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This article analyzes the relation of the epistemological beliefs of students and teachers and the actions deployed in the classroom. The framework is the study of personal epistemology, which was developed, among other researchers, by Hofer, Pintrich and Schommer. The research method was, within the qualitative paradigm, through case studies, given the interest in describing the phenomenon in a specific scenario. The results show the epistemological beliefs of teachers and students, the events that make them evident and its relationship with the behaviors shown in the classroom. The role of pedagogical beliefs as mediation between personal epistemology of educational actors and their practice are described and, finally, the relation between beliefs and educational practice is illustrated by analyzing specific class events and the justification expressed by teachers and students about their actions in the classroom.

The increase and popularity of dual language (DL) or two-way immersion programs nationally, and specifically in California, is due to the acceptability of bilingual programs that are inclusive of students whose first language is English, and who are typically of a White, middle-class background. This phenomenon can be explained through the idea of interest convergence, as discussed by critical race theorists. That is, social policies that benefit the minority population only change when they also benefit the dominant or majority population. We argue that in the case of DL programs, it is beneficial for both the linguistic minority group and the majority for interest convergence to be realized. This theoretical lens can actually be a helpful tool to view whether the interests of one group are being prioritized over the other, as is so often the case when there is a power differential between the two groups, such as White middle-class families and Spanish-speaking/Latino families.

Numerous studies have been conducted worldwide about loneliness in older adults living in nursing homes and the factors associated with it. However, only a few studies have focused on social factors that may predispose these older adults to experience loneliness. The purpose of this study was to examine the interplay between and among loneliness, social isolation, social engagement, and life satisfaction among Filipino elderly (n = 180) recruited from government and nongovernment nursing homes in the Philippines. A multiaspect questionnaire, which included the UCLA Loneliness Scale, Revised Index for Social Engagement, Friendship Scale, and Life Satisfaction for the Third Age-Short Form was used to gather the needed data and information. Results of single and multiple regression analyses indicate an effect of the three factors (social isolation, social engagement, and life satisfaction) on loneliness with social isolation having the greatest impact on loneliness. Notably, increased social isolation, inadequate social engagement and decreased life satisfaction consequently aggravate loneliness. Social engagement produced a positive effect to both social isolation and life satisfaction in a way that a decrease in social engagement will decrease life satisfaction and increase social isolation. On the whole, loneliness in geriatric nursing homes is evident, and it is shaped by social isolation, social engagement and life satisfaction. Impliedly, interventions and measures to minimize loneliness are necessary, and further research is needed to explore other variables contributing to loneliness in geriatric nursing homes. (Contains 2 tables and 2 figures.)

During fMRI imaging, 12 good and 8 poor writers aged 11 wrote a newly taught pseudoletter and a highly practiced letter. Both letters were formed from the same components, but the pseudoletter had a novel configuration not corresponding to a written English letter form. On the first fMRI contrast between the newly taught pseudoletter and highly practiced letter, based on a group map, good and poor writers significantly activated many common regions; but the poor writers showed spatially more extensive brain activation than did the good writers. The additional regions of significant activation may reflect inefficiency in learning a new letter form. For the second contrast between the highly practiced and newly taught letters, individual brain activation analyses, based on exact clusters, showed that good and poor writers differed significantly in activation only in left fusiform. This individual fusiform activation correlated significantly with behavioral measures of automatic letter writing and expressive orthographic coding. Multiple regression in which both individual fusiform activation and individual orthographic coding were entered explained significant variance in written composition. Results are discussed in reference to the role of the orthographic loop, from internal letter form to external letter writing by hand, in writing letters and composing. The overall results are consistent with prior brain and behavioral studies of writing.