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Descriptors:
Childrens Literature; Power Structure; Social Behavior; Behavior Standards; Discourse Analysis; Literary Criticism

Abstract:
This article takes as its starting point the concept of aetonormativity (the adult normativity germane to the discourse of children's literature), coined by Maria Nikolajeva (2010) in an attempt to unify the increasingly power-oriented theories of children's literature criticism within the past few decades. Acknowledging the usefulness of this concept, but wary of the fact that it could imply an easy transference of "adult" power theory to the study of children's literature, I argue that an aetonormativity-centred system of children's literature criticism crucially needs to reconceptualise the notion of "power" which lies at its heart. Any automatic connection between adult normativity and adult "power" would thus be questioned and critiqued. I propose a first conceptual split of "power" into "authority" and "might", and a consequent redistribution of these two concepts to the adult and child parties in the children's book. I then investigate the critical and metacritical implications, within the framework of an aetonormativity-centred criticism of children's literature, of an increased subtlety in the use and handling of the concept of power when referring to the complex medium of the children's text. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Females; Higher Education; Muslims; Foreign Countries; Beliefs; Migration; Self Concept; Universities; Interviews; Social Behavior; Graduates; Alienation; Values; College Attendance; Arabs

Abstract:
The article investigates the migration of Palestinian Muslim women, citizens of Israel, to the Hebrew University in Jerusalem or to Jordanian universities for academic studies, and the influence of this migration on their norms, behavior and identity. Narrative interviews were conducted with Palestinian Muslim women graduates: eight from the Hebrew University, Jerusalem and eight from Jordanian universities. Findings revealed that the women's migration from their home communities to academic campuses involves issues of affiliation and identity; studies in Jordan constitute temporary cyclic emigration between two safe spaces, while studies in Jerusalem often involve alienation and foreignness. In both cases, higher education is a powerful force shaking up women's lives. Following graduation, Hebrew University graduates remain in Jerusalem's environs and migration to Jerusalem may become permanent. Higher education enables these women to engage with and confront identity issues, empowering them to reconsider their value and belief systems and relations with others. (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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Descriptors:
Homosexuality; Phenomenology; Focus Groups; Social Attitudes; Social Behavior; Social Theories; Hermeneutics; Educational Administration; Administrators; Interviews; Fear; Social Bias; Administrator Education; Policy Formation; Anxiety; Emotional Response

Abstract:
Purpose: The article's purpose is to highlight a national qualitative study that generated a model for understanding how society's actions and attitudes affect and inform the lived experiences of lesbian/gay (LG) educational leaders. Research Methods/Approach: Three bodies of literature informed the methods of the study: queer legal theory, critical phenomenology, and poststructural hermeneutics. Seventeen volunteer participants identified as out or closeted LG educational leaders and replied via e-mail (to a safe contact) to a national invitation to participate. To provide anonymity, a virtual laboratory allowed participants to interact anonymously through the use of focus groups, interviews, written responses, and private/public messaging tools. Data analysis was conducted after themes or categories emerged and data was coded and categorized. Findings: The findings culminated in conclusions illustrated in the "Cycles of Fear" model. First, study participants moved from silence to voice and back again, with varying intensity. Second, participants move beyond oppression was extremely difficult. Third, participants conquered fear and oppression, thereby creating gains. Fourth, experiences of fear were integrated into participants' very being--their identity. Fifth, as leaders' strength/visibility increased, society's homophobic fears created increased intolerance and hostility. Finally, when a new fear cycle began, the leaders became stronger and more resilient. Implications for Research and Practice: The discussions, conclusions, and the model drawn from this study's findings are instructive for (a) LG educational leaders who have had very little support in their professional and personal lives, (b) leadership preparation programs/professors that/who in the past have ignored this populations' existence and oppression, (c) policy makers, and (d) further research--the model can serve as a data analysis tool for future studies, and the anonymous research design could be duplicated to lower the risk for LGBT participants. (Contains 1 table, 1 figure, and 9 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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Social Behavior; Attention Deficit Hyperactivity Disorder; Coaching (Performance); Grade 1; Leisure Time; Peer Teaching; Interaction; Program Effectiveness; Symptoms (Individual Disorders); Grade 3; Grade 4; Behavior Modification; Observation

Abstract:
Previous research demonstrates that children with attention-deficit/hyperactivity disorder (ADHD) can experience social difficulties. Therefore, the current study examined the effects of cross-age peer coaching on social behaviors of first graders with significant symptoms of ADHD using a multiple baseline design. Four students who met criteria for ADHD participated, along with four third- or fourth-grade coaches without ADHD. Coaching pairs met each morning to establish a goal for the younger child to meet during free time. Although results were variable, findings suggested that the cross-age coaching program led to decreases in negative social behavior, and was highly acceptable to participants. (Contains 2 figures and 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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Descriptors:
Video Technology; Infants; Toddlers; Mathematics Education; Emotional Response; Social Behavior; Philosophy; Schemata (Cognition); Interaction; Foreign Countries; Infant Behavior

Abstract:
This article challenges traditional approaches to emotion as a discreet biological or dialectic process in the early years. In doing so the proposition is made that emotion is an answerable social act of meaning-making and self-hood. Inspired by Bakhtinian philosophy, which resists separating emotion from cognition or the individual from their social milieu, the dialogic interplay that takes place between an 18-month-old infant, adults, and peers in a New Zealand Education and Care setting is explored from an emotional volitional standpoint. Drawing on eleven hours of polyphonic split-screen video footage taken from the visual perspective of the infant and those around her, language acts and their interpretive aftermath are presented as intersubjective and alteric (i.e., altering) communicative acts. Taken together they recaste infant emotionality as a highly strategic socially oriented process of embodied performance through selective employment of genres that "speak" to the adult. The article argues that such a renewed appreciation of infant emotion has potential for understanding very young children as strategically acting upon as well as responding to the environment that surrounds them. As such there is potential to view emotional acts as answerable performance, with revealing implications for those who share in infant experience. (Contains 1 table and 9 footnotes.) 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:
Foreign Countries; Interviews; Case Studies; Smoking; College Environment; Social Behavior; Behavior Standards; Social Change; College Role; Student Attitudes; Educational Policy; Community Leaders; Role Models; Health Promotion; Prevention; Health Behavior; Public Health; Program Effectiveness

Abstract:
Smoking bans offer practical protection against environmental tobacco smoke and highlight the decreasing normative status of smoking. At Canadian universities, indoor smoking is now completely prohibited, but regulations vary with respect to outdoor smoking. The purpose of this research was to conceptualize the interactions of smoking bans on campus with changing social norms around smoking. Interviews were conducted with 36 key informants, exploring the development and normative significance of smoking bans at three case study institutions. Five key themes were identified in the transcripts. First, universities were understood as community leaders and role models. Second, they were viewed as institutions with a mandate to promote health. Third, students were generally perceived to view smoke-free environments and lifestyles as normative. Fourth, respondents also acknowledged that students remain vulnerable to social and behavioural influences that can encourage smoking. Finally, they articulated bans' normative effects: restricting where smoking occurs on campus may discourage initiation and support cessation. Our findings suggest that health-promoting policies, such as smoking bans, can be motivated by changes in social norms and that their implementation reinforces this norm shift. Moreover, the contextual and compositional characteristics of universities mean they are uniquely placed to adopt such initiatives. 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:
Interpersonal Competence; Training; Preschool Education; Preschool Children; Disabilities; Intervention; Instructional Effectiveness; Educational Research; Social Development; Emotional Development; Social Behavior; Affective Behavior; Special Education

Abstract:
"Social skills training" is not a specific curriculum, but rather a collection of practices that use a behavioral approach for teaching preschool children age-appropriate social skills and competencies, including communication, problem solving, decision making, self-management, and peer relations. "Social skills training" can occur in both regular and special education classrooms. The What Works Clearinghouse (WWC) identified three studies of "social skills training" that both fall within the scope of the Early Childhood Education Interventions for Children with Disabilities topic area and meet WWC evidence standards. All three of these studies meet standards without reservations and together, they included 135 children with disabilities in early education settings in the United States. Although this report presents information about all three studies and their findings, the WWC's summary ratings of the evidence of effectiveness of the intervention are based on only two of the studies, that, together, included 103 children in their samples. The third study, which had a sample of 32 children, did not provide sufficient information to support calculation of effect sizes and statistical significance, which are used in determining the WWC's overall evidence ratings. The WWC considers the extent of evidence for "social skills training" on children with disabilities in early education settings to be small for two outcome domains--(a) cognition and (b) social-emotional development and behavior. "Social skills training" was found to have no discernible effects on cognition and positive effects on social-emotional development and behavior for children with disabilities in early education settings. Appended are: (1) Research details for Ferentino (1991); (2) Research details for Guglielmo and Tryon (2001); (3) Research details for LeBlanc and Matson (1995); (4) Outcome measures for each domain; (5) Findings included in the rating for the cognition domain; (6) Findings included in the rating for the social-emotional development and behavior domain; (7) Summary of subscale findings for the social-emotional development and behavior domain; (8) Summary of alternate contrasts for the cognition domain; and (9) Summary of alternate contrasts for the social-emotional development and behavior domain. A glossary is included. (Contains 7 tables and 12 endnotes.) 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:
Affirmative Action; Racial Integration; African Americans; United States History; Racial Segregation; Civil Rights; Social Sciences; Civil Rights Legislation; Disadvantaged; Social Indicators; Democracy; Social Justice; Racial Discrimination; Social Behavior; Behavior Standards; Philosophy; Theories

Abstract:
More than forty years have passed since Congress, in response to the Civil Rights Movement, enacted sweeping antidiscrimination laws in the Civil Rights Act of 1964, the Voting Rights Act of 1965, and the Fair Housing Act of 1968. As a signal achievement of that legacy, in 2008, Americans elected their first African American president. Some would argue that we have finally arrived at a postracial America, but "The Imperative of Integration" indicates otherwise. Elizabeth Anderson demonstrates that, despite progress toward racial equality, African Americans remain disadvantaged on virtually all measures of well-being. Segregation remains a key cause of these problems, and Anderson skillfully shows why racial integration is needed to address these issues. Weaving together extensive social science findings--in economics, sociology, and psychology--with political theory, this book provides a compelling argument for reviving the ideal of racial integration to overcome injustice and inequality, and to build a better democracy. Considering the effects of segregation and integration across multiple social arenas, Anderson exposes the deficiencies of racial views on both the right and the left. She reveals the limitations of conservative explanations for black disadvantage in terms of cultural pathology within the black community and explains why color blindness is morally misguided. Multicultural celebrations of group differences are also not enough to solve our racial problems. Anderson provides a distinctive rationale for affirmative action as a tool for promoting integration, and explores how integration can be practiced beyond affirmative action. Offering an expansive model for practicing political philosophy in close collaboration with the social sciences, this book is a trenchant examination of how racial integration can lead to a more robust and responsive democracy. 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:
Educational Philosophy; Democracy; Community Schools; Participative Decision Making; Elementary Schools; High Schools; Special Needs Students; Public Schools; School Culture; School Organization; Politics; School Activities; Educational Environment; Residential Schools; Meetings; Behavior Disorders; Emotional Disturbances; Antisocial Behavior; Social Behavior; Severe Disabilities; Student Participation

Abstract:
Serious re-examination of participatory traditions of democracy is long overdue. Iconically central to such traditions of democratic education is the practice of whole School Meetings. More usually associated with radical work within the private sector, School Meetings are here explored in detail through two examples from publicly funded education, (1) Epping House School, a mixed residential primary/elementary school for students with severe emotional, social and behavioural difficulties and (2) secondary/high schools within the Just Community School movement in the USA. In addition to providing richly textured accounts of the multiple realities and challenges of pioneering overtly democratic practices such as School Meetings within the publicly funded sector of education substantial attention is paid to analytic engagement with the kind of organisational structures, practices and cultures that seem to play an important role in their successful operation and development. The different phenomenological and theoretical strands weaving their way through the texture of Meeting practices also raise a number of key issues within the fields of social and political philosophy, in particular, whether School Meetings are best understood as predominantly political or communal phenomena. In gesturing towards the philosophical groundwork of a satisfactory answer I argue for the importance of the undeservedly neglected notion of democratic fellowship within the lexicon of democratic polity and aspiration. 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:
Higher Education; Cheating; Campuses; Disclosure; Faculty; Ethics; Social Responsibility; Peer Influence; Peer Relationship; Models; Conflict; Behavior Standards; Social Behavior; Interpersonal Communication; Communication Research; Goal Orientation; Motivation; Identification; Decision Making; Gender Differences; Moral Values; Group Membership; Sex

Abstract:
Academic misconduct is a serious, pervasive, communication phenomenon on college campuses. In this study, the goals-plans-action model (Dillard, 1990) was used as a theoretical framework to investigate peer confrontation of cheating and whistle-blowing to a course instructor. In an experiment, participants were asked to respond to measures of primary and secondary goals, plans, explicit confrontation of a peer, and whistle-blowing. The primary goal and secondary goal predicted explicit confrontation. Whistle-blowing was predicted by either the primary goal and the affect management secondary goal (for same-group peers) or the personal resource secondary goal (for peers in other class groups). (Contains 5 tables and 3 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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