Relationships Between Cognitive Engagement and Self-Efficacy for High School Students Who Participate in Service-Learning

The purpose of this explanatory quantitative case study was to examine the relationship between service-learning, cognitive engagement, and self-efficacy for high school students. The study was conducted at a high school located in North Carolina. Fifty-one students in grades 10 to 12 participated in the study. All students in the study had participated in at least one service-learning activity prior to the study. Data was collected using the Service-Learning, Cognitive Engagement, and Self-Efficacy Questionnaire (SLCESEQ) which included items from (a) the Control and Relevance of Schoolwork subscale of the Student Engagement Instrument to measure cognitive engagement and (b) the General Self-Efficacy Scale to measure self-efficacy. In addition, respondents self-reported the demographics (race/ethnicity, gender, and grade level) as well as the number and type of service-learning activities in which they had participated. Data analysis did not yield statistically significant relationships between the service-learning, cognitive engagement, and self-efficacy). However, there were several statistically significant relationships between the cognitive engagement and self-efficacy. In addition, the demographic variables had significant relationships with cognitive engagement and self-efficacy

IMMIGRANT YOUTH LEADERSHIP IDENTITY DEVELOPMENT THROUGH SPORT PARTICIPATION IN A NEW COUNTRY

The purpose of the study was to explore how immigrant youth develop leadership identity through sport participation in a new country. A purposive sample of 15 immigrant and refugee youth participating in a local sport club in the southeastern United States was selected for the study. All of the participants were male; ranged in age from 13 to 18 years old. The country of origin for one was Mexico, while the remaining 14 came from eight different countries in sub-Saharan Africa. This instrumental case study involved in-depth interviews twice with each participant and a group interview with all of them. The researchers used several strategies to establish credibility, including adherence to IRB guidelines for human subjects’ research. Inductive analyses yielded two major categories with several themes for each; (a) sport participation, and (b) leadership skills. Findings related to these themes led to several implications for schools, community-based organizations, and sport clubs that provide programs for immigrant and refugee youth.  Article visualizations

A model for examining teacher preparation curricula for inclusion.

There is an increasing need for highly qualified teachers as described by the current legislation in No Child Left Behind (2002). Since this legislative mandate has been enforced, recent initiatives have signaled teacher education programs to examine performance standards in demonstrating preparation of effective teachers for diverse learners. The total number of children with disabilities served over the past eight years has increased at an average of 3.4% each year (Katsiyannis, Zhang, & Conroy, 2003; U.S. Department of Education, 2003). With over 6,000,000 children receiving services across the country, the increased need for well-prepared teachers is critical. Data on increasing teacher shortages in special education (U.S. Department of Education, 2003; Veneri, 1999), as well as a number of studies have amplified various aspects of this dilemma, including causes and possible remedies (Billingsley, 2004; Boe, Cook, Bobbitt, & Terhanian, 1998; Brownell, Bishop, & Sindelar, 2005; Counterpoint, 1999; Menlove, Games, & Galzberg, 2004)

Community Member and Stakeholder Perspectives on a Healthy Environment Initiative in North Carolina

IntroductionThe North Carolina Community Transformation Grant Project (NC-CTG) aimed to implement policy, system, and environmental strategies to promote healthy eating, active living, tobacco-free living, and clinical and community preventive services to advance health equity and reduce health disparities for the state’s most vulnerable communities. This article presents findings from the Health Equity Collaborative Evaluation and Implementation Project, which assessed community and stakeholder perceptions of health equity for 3 NC-CTG strategies: farmers markets, shared use, and smoke-free multiunit housing.MethodsIn a triangulated qualitative evaluation, 6 photo elicitation (PE) sessions among 45 community members in 1 urban and 3 rural counties and key informant interviews among 22 stakeholders were conducted. Nine participants from the PE sessions and key informant interviews in the urban county subsequently participated in a stakeholder power analysis and mapping session (SPA) to discuss and identify people and organizations in their community perceived to be influential in addressing health equity–related issues.ResultsEvaluations of the PE sessions and key informant interviews indicated that access (convenience, cost, safety, and awareness of products and services) and community fit (community-defined quality, safety, values, and norms) were important constructs across the strategies. The SPA identified specific community- and faith-based organizations, health care organizations, and local government agencies as key stakeholders for future efforts.ConclusionsBoth community fit and access are essential constructs for promoting health equity. Findings demonstrate the feasibility of and need for formative research that engages community members and local stakeholders to shape context-specific, culturally relevant health promotion strategies

ORGANIZATIONAL PERSPECTIVE AND SELECTED CHARACTERISTICS OF PUBLIC SCHOOL PRINCIPALS (INDIANA; MICHIGAN)

The purpose of this study was to determine to what extent public school principals have developed a politicl systems perspective and the independent variables that can be associated with such a perspective. The 193 subjects of the investigation were randomly selected from from the population of elementary and secondary school principals in Indiana and Michigan. A survey questionnaire was used to collect data on eight variables. Eight hypotheses examining relationships between the dependent variables (leadership style, participation in local community organization, ranking of influentials affecting curriculum decisions, total years experience as principal, school level, principals sex and ethnicity) were tested. Tweleve hypotheses were developed to test relationships between the independent variables. Ninety-four percent of the principals reported that they have developed a political systems perspective. Further analysis of the data suggested, however, that the principals have not developed a political systems perspective outside of the parameters of the school. A principals systems perspective was not significantly related to or affected by leadership style, participation in local organizations, years of experience, school level, sex, or ethnicity. There was strong and significant agreement within and between all of the subgroups in overall ranking of influences on curriculum decisions. A positive relationship existed between participation in community organizations and work experience. School level was significantly correlated with a principals sex; 94% of the females were at the elementary level

MIDDLE GRADE AFRICAN AMERICAN MALES

The purpose of the study was to examine factors influencing achievement motivation among nine seventh grade African American male students attending middle schools in the Southeastern region of the United States. The focal question of the study was how peer influence, perceptions of educational experiences, feelings of alienation (cultural discontinuity), cultural context of learning; and elements of Black masculinity influenced achievement motivation among African American seventh grade males. The relationships between these factors were also explored. An instrumental case study methodology was used to collect data. Data were derived from individual interviews with students, interviews with parent(s)/caregiver(s), focus group interviews, observations in the schools and communities as well as field notes taken in the researcher’s journal. A content level of analysis was conducted. The results of the study indicated that achievement motivation was demonstrated in the lives of the participants through three contexts of learning. Within the personal context, participants described their self-concept as learner, self-efficacy as learner, and perceptions of Black masculinity. In the sociocultural context, family structure and influence as well as the significance of peer relationships were cited. For the academic context of learning, pedagogical influences and learner self-regulation were noted. Through these contexts, an individual type and a collectivist type of achievement motivation emerged. Implications for classroom practice and research are recommended. AN EXAMINATION OF ACHIEVEMENT MOTIVATION AMON