Language Teaching Research, Ahead of Print.
This article reports on a study that explored Japanese university students’ evolving motivational regulation by mapping its changes over one year of their studies in a collaborative project-based learning environment. An autonomy-supportive collaborative intervention was delivered to the 19 participants with varying or no experience of communicative language teaching and study abroad. Our cluster-based analysis of multiple questionnaire responses revealed increased motivation among the participants. Three learners were selected to represent each clustering group based on the unique characteristics of their motivational trajectories over the year, which reflect the mediating impacts of their previous language learning experiences and their learning experience during the pedagogical intervention. The findings indicate that language teachers can enhance learners’ ‘motivational regulation’ by creating a supportive learning environment in the classroom.

ABSTRACT

Neoliberalism is ubiquitous in higher education. In its dedication to efficiency and measurement, neoliberalism poses threats to the arts and humanities, especially their least measurable, most human qualities. Guided by an institutional logics framework, this multiple case study gauged how arts and humanities faculty can navigate this tension as they develop new academic majors and minors. Findings detail collaborative and top-down decision-making and the importance to faculty of supporting students and advancing academic fields. Faculty showed how they employed hybrid logics by striking balances and compartmentalizing actions. Their actions emphasized adaptations to neoliberalism while advancing academic and democratic logics.

ABSTRACT

Ageism against older adults has been well studied, yet adolescents also experience ageism in pervasive and harmful ways. In this article, we describe anti-youth ageism as a system of oppression that encompasses negative stereotypes, prejudices, and discrimination against adolescents that uphold power hierarchies and marginalize young people based on their age. Drawing from interdisciplinary theory and research, we examine adolescents' experiences of anti-youth ageism at interpersonal, cultural, and institutional levels, and consider the ways anti-youth ageism is internalized. Across many levels, anti-youth ageism is understood in concert with other systems of oppression such as racism and cis-heterosexism. The field needs a new wave of anti-oppressive developmental science to understand the multilayered, intersectional manifestations of anti-youth ageism and the impacts of anti-youth ageism on various domains of development. Research can help foster the creation of intervention strategies to reduce harm to adolescents and their development.

ABSTRACT

Research on child development has been advanced by the contributions of human development and human development family science (or studies) departments, which trace their origins to the land grant movement, home economics programs, and the child study movement that coalesced in the United States in the late 19th and 20th centuries. In this article, we detail the main historical influences on the field, as well as contemporary strengths and opportunities for the field. We highlight the interdisciplinarity and applied work that are uniquely inherent strengths of human development and family science/studies. We also discuss challenges that are both historic and contemporary in reviewing how experiences of racial and gender discrimination affected and affect scholars in the field, as well as issues of field identity and purpose. Finally, we recommend that the field acknowledge and publicize its past to capitalize on the strengths of its history and to address historical challenges that remain relevant to the study of human development and family science today.

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Publication date: Available online 21 January 2025

Source: Journal of the American Academy of Child & Adolescent Psychiatry

Author(s): Ross D. Neville, Sheri Madigan, Lisa R. Fortuna, Michelle V. Porche, Kimberley D. Lakes

Publication date: Available online 21 January 2025

Source: Journal of the American Academy of Child & Adolescent Psychiatry

Author(s): Donte T. Boyd

Publication date: Available online 20 January 2025

Source: Journal of the American Academy of Child & Adolescent Psychiatry

Author(s): Saúl Urbina-Johanson, Natalie Slopen, Seetha Davis, Scott Delaney, Henning Tiemeier

Remedial and Special Education, Ahead of Print.
Special educators often work in school contexts that are not oriented toward their students’ strengths and needs, resulting in tension–misalignment between their responsibility to students and their schools’ resources and expectations. Using grounded theory, we explored five teachers’ experiences of tension when serving students labeled with emotional/behavioral disorders in self-contained classes. We found teachers experienced tensions regarding students’ belonging, their academic instructional roles, and their roles supporting students’ behavior. Tensions reflected ways schools were not oriented toward students’ strengths and support needs. Yet, teachers’ perspectives on tensions varied greatly. Grounded in humanizing perspectives on students, some teachers experienced tension with colleagues who resisted including students and honoring students’ support needs. Other teachers held deficit-based, legalistic views of students, which underlay their acceptance of (or even advocacy for) exclusion. Findings indicate the centrality of educators’ conceptions of disability for how they conceptualize and fulfill their roles in serving students with disabilities.

Disability advocates are preparing to fend off potentially seismic cuts to Medicaid now that President Donald Trump is back at the White House and Republicans are in control on Capitol Hill.

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New data from thousands of school districts across the nation is highlighting stark differences in the experiences of students with disabilities compared to their typically developing peers.

The post Ed Department Report Reveals Sharp Inequities For Students With IEPs, 504 Plans appeared first on Disability Scoop.

A federal judge has ruled that a Florida businessman is liable for a $122 million shortfall found in the books of a bankrupt nonprofit that oversaw special needs trust funds for more than 2,000 people.

The post Court Finds Man Liable For $120 Million Missing From Special Needs Trusts appeared first on Disability Scoop.

The studio offers small classes with individualized instruction for those with different needs — including many who are nonspeaking — and accommodations for sound, visual and other sensitivities.

The post Dance Studio Focuses On Accommodating Autism appeared first on Disability Scoop.