The developmental interplay of behavioral confirmation and self-verification

textPhilosophers, psychologists, and authors have long pondered the question of whether others’ expectations or one’s own self-views are more important in determining behavior and personality. Researchers have designated these two processes behavioral confirmation and self-verification, respectively, and the interaction of these processes is often referred to as identity negotiation. Little research has examined the process of identity negotiation during adolescence, a period during which individuals are attempting to forge unique identities. Therefore, the primary purpose of the present studies was to examine the identity negotiation process during adolescence. In Study 1, I examined whether adolescents (11-15 years of age) solicit self-verifying feedback. Adolescents first completed a measure of self-perceptions and then selected whether to receive positive or negative feedback from an unknown peer in areas of perceived strength and weakness. Adolescents desired feedback congruent with their own self-views; those with higher self-esteem tended to request more positive feedback than those with lower self-esteem. Further, adolescents were more likely to seek negative feedback regarding a self-perceived weakness than a self-perceived strength. In Study 2, I examined the joint operation of behavioral confirmation and self-verification in dyadic interactions among unacquainted adolescents. One member of each dyad (the target) completed a measure of self-perception. The second member of each dyad (the perceiver) was provided with false information regarding the attractiveness of their partner. I compared whether targets’ self-views or perceivers’ expectations of them were stronger determinants of behavior. Self-verification strivings were evident in these interactions; targets’ self-views influenced the perceivers’ final evaluations of their partners. Support for behavioral confirmation was lacking in same-sex dyads and dyads composed of male perceivers and female targets. Appearance based expectations influenced target behavior in dyads composed of female perceivers and male targets. The current findings suggest that adolescents’ self-views are important determinants of behavior. Significant implications for adolescent mental health and peer selection are discussed.Psycholog

Professionalism and multilingualism in Greece and Canada. An international comparison of (minority) teachers\u27 views on linguistic diversity and language practices in monolingual vs. multilingual educational systems

In this article the authors present the design of the research project "Migration-Related Multilingualism and Pedagogical Professionalism" and provide a first look at the material. After a brief introduction, they present their initial thoughts and considerations about pre-service teachers in Germany which motivated them to create this internationally comparative study (2). The following section introduces the research design including their research question and the research fields (3.1), European and Canadian contexts for comparison (3.2), the special situation of German schools abroad in these contexts (3.3), and the methodological framework of the current research (3.4). Afterwards, the authors provide a first look at the empirical data using excerpts from expert interviews with multilingual (minority) teachers at the German Schools in Athens and in Montreal about their views on migration-related multilingualism, linguistic diversity and language practices (4). In the context of research trips in 2013 and 2014, the authors conducted a total of forty-one interviews in Greek and German. In the conclusion, they formulate a hypothesis and a question which they propose to pursue further in their future research (5). (DIPF/Orig.

Minority teachers in different educational contexts. Introduction

The authors give an introduction to the international current state of research on minority teachers, while focusing on English-speaking OECD countries on one hand and German speaking countries (Austria, Germany, Switzerland) on the other. "In Austria, Germany and Switzerland, however, research in this field is still at an early stage and the call within education policy for more minority teachers in [...] schools is just about a decade old. [...] Whereas most research activities have concentrated on minority teachers, research in Austria, Germany and Switzerland over the past five years has started to address pre-service teachers from immigrant families at university. [...] In German-speaking discourse, [...] a critical perspective on the university as an institution, its actors and the pedagogical activities of university teachers (especially in the context of intercultural education) has only just begun to take hold. The articles in this issue address this perspective at least insofar as they illuminate the perspectives of pre-service teachers and allow for indirect inferences about their experiences, including ascriptions by other parties." (DIPF/Orig.

Diversity in the staff room - Ethnic minority student teachers\u27 perspectives on the recruitment of minority teachers

Responding to the educational policy that was recently implemented in Germany and that calls for an increase in the recruitment of minority teachers, this study investigates the perspectives of minority student teachers about said policy, about the roles that are ascribed to them, and about multilingualism as a professional resource. The data was gathered in the context of the teaching-research project \u27Diversity in the staff room\u27. For the purpose of this article, portfolio entries and focus groups with minority student teachers where analyzed drawing on grounded theory. The findings reveal the groups\u27 overall ambivalent attitudes towards the policy call mentioned above. On the one hand, the students are willing to contribute to the reduction of educational disadvantage, but on the other hand, they doubt that this policy strategy is sufficient to change the educational environment in a sustainable way. With reference to their multilingual resources, it becomes apparent that the students develop a sense for recognizing situations in which their heritage languages and their experience learning German can be helpful in professional classroom practices. Still, they are not entirely convinced of this and make it contingent upon certain conditions that have to be met in the school system. (DIPF/Orig.

What Makes the Anthropology of Educational Policy Implementation \u27Anthropological\u27?

As sociocultural theorists (e.g., Gutierrez and Rogoff, 2003; Orellana, 2009) have recently asserted, culture is something one does, rather than something one has. That is, human beings produce, perform, and reproduce culture every day. Policy implementation — or what Milbrey McLaughlin (1987: 175) has called muddling through — is deeply implicated in these processes of cultural production and thus invites anthropological inquiry. Indeed, it is possible to link the study of policy implementation to some of the foundational efforts of anthropology, particularly cultural anthropology (Wedel et at., 2005). Our discussion in this chapter thus borrows explicitly and centrally from an early, classic cultural anthropology work (Malinowski, 1922), while also drawing on more recent research, to explain the distinctive characteristics of the anthropological study of policy implementation and its foundational analytic categories and concerns. ... Traditional educational policy studies too readily ignore important dynamics that can broadly explain both how educational systems operate and why they yield the outcomes they do. By contrast, sociocultural approaches capture and highlight important data that these traditional studies miss. Fortunately, it is steadily becoming more widely recognized that anthropological approaches have a keen role to play in the study of educational policy implementation (whether the anthropological approach is overtly noted or not). And only through more nuanced and thorough understandings of what is happening can we make informed choices about how to generate more favorable practices and outcomes

COKAMO: A Model for Fast, Inexpensive Interstate Delivery

Shipping materials via a library courier service is much cheaper than shipping via the U.S. Postal Service. Most library delivery services are regional or state-based. This article illustrates how two separate services combined to develop the multi-state courier system COKAMO. COKAMO is moving tens of thousands of items between three states at a fraction of U.S. Postal Service rates. Within one year of implementing the system, over 57,000 items have been shipped, creating savings of over $215,000 for participating libraries. Significant changes in the behavior of interlibrary loan staff throughout the region are evidenced in statistics which show an increase in borrowing between participating states and a decline in interlibrary loan to adjacent states not in COKAMO

Healthcare, Better Together

Research poster addressing the question: Is a patient-centric approach more effective than a problem-centric approach when treating a patient in an interprofessional health setting?https://dune.une.edu/cecespring2020/1012/thumbnail.jp

Maternal Reflections on Working from Home with Children during the Pandemic

Due to widespread work and school closures during the early waves of the COVID-19 pandemic, many mothers were forced to work from home while supervising their children’s remote schooling. The current study examines maternal reflections on this period, focusing on the perceived impact of working in close proximity for both mothers and their children in the United States. Mothers reported that their children learned more about their job responsibilities since the onset of the pandemic compared to before it, which was likely due to children spending more time closer to their mothers while they worked. We used thematic analysis to examine mothers’ open-ended responses. Two overarching themes emerged. The first theme was that greater time together increases children’s understanding of working mothers’ role in the family, workplace, and community. The second theme was that observing one’s mother work from home can inform children’s future career paths. Mothers shared that this experience of learning about their mothers’ career enabled their children to better understand their perspective, which has the potential to be an empathy-building experience. Looking towards the future, this increased respect and empathy have the potential to improve relationship quality and help children view their mothers’ careers more favourably