Pedagogically mediated listening practices; the development of pedagogy through the development of trust

© 2019 EECERA. This paper reports on a segment of Ph.D. research which was undertaken to develop participatory pedagogy working specifically within a praxeological paradigm [Oliveira-Formosinho, J., and J. Formosinho. 2012a. “Praxeological Research in Early Childhood: a Contribution to a Social Science of the Social.” European Early Childhood Education Research Journal 20 (4): 471–476; Pascal, C., and T. Bertram. 2012. “Praxis, Ethics and Power: Developing Praxeology as a Participatory Paradigm for Early Childhood Research.” European Early Childhood Education Research Journal 20 (4): 477–492]. It focuses on the development of listening practices through a process of pedagogic mediation [Oliveira-Formosinho, J., and J. Formosinho. 2012b. Pedagogy-in Participation: Childhood Association Educational Perspective. Porto: Childhood association and Porto Editoria]. The research was carried over two academic years in a private day care setting in England and aimed to enhance pedagogic practice with three and four-year olds. This qualitative methodology encompassed ethnographic techniques to develop a case study [Stake, R. 1995. The Art of Case Study Research. London: Sage]. It researched the development of participatory practice through pedagogic mediation, as developed by the Childhood Association, Portugal (Oliveira-Formosinho and Formosinho 2012b). This paper reports on two listening methods which were developed between researcher, practitioner and the children in the setting. These methods demonstrate the co-constructed participatory pedagogy and the isomorphic nature of learning [Formosinho, J., and J. Formosinho. 2016. “The Search for a Holistic Approach.” In Assessment and Evaluation for Transformation in Early Childhood, edited by J. Formosinho, and C. Pascal, 93–106. London: Routledge].Published versio

Bodyweight Perceptions among Texas Women: The Effects of Religion, Race/Ethnicity, and Citizenship Status

Despite previous work exploring linkages between religious participation and health, little research has looked at the role of religion in affecting bodyweight perceptions. Using the theoretical model developed by Levin et al. (Sociol Q 36(1):157–173, 1995) on the multidimensionality of religious participation, we develop several hypotheses and test them by using data from the 2004 Survey of Texas Adults. We estimate multinomial logistic regression models to determine the relative risk of women perceiving themselves as overweight. Results indicate that religious attendance lowers risk of women perceiving themselves as very overweight. Citizenship status was an important factor for Latinas, with noncitizens being less likely to see themselves as overweight. We also test interaction effects between religion and race. Religious attendance and prayer have a moderating effect among Latina non-citizens so that among these women, attendance and prayer intensify perceptions of feeling less overweight when compared to their white counterparts. Among African American women, the effect of increased church attendance leads to perceptions of being overweight. Prayer is also a correlate of overweight perceptions but only among African American women. We close with a discussion that highlights key implications from our findings, note study limitations, and several promising avenues for future research

Annual editions : child growth and development 08/09

206 p. ; 28 c

Child growth and development (Guilford, Conn.)

x,229 p. : ill. ; 28 cm

Child Growth and Development

x, 230 p. : il.; 29 cm

The challenge of leading on unstable ground: Triggers that activate social identity faultlines

Today’s leaders face unprecedented challenges in attempting to manage interactions between social identity group members with a history of tension in society at large. Research on faultlines suggests that social identity groups often polarize in response to events that make social identity salient, resulting in negative work outcomes. The current research extends the faultlines literature by examining precipitating events (triggers) that activate a faultline. Qualitative interview data were collected from two samples of employees working in multiple countries to identify events that had resulted in social identity conflicts. In the first study (35 events), an exploratory approach yielded a typology of five types of triggers: differential treatment, different values, assimilation, insult or humiliating action, and simple contact. A second qualitative study (99 events) involved a more geographically varied sample. Research findings are discussed in terms of implications for the faultlines literature and for practicing leaders