Analysis of Spanish policies for the integration of immigrant schoolchildren

The Organic Law on the Improvement of the National Education Quality (Ley Orgánica de Reforma de la Calidad Educativa) readdressed one of the most significant educational issues: educational policies related to immigrant students. Therefore, this is an appropriate moment to evaluate these types of policies in three singular Spanish regions: Madrid, Catalonia and Andalusia. This article presents an analysis of the measures taken in three Spanish regions: Madrid, Catalonia and Andalusia in response to students’ reception, acceptance and enrolment of immigrant students. A qualitative methodology based on the comparative method is used. Diverse similarities, but also specific characteristics and differences, can be found among the three models associated with each region. There are several significant differences that can be appreciated, such as the institutional role, as well as other specific measures. However, singular features are also identified, such as the diverse policies for the use of the vehicular language in each of the cases. Finally, the comparisons highlight various critical aspects, such as attention devoted to the students’ native language and progress towards intercultural education in school strategies and planning.     

The Relationship of Birth Order and Gender with Academic Standing and Substance Use Among Youth in Latin America

Alfred Adler attempted to understand how family affects youth outcomes by considering the order of when a child enters a family (Adler, 1964). Adler's theory posits that birth order formation impacts individuals. We tested Adler's birth order theory using data from a cross-sectional survey of 946 Chilean youths. We examined how birth order and gender are associated with drug use and educational outcomes using three different birth order research models including: (1) Expedient Research, (2) Adler's birth order position, and (3) Family Size theoretical models. Analyses were conducted with structural equation modeling (SEM). We conclude that birth order has an important relationship with substance use outcomes for youth but has differing effects for educational achievement across both birth order status and gender.     

Breaking New Ground: Diverse Routes to College in Rural America*

Abstract Rural communities pose a challenge to status attainment models that explain children's educational attainment primarily in terms of the parents' education and professional status. Alongside the rural professional class are farmers of similar social status but with less education and other families that lack the status and resources of both professional‐class and farm families. The prolonged agricultural crisis in the American Midwest has turned rural youths toward college and has raised questions about the educational value of resources provided by farm parents and other rural parents. We classified youths from the Iowa Youth and Families Project into three SES groups: professional‐managerial, farm, and lower‐status. We compared these groups on resource levels and on the extent to which the resources predicted enrollment in a four‐year college one year after high school. Findings indicated three distinct routes to four‐year college. Professional‐managerial youths tended to follow the traditional path from parents' educational and other resources and support to their own academic involvement and aspirations for higher education. Successful farm youths, in lieu of parental educational advantages, drew on parents' community ties. Resourceful lower‐status youths, in the absence of family background advantages, generated educational attainment through early educational ambition and varied community and school involvements. Even relatively low levels of involvement were valuable to these youths' educational attainment.     

FEAR OF CRIME IN URBAN RESIDENTIAL NEIGHBORHOODS:

Current work on fear of crime centers largely around three dominant theoretical models: indirect victimization, community concern, and incivilities. Previous work (Taylor and Hale 1986) confirms the importance of the central construct in each model and shows that no one model has more explanatory power than another. But work to date has not examined ecological impacts of some key constructs, even though the models clearly imply processes operative at the neighborhood level. This study extends earlier work, combining central predictors from each model and distinguishing between- and within-neighborhood sources of impact, with data from surveys of 1622 residents of 66 Baltimore neighborhoods and from on-site assessments. Findings indicate ways in which these theories, particularly indirect victimization and incivilities, need further theoretical articulation of central constructs. The results also confirm the generalizability of Merry's diversity thesis—developed from field work in a multi-ethnic subsidized housing context—to urban neighborhoods in a major metropolitan area.     

Longitudinal measurement models in evaluation research: Examining stability and change

This article provides an introduction to the use of Confirmatory Factor Analysis to test measurement invariance and stability in longitudinal research. The approach is illustrated through examples representing: (a) one construct, two measurement waves; (b) one construct, three waves; (c) two constructs, two waves; and (d) comparison of treatment and control groups in pre-post designs. Basic issues in establishing measurement invariance over time, across treatment groups, and within measurement waves are discussed. Estimates of the stability coefficients that are corrected for measurement error and method variance associated with each specific measured variable are provided. Establishing measurement invariance is a critical requirement for making inferences about treatment effects and changes in constructs over time.     

Competition for Resources: A Reexamination of Sibship Composition Models of Parental Investment

The predictions of resource dilution and sibship gender composition models of educational investment are tested using the Japanese Nationwide Survey on Families (N = 6,985). Japan is an important case because of its postindustrial economy, coupled with high levels of dependence on parental investment to attend a university and persisting gender inequality in educational attainment. In previous between‐family analyses of educational attainment in Japan, boys were found to drain resources from their sisters. The within‐family, multilevel models of parental educational investments in this analysis show that girls with college‐educated brothers fare better than their peers without brothers. An alternative model incorporating the educational investments received by brothers in the same family is proposed.     

Measuring Constructs in Family Science: How Can Item Response Theory Improve Precision and Validity?

This article provides family scientists with an understanding of contemporary measurement perspectives and the ways in which item response theory (IRT) can be used to develop measures with desired evidence of precision and validity for research uses. The article offers a nontechnical introduction to some key features of IRT, including its orientation toward locating items along an underlying dimension and toward estimating precision of measurement for persons with different levels of that same construct. It also offers a didactic example of how the approach can be used to refine conceptualization and operationalization of constructs in the family sciences, using data from the National Longitudinal Survey of Youth 1979 (n = 2,732). Three basic models are considered: (a) the Rasch and (b) two‐parameter logistic models for dichotomous items and (c) the Rating Scale Model for multicategory items. Throughout, the author highlights the potential for researchers to elevate measurement to a level on par with theorizing and testing about relationships among constructs.     

Disability theorising and real-world educational practice: a framework for understanding

This paper is concerned with the contradictions and tensions in disability theory that have generated an uncertain professional knowledge base in relation to the education of students with disabilities. This tension has produced concern regarding the enculturation of teachers into reductionist understandings of disability that limit the development of inclusive educational environments. A critical realist lens is employed to better understand the boundaries and contributions of three disability models and their connections to education practice. This perspective asserts that the models are social constructions of a real phenomenon requiring critical reflection on their adequacy for explaining and informing real-world practices. It draws upon the work of Bhaskar and Danermark to present a framework for positioning disability theory in a manner that may prove a useful theoretical guide for practitioners.     

Identifying beliefs behind boys’ use of mobile phones to monitor girlfriends and girls’ acceptance: a reasoned-action approach

Monitoring/controlling behaviours can be present in the early stages of an abusive relationship. Because of the need for evidence-based interventions grounded on behavioural models that identify the determinants of abusive behaviours, we applied the formative research of the reasoned action approach to: (1) conduct an elicitation study on the behavioural and normative beliefs that explain why boys use mobile phones to monitor their girlfriends and why these accept it, (2) analyse the items designed to assess the different constructs in the model and (3) carry out a preliminary exploration of the relationship between constructs. The sample was composed of 119 adolescent girls and boys between 14 and 18 years of age. Boys and girls seem to hold complementary beliefs that could produce a feedback loop that maintains the abusive behaviour. Parents are a protective factor against the behaviour whereas peers are not. Results on the item analysis and reliability of the scales were good. Intention seems an important predictor of the performance (51%) and acceptance (60%) of the behaviour and attitudes and perceived social norms of the intention (boys: 67%; girls: 65%), which suggests the appropriateness of the model for the prediction of the behaviour.     

Perspectives of inclusive education in Russia

This paper discusses the issues of exclusion and inclusion of children with disabilities in educational policies. The background and context for inclusion in Russia is described, with a short overview of the history of special education and with the emphasis on the current legislative conditions for inclusion. The article analyzes peculiarities of the hidden curriculum in a Russian boarding school for children with disabilities, and discusses the ways in which special education constructs the students’ identities. In particular, practices of socialization in an educational institution for children with motor impairments are considered using the qualitative methodology of ethnographic observation and interviews. In addition, the attitudes of contemporary mainstream school students towards the idea of inclusive education are explored and a case of integration of a disabled child into a regular school setting is considered. Finally, the authors outline some policy recommendations and the prospects for inclusion.     

Latina Students

SUMMARY

Latina students have the highest high school dropout rate of all racial and ethnic groups. This article has three objectives: provide a brief overview of educational trends for Latina students, discuss factors associated with their educational trajectory and suggest strategies for change based on best practice wisdom. Results show that academic disparities between Latina students and other racial/ethnic female students begin as early as kindergarten and remain through age 17; achievement is compromised by a variety of factors, including family responsibilities, family poverty, lack of participation in preschool, attendance at poor quality elementary and high schools, placement into lower-track classes, poor self-image, limited neighborhood resources, lack of presence of role models and gender role attitudes. These disparities contribute to psychosocial issues and are not directly associated with Latino cultural assets, as Latino cultural capital has not been easily translated into social capital in U.S. society. Economic and social change must precede educational change if academic disparities between Latinas and other racial and ethnic girls are to be decreased.     

Educational Assortative Mating and Income Dynamics in Couples: A Longitudinal Dyadic Perspective

The question of how educational assortative mating may transform couples' lives and within‐family gender inequality has gained increasing attention. Using 25 waves (1979–2012) of data from the National Longitudinal Survey of Youth 1979 and longitudinal multilevel dyad models, this study investigated how educational assortative mating shapes income dynamics in couples during the marital life course. Couples were grouped into three categories—educational hypergamy (wives less educated than their husbands), homogamy, and hypogamy (wives more educated than their husbands). Results show that change in husbands' income with marital duration is similar across couples, whereas change in wives' income varies by educational assortative mating, with wives in educational hypogamy exhibiting more positive change in income during the marital life course. The finding that husbands' long‐term economic advancement is less affected than that of wives by educational assortative mating underscores the gender‐asymmetric nature of spousal influence in heterosexual marriages.     

Age at immigration and education: further explorations

Trends in the relationship between age at immigration and educational attainment are examined using age- and sex-specific data for Canada, 1881-1973. "Although initial analyses of data, collected for the [1973] Canadian Mobility Study, reveal a weak relationship between age at immigration and educational attainment, inclusion of a measure of periodicity in educational attainment models reveals age at immigration to have an effect comparable to that of family size on educational attainment. Given the strong periodicity effect, when age at immigration is excluded from the analysis, it is argued that the status attainment model, which best accounts for the educational attainment of native-born Canadians, also accounts best for the educational attainment of the foreign-born."     

Bildungserfolg von Kindern in Abhängigkeit von der Stellung in der Geschwisterreihe

Based on grades in school and on parental educational aspirations the article investigates the influence of siblings’ birth order on educational opportunities and educational success of elementary school pupils. It is examined whether this influence varies by social strata, i.e., whether it is moderated by the socio-economic status of parental households. Theoretical background are the resource dilution model which focuses on siblings’ rivalry for scarce family resources, the confluence model which refers to the intellectual environment within families, and the family niche model which postulates effects of siblings on personality traits of children. Furthermore, status maintenance motives of parents are used to explain birth order effects. Empirical analyses are based on a study of 1369 pupils—4th graders of elementary schools—in the city of Wiesbaden, Germany. It can be shown that the birth order has negative effects on the chosen educational indicators (grades in school, parental educational aspirations). In accordance with prior research, grades of children get worse with their position in the birth order, other things being equal. The birth order also affects educational aspirations which parents hold for their children. In this context, the crucial result of the article is: When older siblings already guarantee the social status of the family in an intergenerational perspective, parents with high SES reduce their educational aspirations for younger siblings (elimination of the status maintenance motive). In families with low SES, however, parental educational aspirations for younger siblings increase, when older siblings successfully have reached higher educational credentials (social learning from role models).     

Transition and the community college: a Career Keys model for students with disabilities

Transition models are needed that address multiple phases in the postsecondary education of students with disabilities. These models must first address the recruitment of high school students with disabilities for community colleges through career exploration experiences that help students clarify their educational and vocational interests and relate those interests to a two-year postsecondary program. Students with disabilities then need a comprehensive service program while attending community college to help them identify accommodation needs in classroom and workplace environments and develop the skills to request such accommodations from their instructors and employers. With this skill base, they are well prepared to initiate the next transition in their lives, that is, the movement from the community college to a four-year educational institution or to employment. Programs are needed to facilitate this transition, such as a placement planning seminar involving rehabilitation professionals and employers and an accommodation follow-up assessment with students in their new educational and employment settings. The "Career Keys" model describes how to deliver the services needed in each of these critical transition phases.     

SCHOOLING THE INFORMATION SOCIETY? The place of the information superhighway in education

Despite a history of educational resistance to technology, the internet and, in turn, the information superhighway, have been popularly heralded as having the potential to transform schools the world over. In doing so there has been a conspicuous lack of critical examination of the information superhighway's role in education. This article therefore contrasts popular conceptions of the 'educational' superhighway with the likely social and cultural implications of the 'wired' school. From this perspective the article first examines three central claims that are popularly made about the information superhighway in education: namely, the unbridled access to information it will afford teachers and learners; the potential for interactive communication with other individuals; and the equality it will imbue. These popular discourses are then contrasted with two fundamental characteristics of the information superhighway which are often overlooked by its advocates: the different quality of learning experienced 'on-line' and the educational implications of the inherent economic nature of the emerging information superhighway. The article then concludes by suggesting an alternative approach to examining the implementation of the information superhighway in an educational context.     

The Impact of Social Work Education: A Personal Construct Reconceptualization

Abstract

Despite educators' and practitioners' assumptions, research on the professional socialization of social work students has generally failed to document an impact of the educational process and has consequently hampered informed debate on the nature, outcome, and processes of social work education. In this paper the impact of social work education on the individual is reconceptualized in terms of Kelly's personal construct theory, which posits the individual in social work education as personally construing the social work systems of meaning. This conceptualization formed the basis of a cross-sectional study of students at the beginning, middle, and end of social work education. The comparison showed that graduating students used a repertoire of more abstract social work constructs. They also showed an understanding of social work and its role in the world consistent with that articulated by the department in which they completed their professional education. However, a disjuncture was noted between the graduates' understanding of social work and its role in the world (social change) and the constructs they used to understand situations encountered by social workers. Possible reasons for this disjuncture are suggested.     

Positive Adult Support and Depression Symptoms in Adolescent Females: The Partially Mediating Role of Eating Disturbances

This study examined linkages between depression symptoms (DEP) and positive adult support (PAS) in female adolescents and the partially mediating influence of eating disturbances (ED). Structural equation modeling was used to establish measurement models for each of the latent constructs, determine the relationships among the latent constructs, and examine the overall model fit of the data. The relationships among the latent constructs of ED, PAS, and DEP were tested using a mediation model. Results indicate that there is a significant, positive relationship between DEP and PAS and that ED are a partial mediator of this relationship. This study provides evidence for the importance of evaluating how ED can influence the trajectory of depression in the lives of adolescent females.     

Cross-disciplinary problem-solving workshop: a pedagogical approach to anticipate ergonomist engineering design collaboration

The aims of this paper are to present concept and results of an innovative educational model approach based on ergonomics involvement in industrial project. First we present Cross disciplinary Problem solving Workshop by answering three questions:1) What is a CPW: A partnership between Universities and one or several companies, purposes of it are first to increase health, well being, companies teams competencies, and competitiveness, second to train the "IPOD generation" to include risks prevention in design. 2) How does it work? CPW allows cooperation between experience and new insight through inductive methods. This model follows the Piaget (1) philosophy linking concrete world to abstraction by a learning system associating realization and abstraction. 3) Is it successful? In order to answer this third question we will show examples of studies and models performed during CPWs.It appears that the CPWs produce visible results in companies such as new process designs, new methods, and also changes in lectures. However some less visible results remain unclear: How the company personnel evolve during and after CPW? Does CPW motivate our future engineers enough to continuously improve their skills in risk prevention and innovative design?     

Mentoring for Educational Success: Advancing Foster Care Youth Incorporating the Core Competencies

A collaborative relationship among three organizations developed a mentoring project using social work students (mentors) and independent living program (ILP) foster youths (mentees). The goal was to increase the mentees' awareness of educational possibilities beyond high school graduation while analyzing the mentors' learning as defined by the Council on Social Work Education core competencies. This pilot project paired mentors with ILP youths in this experiential opportunity conducted on a university campus. The students, acting as positive role models applying social work skills, engaged in an effort to improve the mentees' educational outcome, which would ultimately lead to self-sufficiency.