Examining Teacher Multicultural Competence in The Classroom: Further Validation of The Multicultural Teaching Competency Scale

The focus of this study is to strengthen the technical adequacy of the Multicultural Teacher Competency Scale (MTCS; Spanierman et al., 2011) self-assessment measure for teacher multicultural competence. This study will also examine the relationship between it and the teacher-student relationship and teacher self-efficacy. Results show that the MTCS shows similar internal consistency reliability with a new demographic of in-service teachers. The MTCS also has predictive significance for teacher self-efficacy and student-teacher relationship scores. Implications of the study include the importance for teachers to be taught and practice this competency, as well as, validation that this construct is related to other salient classroom variables. Future research may explore the use of the MTCS with classroom observations, student grades, or behavior reports

Examining Two Self-Assessment Measures of Teacher Multicultural Competence and Their Predictive Value to Student Behavior Outcomes

Multicultural competence is a construct that has been discussed in the education literature as an essential skill for teachers\u27 success in reaching all children in the classroom. The current study advances the literature on multicultural competence, specifically pertaining to teachers within their classrooms. Additional evidence was found building upon the technical adequacy of two, theoretically different, measures of teacher multicultural competence. Teachers who received a greater number of hours of multicultural training had significantly higher self-efficacy regarding engaging in culturally responsive teaching practices, than those who had received fewer hours. This study also replicated previous research (Hamilton, 2016) finding that teachers who shared an ethnic match with the majority of their classroom reported higher scores of student/classroom engagement and lower scores of teacher burnout. Interestingly, measures of multicultural competence did not demonstrate significant predictive validity for teachers\u27 self-reported use of exclusionary discipline. Possible explanations, implications, and future directions are discussed

Monitoring and evaluating eco-localisation: lessons from UK low carbon community groups

In the UK ‘low carbon’ community groups and partnerships (LCCGPs) have flourished in recent years, with sectors such as community energy receiving increased national policy attention. Whilst such attention aligns LCCGPs with agendas such as ‘New Localism’ and climate change mitigation, other modes of local socio-environmental change are advocated and enacted under a broad rubric of ‘eco-localisation’. Across the political and ideological spectrum however, there is growing interest in how LCCGPs understand and evaluate their impacts, with questions arising about what indicators, processes and tools are most pertinent and rigorous. In response, this paper draws on a knowledge exchange project that explored and trialled monitoring and evaluation (M&E) tools amongst a sample of UK LCCGPs in conjunction with groups and networks operating in an eco-localisation vein. Project findings highlight the positive effects that flexible and relevant M&E has on groups and networks. It also draws attention to the need for on-going support and facilitation for those undertaking M&E: vital if the burgeoning ‘impact agenda’ – whether emerging from central funders or ‘eco-localist’ networks themselves – does not over-burden or dishearten groups, thus causing the opposite effects of tools and processes meant to facilitate sustained and shared thinking, learning and action

Monitoring and evaluation in UK low-carbon community groups: benefits, barriers and the politics of the local

In the UK, there now exist hundreds of low-carbon community groups (LCCGs) that aim to decrease collective resource consumption and/or generate renewable energy through diverse social and environmental interventions. These groups have in recent years become the subject of political attention and funding schemes, underpinned by beliefs that LCCGs are key to fostering resilience to climate change and meeting national-level greenhouse gas emission reduction targets. While previous research into LCCGs has focused on drivers, barriers and outcomes of LCCG action, there is now growing policy and academic interest in groups' capacities for, and uses of, monitoring and evaluation (M&E) processes and tools. However, little is known about the experiences, opportunities and potential challenges for LCCGs undertaking M&E. In response, this paper draws on a Knowledge Exchange project that explored M&E processes and tools with a sample of UK LCCGs. It outlines the benefits and drawbacks of groups' attempts to achieve change and to account for their outcomes and/or impacts, individually, and as part of a wider movement. It argues that, while M&E could be one way for groups to “scale up” their impact without losing their grounding in place and community, issues of capacity, resources and utility remain paramoun

Emotional Methodologies for Climate Change Engagement: towards an understanding of emotion in Civil Society Organisation (CSO)-public engagements in the UK

The inner dimensions of human responses to climate change are complex. They include our cognitive, emotional and affective responses to scientific projections, implications, climate [in]justice, loss of cultures, ecologies and societal collapse. The urgency of action for climate change mitigation and adaptation, combined with the insufficient political responses, contributes to emotions such as grief, fear, despair, and guilt, amongst others. When unexpressed, these emotions can contribute to emotional paralysis and systems of socially organised denial, which can inhibit engagement and action on climate change at individual and societal scales. There is a research gap of methods and processes where emotions relating to climate change can be acknowledged and explored. A range of methods exist to acknowledge, explore and encourage the processing of the emotions relating to climate change. I collectively term these methods ‘Emotional Methodologies’ (EMs). Varying in intensity, timescale and accessibility, EMs are positioned at the interface of psychological and social approaches to climate change engagement. This PhD research maps out a range of EMs used in or by Civil Society Organisations (CSOs) to acknowledge and process the emotions associated with climate change. The thesis explores the impacts of participation in EMs with regard to engaging and sustaining engagement with climate change, through investigating emotional dimensions of climate change, emotional habitus, and emotional reflexivity. The blended research combines emotional geography and psycho-social approaches to explore these impacts from the perspectives of facilitators and participants of EMs. This research evidences the importance of emotionally reflexive practices to enable broader, deeper and more sustained engagements with climate change. Through fostering dimensions of relationship within (to inner, emotional and affectual worlds), between (to other people) and beyond (to the more-than-human world), the EMs created safe-enough spaces to acknowledge painful emotions, and supported the processing of emotions. These EMs helped to cultivate forms of reflexivity which contributed to a ‘deep determination’ and ongoing resource to act for environmental and social justice, and to live the future worth fighting for in the present

Development of an information management knowledge transfer framework for evidence-based occupational therapy

Purpose - Digital technology has changed how people interact with information and each other. Being able to access and share information ensures healthcare practitioners can keep abreast of new and ever changing information and improve services. The purpose of this paper is to present an Information Management - Knowledge Transfer (IM-KT) Framework which emerged from a study looking at digital literacy in the occupational therapy profession. Design/methodology/approach - The research was undertaken in three stages. First an in-depth literature review was undertaken, which enabled the creation of an initial conceptual framework which in turn, informed the second stage of the research: the development of a survey about the use of digital technologies. Occupational therapy students, academics and practitioners across five different countries completed the survey, after which refinements to the framework were made. The IM-KT framework presented in this paper emerged as a result of the third stage of the study, which was completed using the Delphi technique where 18 experts were consulted over four rounds of qualitative questionnaires. Findings - The IM-KT framework assists individuals and groups to better understand how information management and knowledge transfer occurs. The framework highlights the central role of information literacy and digital literacy and the influence of context on knowledge transfer activities. Originality/value - The IM-KT framework delineates clearly between information and knowledge and demonstrates the essential role of information literacy and digital literacy in the knowledge era. This framework was developed for the occupational therapy profession and may be applicable to other professions striving to keep up to date with best evidence

Interactive Effects of Working Memory Self-Regulatory Ability and Relevance Instructions on Text Processing

Reading is a process that requires the enactment of many cognitive processes. Each of these processes uses a certain amount of working memory resources, which are severely constrained by biology. More efficiency in the function of working memory may mediate the biological limits of same. Reading relevancy instructions may be one such method to assist readers in utilizing working memory resources more efficiently. This study examines the relationship between perspective relevance instructions and participants\u27 ability to regulate their working memory resources. In a 3 x 2 x 2 design the study extended the literature by utilizing a measure of fluid intelligence in order to gain a more accurate understanding of the working memory central executive mechanism at work when a reader is given perspective relevance instructions. Results showed self-regulation had no effect on relevancy instruction. The treatment group took less time to read relevant information than non relevant and recalled more relevant information than non relevant information. These findings highlight the robustness of the relevancy effect

White blood cell differentials in dogs with congestive heart failure (CHF) in comparison to those in dogs without cardiac disease

Objectives: To investigate if dogs with congestive heart failure (CHF) have significant leukogram changes and for associations between leukogram, disease severity and survival time. Methods: Retrospective study of CHF patients (n=75) due to myxomatous degenerative valvular disease (MVMD) or dilated cardiomyopathy (DCM) and healthy controls (n=75). Haematology results and analyses of WBC variables were compared between CHF dogs and controls. From echocardiographic results of CHF dogs, indicators of disease severity were retrieved and associations were explored between these variables, survival time and leukogram results. Results: Total WBC count (

Intensive Archaeological Survey of the Carmel Development Municipal Utility District 2 Project, Travis County, Texas

At the request of Carmel Devco, Inc., Pape-Dawson conducted an intensive archaeological survey of the eastern portion of the proposed Carmel Development Project in northeastern Travis County, Texas. The project involves the construction of a new municipal utility district (MUD 2) within the 341-acre (138.1- hectare [ha]) project area. No impacts are planned adjacent to or within the floodplain of Wilbarger Creek and its tributaries, which composes approximately 70 acres (28.3 ha) of MUD 2. Thus, archaeological investigations were conducted within the remaining 271.4 acres (109.8 ha). The depths of impacts vary, but typically road construction impacts are 4 to 5 feet (ft) (1.22 to 1.52 meters [m]) deep, while underground utility installations may impact up to 12 ft (3.66 m) deep. A MUD is a political subdivision of the State of Texas authorized by the Texas Commission of Environmental Quality to provide water, sewage, drainage, and other services within the MUD boundaries. Based on MUD 2’s status as a political subdivision of the state, compliance with the Antiquities Code of Texas is necessary. As no federal funding or permitting is anticipated for this project, compliance with Section 106 of the National Historic Preservation Act (NHPA) will not be necessary. The investigation was conducted in compliance with the Antiquities Code of Texas under Antiquities Permit No. 7519. The purpose of the investigations was to identify all historic or prehistoric cultural resources located within the project area and to evaluate the significance and eligibility of identified resources for designation as a State Antiquities Landmark (SAL). All work was done in accordance with the archaeological survey standards and guidelines as developed by the Council of Texas Archaeologists (CTA) and adopted by the Texas Historical Commission (THC). The investigations included a cultural resources background literature and records review and an intensive pedestrian survey with shovel testing. The background review revealed that portions of the project area have been previously surveyed, and two previously recorded sites (41TV2521 and 41TV2522) are within the project area. In addition, the Pfluger Cemetery (commemorated by an Official Texas Historical Marker) is adjacent to the project area, along with site 41TV2453. Pape Dawson’s intensive archaeological survey included pedestrian survey and the excavation of 68 shovel tests on January 28 and 29, February 2 and 3, and June 7, 8, 15, and 16, 2016. The survey encountered extensive agricultural fields affording greater than 30 percent ground surface visibility; therefore, did not meet the CTA/THC standards, which require 1 shovel test per 3 acres for a project of this size. A total of ten shovel tests was positive for cultural material. Two previously recorded sites (41TV2521 and 41TV2522) were revisited and combined along with a third locus into one larger site, 41TV2521. In addition, archaeological site 41TV2527 and one isolated find were newly documented. Investigations found no evidence that adjacent site 41TV2453 extended into the project area. Sites 41TV2521 and 41TV2527 are likely part of the same historic landscape and date from the late-nineteenth to mid-twentieth centuries. Archival research indicates these sites are associated with the Bohls and Dossmann families and their tenants or laborers. Sites 41TV2521 and 41TV2527 were evaluated according to the criteria in 13 Texas Administrative Code (TAC) 26.10. Both sites were recorded based upon encountering shallowly buried cultural material in shovel tests or on the surface in a disturbed context and each site lacks intact features. Neither site possesses unique or rare attributes concerning Texas history or has the potential to contribute to a better understanding of Texas history by the addition of new and important information. Archival research did not identify any specific individuals associated with sites 41TV2521 and 41TV2527 that are significant on the local or national level. Based on these criteria, neither site is recommended eligible for designation as an SAL, and Pape-Dawson recommends no further archaeological work at sites 41TV2521 and 41TV2527. Diagnostic artifacts, project records, and photographs will be curated at the Center for Archaeological Studies at Texas State University

The ability of career maturity indicators to predict interest score differentiation, consistency, and elevation among undergraduate students enrolled in a career/life planning course

The purpose of this research was to investigate relationships between the attitudinal and cognitive components of career maturity as assessed by the Career Development Inventory (CDI) and interest score differentiation, consistency, and elevation as assessed by the Strong Interest Inventory (SII). 252 undergraduate students enrolled in a career/life planning course at the University of North Carolina at Greensboro, 101 males and 151 females, comprised the sample. Multiple regression analyses were conducted, with the CDI scales as predictor variables and the interest measures as dependent variables. The regression coefficients associated with corresponding career maturity measures for males and females did not differ significantly, making it unnecessary to examine separate regression equations for males and females. Gender differences in means for differentiation and consistency were found. Interest consistency was weakly predicted by Knowledge of One's Preferred Occupation (PO scale), and score elevation was weakly predicted by the Career Exploration (CE scale) and the PO scales. Differentiation was not predicted by any of the career maturity variables