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Descriptors:
Holidays; Seasonal Employment; Service Occupations; Self Employment; Income; Occupational Information

Abstract:
Professional Santas entertain children and adults during the holiday season at all types of events. They work at shopping malls or stores; entertain crowds at parades and tree lightings; and make appearances at holiday parties, charity events, and people's homes. Most Santas work during the Christmas holiday season, which usually lasts from late November through December 25. Santas at shopping malls or department stores often work 10-hour shifts and see more than 150 children each day, according to the International Council of Shopping Centers. There are no formal educational requirements for becoming a professional Santa. However, aspiring Santas often develop their skills by attending schools, conventions, or workshops. Santa schools typically last a few days, charge tuition, and include detailed instruction on topics such as beard maintenance, communication skills, and sleigh flying. Santa conventions take place all over the world and offer both beginner and experienced Santas the opportunity to mix and mingle. In this article, Phil Wenz describes his job playing Santa Claus. Wenz has been dressing up as Santa Claus for nearly 50 years. As a teenager, he dressed up as Santa to visit patients at a local hospital. He continued to play Santa in parades and other events, eventually landing a full-time Santa job at a Christmas theme park in Dundee, Illinois. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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School Culture; Charter Schools; Field Trips; Standardized Tests; Citizenship Education; Civics; Democracy; Neighborhoods; Integrity; Holidays; Citizen Participation; Elementary Secondary Education; Acculturation; Elections; Social Studies; Teacher Education; Competition; Hispanic American Students; Urban Education

Abstract:
This policy brief is the third in a series of in-depth case studies exploring how top-performing charter schools have incorporated civic learning in their school curriculum and school culture. The UNO Charter School Network includes 13 schools serving some 6,500 students across Chicago. Located in predominantly Hispanic neighborhoods, the network's 12 K-8 schools and one high school serve a student body that is 95 percent Hispanic. UNO fundamentally understands citizenship education as a project of assimilation and Americanization. As UNO sees it, standing for assimilation and Americanization requires standing against certain popular ideas in contemporary culture and pedagogy. With 13 schools, a staff of 450, 11 buildings, 191 instructional days a year, a charter authorizer to satisfy every five years, and several standardized tests to administer annually, UNO has much to do besides directly Americanizing its students. But in doing all that, the network tries to apply its civic principles as broadly as possible. In all grades, and especially in K-8, UNO's civics curriculum is built around the calendar--holidays, days of remembrance, and anniversaries of significant events. These include, from the beginning of the school year until the end: Labor Day, September 11th, Columbus Day, Veterans Day, Thanksgiving, Martin Luther King Jr. Day, Presidents Day, Holocaust Remembrance Day, Memorial Day, and Flag Day. In grades K-8, each of these dates is tied to a curricular "cycle" meant to guide teachers' instruction for up to five days. Guiding UNO's civic education curriculum is a civics committee that designs and helps teachers implement everything from daily lessons to larger units, field trips, mock elections, and more. UNO tells its students that upon graduation, they are expected to be able to compete in the local, national, and global marketplaces; to be civically engaged; to be intellectually curious; and to be people of integrity. These characteristics are easier named than assessed. Devising metrics of healthy citizenship, both for students and for alumni after they graduate, is one of the three near-term goals that UNO leaders have set for themselves regarding civic education. Another is creating more cohesion among the curricula that deal with civic holidays, student identity, and traditional social studies. The third is improving teacher training so that all teachers--in all grades and subjects--are equipped to "capitalize on every opportunity they have" for civic education. (Contains 43 notes.) [For related reports, see "Charter Schools as Nation Builders: Democracy Prep and Civic Education. Policy Brief 4" (ED539459) and "Counting on Character: National Heritage Academies and Civic Education. Policy Brief 5" (ED540539).] 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:
Mathematics Instruction; Secondary School Mathematics; Middle Schools; Metric System; School Activities; Student Motivation; Holidays; Numbers; Mathematical Concepts

Abstract:
March 14 is special because it is Pi Day. Mathematics is celebrated on that day because the date, 3-14, replicates the first three digits of pi. Pi-related songs, websites, trivia facts, and more are at the fingertips of interested teachers and students. Less celebrated, but still fairly well known, is National Metric Day, which falls on October 10. Because the metric system is based on powers of ten, October is National Metric Month, October 10 is National Metric Day, and the week encompassing the date 10-10 is National Metric Week. During that week, teachers can schedule metric-related track meets, contests, and scavenger hunts. On Pi Day and National Metric Day, students look forward to class because the math that day is "fun." Wouldn't it be nice if math every day were fun and, at the same time, meaningful? The authors will show that every day is not only mathematical but also mathematical in multiple ways. Taking advantage of these features to motivate students to think about numbers beyond the daily lesson helps teachers make connections with their students and develop a special reputation that encourages their students to become more interested in mathematics in all its facets. (Contains 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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Pregnancy; Childlessness; Biomedicine; Holidays; Mothers; Structural Equation Models; Females; Barriers; Family (Sociological Unit); National Surveys; Correlation; Self Concept; Social Environment

Abstract:
Does the reason why women have no children matter with regard to level of childlessness concerns? Reasons include biomedical barriers, situational barriers, delaying motherhood, and choosing to be childfree. The concept of "childlessness concerns" captures the idea that holidays and family gatherings are difficult because of not having children or feeling left out or sad that others have children. Life course and identity theories guided the structural equation model analyses of a representative sample of 1,180 U.S. women without children from the National Survey of Fertility Barriers. The results indicated that women with the least control over pregnancy, those with biomedical barriers, had the highest childlessness concerns. As hypothesized, the association between reasons and childlessness concerns was mediated by the identity-relevant measure, importance of motherhood. Contrary to the authors' hypothesis, the association was not mediated by social messages to have children. Thus, it is primarily involuntarily childless women who have high childlessness concerns. (Contains 3 tables 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:
Graduate Students; Holidays; Working Class; First Generation College Students; Family Relationship; Empathy; Family Attitudes; Parent Attitudes

Abstract:
The disconnect with family is not uncommon among graduate students home for the holidays or any other occasion, especially when they are first-generation graduate students or from a working-class background. Besides having to deal with academic demands, many graduate students from working-class backgrounds feel like strangers in their own families at this time of year. Tensions, misunderstandings, and awkwardness can leave them torn between cultures and identities, amid family members who are envious or angry that their loved one has gone off and come back changed. Many graduate students coping with those kinds of family dynamics are frustrated because they feel devalued and disrespected. Those dynamics are not unique to first-generation graduate students or those from working-class or minority backgrounds. Even if a student's parents are professionals, with bachelor's or even graduate degrees, sometimes there is still a disconnect. To bridge the gaps created by educational disparities within a family, graduate students should try to be more empathetic, say Ms. Covey, at Texas A&M, and Mr. Repak, of Grad Resources. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Intention; Student Behavior; Stress Variables; Holidays; Teaching (Occupation); Teacher Burnout; Teacher Attitudes; Teacher Surveys; Labor Turnover; Career Change; Teaching Conditions; Teacher Salaries; Faculty Workload

Abstract:
This survey study employed qualitative dominant mixed research to explore the sources of teacher stress in China and the possible reasons for Chinese teachers' turnover intention. The data were collected in Jilin Province of China, and 510 teachers participated in the survey. Quantitatively, 40.4% of the surveyed teachers reported that they probably or certainly would leave the teaching profession for another occupation if the opportunity arose. Qualitative data showed that the possible reasons for the Chinese teachers' turnover intention found from this study included a high level of stress, low salary, inadequate breaks and holidays, heavy workload, and student behavior. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Mexicans; Cultural Awareness; Primary Education; Grade 1; Grade 2; Grade 3; Social Studies; Textbooks; Comparative Analysis; Content Analysis; Cross Cultural Studies; Qualitative Research; Holidays; Photography; Clothing; Reputation; Role Models; Educational Quality; Instructional Effectiveness; Difficulty Level

Abstract:
This qualitative content analysis was conducted to determine how Mexico and Mexican people are portrayed in contemporary U.S. elementary social studies textbooks. Three textbooks from each of three major publishers were analyzed. Findings are presented in five sections: images and photographs, holidays, Mexican people and heroes, contested history, and portrayals of Mexican-U.S. relations. The authors identified three major themes across the textbooks including heavy emphasis on holidays and traditional folk costumes, a dearth of notable Mexican figures, and overall superficial coverage of Mexico and its people. Recommendations are provided for elementary textbook revisions that would more suitably foster cross-cultural understanding between U.S. children and their southern neighbors. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Preschool Education; Censorship; Preschool Children; Early Childhood Education; Holidays; Religion

Abstract:
Politically Correct or "PC" thinking is a potent force, operating at all levels of education in the U.S. Even preschool play is not immune from censorship of traditional tunes and gender-specific toys. From super-heroes to imaginary shoot-outs, from holiday celebrations to board games, teachers run the risk of offending colleagues and parents. Society expects educators to inculcate its values, even when these values are not congruent: for example, we value individual freedom and we value conformity; we value competition and altruism; we value immigration and high fences. 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:
Christianity; Advantaged; Self Concept; Perspective Taking; Evidence; Interpersonal Communication; Churches; Proximity; Ambiguity (Context); Intergroup Relations; Religion; Social Status; Holidays; Cultural Context; School Schedules; Goal Orientation; Attitude Change; Power Structure; Higher Education

Abstract:
Evidence of Christian privilege in America is not difficult to find. At the same time, however, Christians, particularly in evangelical settings, commonly think of themselves as a marginalized minority being overrun by the power of secular liberalism. The authors propose that "both" perceptions are accurate descriptions of reality. For this reason, interfaith dialogues can be instrumental in helping students understand the complexity of this issue and the ambiguity of their status within these categories, thus fostering spiritual and civic maturity. 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:
Religion; Reliability; Religious Factors; Christianity; Young Adults; Scores; Motivation; Measures (Individuals); Churches; Holidays; Questionnaires; Beliefs

Abstract:
The New Indices of Religious Orientation (NIRO) proposed and tested by Francis have been found in later studies to satisfy the requirements for internal reliability among samples where there are comparatively high levels of religious activity, and usually of predominantly older adults. The present study takes a sample of 393 individuals who attended Christmas Carol Services in Worcester in 2009. The sample was found to contain both a majority with quite low levels of churchgoing frequency and a much higher proportion of younger adults than in other studies of churchgoers. All the indices achieved satisfactory alpha coefficients (intrinsic 0.91, extrinsic 0.73, quest 0.80) with the item-rest of test scores being above 0.28 in all cases. It is concluded that the NIRO indices are likely to be a useful tool for analysing religious orientation and motivation among samples with relatively low or wide-ranging levels of religious practice and with a wide age range. The "compartmentalisation" subsection of the extrinsic scale is identified as perhaps being considered for some refinement. (Contains 2 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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