"Course is team taught": dimensions of difference in classroom pedagogy

We report on students' response to kinds of difference in the classroom as we have assessed it in our personal experience as a same-sex, mixed race, leftist couple team teaching in two disciplines and at five separate schools over a number of years. We argue that students are more accepting of differences arising out of sexual preference and race and most resistant to differences arising out of class, especially poverty.     

BOOK REVIEWS

Book reviewed in this article:
Falicov, C.J. (1998). Latino families in therapy: A guide to multicultural practice .
White, M. (1997). Narratives of therapist's lives .
Valenstein, E. S., (1998). Blaming the brain: The THRUTH about drugs and mental health .
Coll, C., Surrey, J., & Weingarten, K. (1998). Mothering against the odds .
DeJong, P., & Berg, I. K. (1998). Interviewing for solutions .
Brown, S., & Lewis, L. (1999). The alcoholic family in recovery: A developmental model .     

BOOK REVIEWS

Book reviewed in this article:
Olkin, R. (1999). What phychotherapists should know about disablity.
Almeda. R. V.(Ed.). (1998). Transformation of gender and race: Family and developmental perspectives.
Raser, J. (1999).Raising childeren you can live with: A guide for frustrated parents.     

Time for a revival? Public policy implementation: a review of the literature and an agenda for future research

This paper argues that there is not a vigorous contemporary literature in the UK which addresses implementation studies as part of the public policy process, whereas this is not the case in the USA. A review of the literature is presented, and a critique of the more traditional thematic groupings used to review the literature is given. A revised thematic review of the literature is presented based on the four themes of: (1) the role of knowledge and learning in policy implementation; (2) the processes of policy implementation; (3) the role of actors and agents in implementation; and (4) the role of bureaucratic discretion. The paper argues for a revival of research into public policy implementation and suggests a research agenda for the future which can use the aforementioned themes from the literature.     

“Did You See What I Saw?” Gender Differences in Perceptions of Avenues to Prestige among Adolescents

We use data from 1,796 college students to explore gender differences in perceptions of avenues to prestige during adolescence. Students attending seven large universities during the 1997–98 academic year provided information on the ways in which adolescents in their high schools had gained prestige with peers. The analysis reveals substantial gender differences in perceptions regarding the most common avenues to prestige. Most important, men were less likely than women to report that female students in their high schools accrued prestige through sports and grades, and more likely than women to report that male students accrued prestige through engaging in deviant behaviors, such as sexual activity, drug and alcohol use, and fighting. We discuss the findings in the context of gender differences in social perception and gender-role attitudes.     

Improving the Quality of Outcome Evaluation Plans

Nonprofit agencies are struggling to meet new funder demands in outcome evaluation. This study is the first of its kind to examine factors that contribute to agency progress in this area. Path analysis is used to examine chains of influence among five predictors of success as well as three control variables. Study findings indicate that agency culture, technology, management support, and involvement are key predictors of quality. Nonprofit managers who want to succeed in the new era of accountability should consider the potential impact of these factors on the quality of outcome evaluation plans in their agencies.     

How to integrate digital media into a drop-in for homeless young people for deepening relationships between youth and adults

This paper reports on a curriculum called New Tech for Youth Sessions, designed for homeless young people, aged 13-25. Motivated by the ordinariness of digital media and its importance in communicating with society's institutions, the primary goal of the curriculum was to develop students' life skills for information technology and digital media. A crucial secondary goal was to position students to recognize their self-worth, through meeting challenges, positive communication with adults, and reciprocal peer support. The paper describes how these goals were addressed by incorporating a community technology center into a multi-purpose drop-in for homeless young people and by a curriculum that guides students through an integrated series of activities related to finding employment. The paper discusses the principles underlying the curriculum, the class processes, and the social structure that supports the learning environment. A far-reaching result, based on offering 13 classes to over 75 youth over 16 months, is the hypothesis that instruction in digital media can create visceral, life-affirming experiences of challenges overcome, which can help strengthen relationships between the youth and the drop-in staff. The paper concludes with a discussion of lessons learned for incorporating digital media into drop-ins for enabling access and for improving life skills.     

Parent Management Training, Relationships with Agency Staff, and Child Mental Health: Urban Foster Parents' Perspectives

Many foster parents are ill prepared to meet the behavioral needs of children placed in their homes. Research suggests they lack training in evidence-based behavioral interventions and feel unsupported by child welfare professionals. Given the complex needs of foster children and increased rates of placement disruption for foster children with behavior problems, implementation of effective interventions is essential. However, little is known about foster parents' receptivity to these types of interventions. In this qualitative study, we examine urban foster parents' perceptions of the specific elements of parent management training (PMT), an evidence-based treatment for disruptive behaviors that teaches parents to improve desired behaviors and decrease oppositional behaviors by rewarding positive behaviors (positive reinforcement) and responding to negative behaviors with mild, consistent punishments such as timeout or a privilege removal. We present data from four focus groups (N = 38). While the questions focused on parent's perceptions of PMT, responses often related to parent interactions with agency staff. Four strong themes emerged from the data. First, foster parents discussed a need for more support and training in how to address children's behaviors, but also had concerns that some PMT discipline techniques would be ineffective based on their past experiences with foster children. Second, they described how staff communication skills and allegations of child abuse could affect parents' motivation to continue fostering. Third, they expressed a need for more detailed information about children's histories and visits with biological families as the lack of information contributed to difficulty in meeting foster children's needs. They suggested that joint training of foster parents and staff in the intervention could improve their ability to work together to support the child's positive behaviors. Finally, parents reported little involvement in child mental health services and doubted the effectiveness of the mental health services their foster children received.