Measuring New Zealand students' international capabilities: an exploratory study

Executive summary: This exploratory study considers the feasibility of measuring New Zealand senior secondary (Years 12/13) students’ \u27international capabilities\u27. Building on background work undertaken by the Ministry’s International Division, the methodology had three components. An analysis of New Zealand and international literature pertinent to assessment of international capabilities was undertaken. Small-group workshops were conducted with 13 secondary school staff, 21 senior secondary students, and 10 adults with relevant expertise and perspectives about expression of international capabilities in post-school life. The third component was a visit to the Australian Council for Educational Research (ACER) to discuss similar assessment challenges in their work. What are international capabilities and why measure them? Broadly speaking, international capabilities can be described as the knowledge, skills, attitudes, and values that enable people to live, work, and learn across international and intercultural contexts. These capabilities, or aspects of them, are described by a range of terms in the literature, including international knowledge and skills, global competence, global/international citizenship, global/international mindedness, and intercultural competence. The Ministry’s background work suggests international capabilities can be seen as “the international and intercultural facet of the key competencies”. Focusing on development of New Zealand students’ international capabilities could, among other things: help make more explicit what the key competencies look like when they’re applied in intercultural or international situations provide a way to open a conversation with schools about internationalisation of education support New Zealand schools to better understand, analyse, and talk about the intercultural/internationalising learning activities they already do  open conversations about cultural diversity in New Zealand schools and communities and the opportunities this can provide for intercultural learning  create an opportunity for schools to revisit parts of The New Zealand Curriculum (Ministry of Education, 2007) vision, including the notion of students being “international citizens”  encourage schools to connect with businesses and the wider community to develop learning opportunities that help students to develop innovation and entrepreneurial capabilities and connect these capabilities with intercultural and international contexts. Measuring New Zealand students’ international capabilities could help us to better understand how the schooling system helps to “increase New Zealanders’ knowledge and skills to operate effectively across cultures.” It could feed into ongoing developments within educational policy and practice to better align curriculum, assessment, and pedagogy with the high-level goals of The New Zealand Curriculum. Looking further into the future, knowledge about how our schools support the development of students’ international capabilities could assist with longer-term redesign of educational policy, curriculum, assessment, and qualifications to keep pace as demands and pressures on learning and schooling continue to change through the 21st century

Children\u27s Use of Accent as a Cue for Cooperative Potential

In recent years, several studies have shown that 5- and 6-year-old children make social judgments based on accent, consistently displaying a social preference for individuals who speak with a native accent. One theory hypothesizes that this preference to favor individuals who speak like us stems from our evolutionary history, during which accent and other language variations would have been strong, salient cues to group membership, and thus, cues to ones likelihood of cooperative behavior. The current study aimed to test this theory by determining if 5- and 6-year-old children use accent to make judgments about an individual’s cooperative potential. Participants completed three tasks that were designed to measure cooperative potential, a social preference task, and a resource allocation task, designed to measure the participants’ cooperative behaviors. Contrary to the hypotheses, on two of the cooperative potential tasks, participants did not choose the regional accented speakers as being more likely to cooperate with them. The participants did, however, display a preference for the regional accented speakers on the third cooperative potential task, which involved determining with whom to collaborate and share earned resources. Also contrary to the hypotheses, participants did not display a social preference for the regional accented speakers, nor did they allocate more resources to the regional accented speakers compared to the foreign accented speakers. These results indicate that children may use accent as a cue for cooperative potential in some situations, but not others, and call into question the robustness of children’s preference for native-accented speakers

The Pedagogy of Digital Storytelling in the College Classroom

In the fall of 2008, Rachel Raimist and Walter Jacobs collaboratively designed and taught the course “Digital Storytelling in and with Communities of Color” to 18 undergraduate students from a variety of disciplines. Candance Doerr-Stevens audited the class as a graduate student. This article examines the media making processes of the students in the course, asking how participants used digital storytelling to engage with themselves and the media through content creation that both mimicked and critiqued current media messages. In particular, students used the medium of digital storytelling to build and revise identities for purposes of rememory, reinvention, and cultural remixing. We provide a detailed online account of the digital stories and composing processes of the students through the same multimedia genre that the students were asked to use, that of digital storytelling

Monolingual and Bilingual Children\u27s Language-Based Social Preferences in a Predominantly Monolingual Environment

Monolingual children consistently display Social preferences for individuals who speak their native language with a native accent compared to individuals who speak a foreign language or speak their native language with a foreign accent. Two explanations have been proposed for these language-based preferences. The first explanation is that language cues a child to in-group membership and children prefer to affiliate with individuals who are members of the same in-group. The second explanation is that children display preferences for their native language and accent because that is what they are most familiar with, and children prefer familiarity over the unknown. The present study attempted to tease these explanations apart by looking at a sample of bilingual children in addition to a sample of monolingual children living in a predominantly monolingual area. Children were shown pairs of images of adult faces paired with auditory stimuli that identified each face as a monolingual English speaker, a bilingual English/Spanish speaker, or a bilingual English/French speaker, and were asked to indicate with which person they would rather be friends. Overall, and contrary to predictions, children displayed a Social preference for the bilingual individuals over the monolingual individuals. Potential reasons for these results are discussed

Evaluating State Anxiety Levels in Nursing Students

Anxiety, dependent upon the frequency and severity, can be a serious problem that reduces physical, cognitive, and clinical performance. Nursing students have been found to experience especially high levels of state and trait anxiety which, according to Dorothea Orem’s self-care deficit theory, causes a deficit in health promotion and the health of oneself. There is little evidence available about how progression through a baccalaureate nursing program in the United States impacts anxiety. This research investigates anxiety in baccalaureate nursing students and how progression through the program influences self-reported anxiety levels. A descriptive cross-sectional study was performed on a convenience sample at a Midwestern public university in the United States via an online survey, which included both demographic questions and the Generalized Anxiety Disorder 7-item scale (GAD-7). It was determined statistically significant that sophomore students have a higher level of anxiety compared to junior and senior year nursing students. There is also a positive correlation between GPA and GAD-7 scores. Education for sophomore nursing students focused on improved familiarity with the program is discussed as a possible solution for high anxiety levels in this cohort

Nutritional vitamin D deficiency: a case report

We present a 6-month-old African American male child with a chief complaint of failure to appropriately gain weight despite adequate caloric intake via breastfeeding. While he has met developmental milestones he appears small for age and is diagnosed with failure to thrive after crossing two major growth curve percentiles. After appropriate diagnostic workup, a diagnosis of nutritional vitamin D deficiency (rickets) was reached and supplementation was initiated with ensuing adequate catch-up growth