from this mixed methods study are presented on participants' shifts in attitudes about cultural diversity as measured by the Miville-Guzman Universality Diversity Scale survey and interviews. The article also provides suggestions about processes and experiences necessary to support and facilitate participants' shifts to embrace diversity and global perspectives. (Contains 2 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Psychological Patterns; Developmental Disabilities; Control Groups; Mental Retardation; Literature Reviews; Pretests Posttests; Effect Size; Behavior Problems; Behavior Modification; Cognitive Restructuring; Attitude Change; Evidence; Best Practices; Inferences; Research Methodology; Meta Analysis

Abstract:
We conducted a systematic literature review of anger management in people with intellectual disabilities (ID). We identified 2 studies that used randomized controlled trials and 6 that used pretest-posttest nonequivalent control group designs. The mean between-group effect size was 1.52 for randomized controlled trials and 0.89 for the other studies; however, no studies were well controlled. Thus, anger management is not an empirically supported treatment for individuals with ID. The need for further research in this area and methods of strengthening said research are discussed. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Evidence; Teacher Expectations of Students; Foreign Countries; Stereotypes; Student Teachers; Track System (Education); Student Teacher Attitudes; Attitude Change; Teacher Education; Immigrants

Abstract:
In Germany, Turkish students are overrepresented on lowest school tracks. Research has provided evidence that stereotypical expectations can color judgments. We experimentally investigated whether student information that strongly confirmed or disconfirmed Turkish stereotypical expectations led to student teachers' judgments that were biased against nationality. Furthermore, we explored whether judging an expectation-confirming or expectation-disconfirming Turkish student resulted in changes in stereotypical beliefs. Results showed that student teachers' judgments were biased against nationality when it came to an expectation-confirming student and that the expectation-disconfirming student could change stereotypical beliefs into slightly more positive ones. Results are discussed with regard to their theoretical relevance as well as to their importance for teacher education. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Intervention; Negative Attitudes; Gender Issues; Identification (Psychology); Social Attitudes; Program Effectiveness; Sexual Identity; Social Discrimination; Social Bias; Violence; Behavior Modification; Misconceptions; Social Sciences; College Students; Attitude Measures; Attitude Change

Abstract:
The transgender community encounters pervasive prejudice, discrimination, and violence, yet social science literature lacks research that focuses on reduction of antitransgender prejudice. This experimental study examined the effectiveness of three interventions aimed at decreasing negative attitudes toward transsexuals, correcting participants' beliefs in myths about transsexuality, and reducing their predicted discriminatory behaviors. Results revealed a significant decrease in negative attitudes and beliefs in myths. However, no individual intervention proved more effective than the others. The interventions led to no change in predicted discriminatory behaviors. (Contains 10 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Evidence; Attitude Change; Teaching Methods; Student Teaching; Teacher Education Programs; Educational Change; Elementary Secondary Education; Preservice Teachers; Teaching Experience; Professional Development; Urban Education; Urban Schools; Special Needs Students; At Risk Students; Literature Reviews; Meta Analysis; Journal Articles; Beliefs; Program Effectiveness; Educational Practices; Cultural Context; Ethnic Diversity; Context Effect; Change Strategies; Educational Research; Achievement Gains; Performance Factors

Abstract:
Despite increasing emphasis on preparing more and better teachers and despite the near universal presence of student teaching across teacher education programs (TEPs), numerous questions about what and how student teaching experiences contribute to preservice teachers' development remain unanswered. Indeed, much of the attention focused on student teaching in reform and policy discourses emphasizes student teaching's structural and logistical dimensions--for example, its location, duration, and division of labor--but not its contributions to learning among preservice teachers, nor K-12 students. This article reviews empirical articles published over the past two decades to determine what and how student teaching experiences contribute to preservice teachers' development as future teachers of students in urban and/or high-needs schools specifically. While keeping this central focus, the article also considers the implications of student teaching for the schools that play host to it and for the students who attend those schools. Anchored by sociocultural perspectives on learning and learning to teach, the review highlights a disproportionate emphasis on belief and attitude change, a relatively slim evidence base concerning the development of actual teaching practice, a tendency toward reductive views of culture and context, and a need for more longitudinal analyses that address the situated and mediated nature of preservice teachers' learning in the field. Based on these findings, authors offer direction for future research that will extend and deepen the knowledge base. (Contains 1 table and 6 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Preservice Teachers; Elementary School Teachers; Preservice Teacher Education; Informal Education; Science Instruction; Assignments; Museums; Recreational Facilities; Student Attitudes; Attitude Change

Abstract:
Informal science education institutions (ISEIs), such as museums, aquariums, and nature centers, offer more to teachers than just field trip destinations--they have the potential to provide ideas for pedagogy, as well as support deeper development of teachers' science knowledge. Although there is extensive literature related to teacher/museum interactions within the context of the school field trip, there is limited research that examines other ways that such institutions might support classroom teachers. A growing number of studies, however, examine how incorporating such ideas of connections of ISEIs to pre-service teacher education might improve teacher perceptions and awareness. Pre-service elementary teachers enrolled in a science methods class participated in a semester-long assignment which required participation in their choice of activities and events (workshops, field trips, family day activities) conducted at local ISEIs. Students generally saw this embedded assignment as beneficial, despite the additional out-of-class time required for completion. Comparison of pre-/post-class responses suggested that teachers shifted their perceptions of ISEIs as first and foremost as places for field trips or hands-on experiences, to institutions that can help teachers with classroom science instruction. Although basic "awareness" of the existence of such opportunities was frequently cited, teachers also recognized these sites as places that could enhance their teaching, either by providing materials/resources for the classroom or by helping them learn (content and pedagogy) as teachers. Implications for practice, including the role of ISEIs in teacher preparation and indication, are also discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Action Research; Teaching Methods; Technological Literacy; Feedback (Response); Teacher Attitudes; Scientific Literacy; Cooperation; Science Teachers; Chemistry; Attitude Change; Case Studies; Program Implementation; Interviews; Positive Attitudes; Reflection; Faculty Development; Inservice Teacher Education; Secondary School Teachers; Foreign Countries; Science Instruction

Abstract:
The main goal of this study was to explore the role of collaborative action research in eliciting change in teacher beliefs. The beliefs were those of five chemistry teachers in implementing a new teaching approach, geared to enhancing students' scientific and technological literacy (STL). The teacher beliefs were analysed based on Ajzen's Theory of Planned Behaviour (2005) by looking at the teacher's (a) attitude towards implementing STL modules, (b) perceived subjective norms, and (c) behavioural control regarding the new teaching approach. After an introductory year, when teachers familiarised themselves with the new approach, a collaborative action research project was initiated in the second year of the study, helping teachers to minimise or overcome initially perceived constraints when implementing STL modules in their classroom. The processes of teacher change and the course of the project were investigated by teacher interviews, teacher informal commentaries, and meeting records. The formation of positive beliefs towards a STL approach increased continuously, although its extent and character varied depending on the teacher. The close cooperation, in the format of collaborative action research and especially through teacher group reflections and perceived collegial support, did support teacher professional development including change in their beliefs towards the new teaching approach. Additionally, positive feedback gained from other teachers through running a two-day in-service course in year three helped to strengthen all five teachers' existing beliefs towards the new approach. The current research demonstrated that perceived constraints, where identified, can be meaningfully addressed by teachers, through undertaking collaborative action research. (Contains 1 table and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Gerontology; College Curriculum; Undergraduate Students; Intergenerational Programs; Service Learning; Multimedia Materials; Student Projects; Biographies; Story Telling; Reflection; Electronic Publishing; Student Attitudes; Attitude Change; Aging (Individuals); Positive Attitudes; Older Adults

Abstract:
This article describes the Digital Life History Project, a 10-week "lab" linked to a course on aging, in which students and community-dwelling elders work together to create a short digital story honoring the elder's life. After two interview sessions, the pair works together to produce a 3- to 5-minute digital life story narrated by the elder. The resulting multimedia videos are then screened for the community at large at the end of the semester. Students and elders alike report long-term personal, interpersonal, and community-based effects from participating in the Digital Life History Project, including making meaningful relationships, linking biography and history, learning to confront ageism, charting the next chapter, and participating in community-wide education. (Contains 1 figure and 8 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Undergraduate Students; Intergenerational Programs; Older Adults; Service Learning; Student Journals; Stereotypes; Aging (Individuals); Content Analysis; Reflection; Student Attitudes; Attitude Change; Positive Attitudes; Gerontology; College Curriculum

Abstract:
Analysis of student journals examined the effect intergenerational service-learning had upon undergraduate students' attitudes and perceptions of older adults. Students (N = 102) engaged in 12 hours of service-learning with older adults that included writing structured reflection journals. Coding involved open, axial, and selective coding with common themes identified from the journals. Results revealed a positive attitude shift toward older adults over the course of the semester, greater comfort with the idea of aging, and a propensity to describe the experience as being personally and professionally influential in their own lives. Students also reported increased course understanding and a desire to continue volunteering. Implications for intergenerational service-learning are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Substance Abuse; Mental Health; Child Welfare; Child Rearing; Welfare Services; Parent Education; Correlation; Stress Variables; Parent Attitudes; Child Abuse; Family Violence; Mental Disorders; At Risk Persons; Family Environment; Attitude Change; Interviews

Abstract:
Families involved with child welfare services often experience a range of stressors in addition to maltreatment, including intimate partner violence, substance abuse, and mental health problems. Children in these families are at risk for developing a myriad of problems. Although parenting education programs are among the most routine interventions for families involved with child welfare services, there is relatively little data available about these programs for families with multiple stressors. This study sought to explore the family stressors in parents involved in the child welfare system who have been referred to an intensive therapeutic parenting program, and the relationship of those stressors to change in parenting attitudes. Quantitative abstraction of parenting program files was conducted. Analyses included descriptive and bivariate statistics, and related samples "t" tests to examine change in parenting attitudes. Qualitative interviews were conducted with a sub-sample of this population. File abstraction revealed that parents in this population experiencing multiple co-occurring stressors ranged from 23 to 39%. Significant improvements in parenting attitudes were found for most groups of participants, including those with violence, mental health, and substance abuse problems. Qualitative interviews indicated that parents felt that they were learning from the parenting program and were supported by the facilitators. Parents facing multiple stressors are unlikely to be able to parent effectively, and may need significant support and intervention. Additional understanding of the types of issues they face and whether particular interventions are effective for those groups would allow for the development of more targeted interventions. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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