In this address, I ask: What do we bring as anthropologists and educators to our work? Two projects frame my arguments: my work with teachers in Aceh, Indonesia after the 2004 tsunami and my term on a school board in an impoverished U.S. city. I conclude that at a time when challenges are simultaneously local and global, immediate and long term,…

This response to Katherine Schultz's Presidential Address to the Council on Anthropology and Education explores the themes of temporality and reflexivity in activist scholarship, with Schultz's research as prime example. The need to take action to address a crisis, juxtaposed to the counter need to take time for scholarly reflection and…

When anthropologists of education, who embrace an activist or action-focused orientation, locate their work within community-based settings, they bear a responsibility to act in ways that not only produce new knowledge but that are also responsive to the immediate circumstances. Katherine Schultz's Presidential Address evokes two related…

This article draws on practice theory to examine aspiring youths' pursuit of higher education in Afghanistan. It finds that plans and actions are mediated through youths' families, communities, and solidarity networks. As a result, the personal improvement and enhanced reputational status that aspiring youth seek is structurally…

Few studies explore teachers' involvement in school feeding, questioning gendered implications within a feminine and feminized profession. Ethnographic data from one public high school in Metropolitan Buenos Aires suggest that teachers' efforts to address student hunger added new work roles: food advocates/activists, food managers, and…

The aim of the present study was to examine the impact of a specific Disability Camp Program (DCP) in the attitudes of children without disabilities toward the inclusion of children with disabilities in a summer sport and leisure activity camp. Three hundred eighty-seven campers without disabilities participated in the study and were divided into…

In the context of "academic momentum," a longitudinal study of university students (N = 904) showed high school achievement and ongoing university achievement predicted subsequent achievement through university. However, the impact of high school achievement diminished, while additive effects of ongoing university achievement continued.…

The current study involved an evaluation of the emergence of untrained verbal relations as a function of 3 different foreign-language teaching strategies. Two Spanish-speaking adults received foreign-language (English) tact training and native-to-foreign and foreign-to-native intraverbal training. Tact training and native-to-foreign intraverbal…

Writing is one of the primary skills that children learn in school. Interventions that address performance deficits and skill deficits have been shown to improve aspects of elementary school children's writing. This study demonstrates performance-based interventions (goal setting, feedback, and contingent reward) and a skill-based…

Drawn from a qualitative study and framed with Bourdieu's theory of practice, I present a three-pronged framework to describe how tenure-line professors assumed agency as their university strove to establish itself as a national research institution. Implications for practice and future research are offered.

Behavior that resembles instruction following might sometimes be under stimulus control of extraneous variables. We evaluated the effects of some of these variables (i.e., presence of relevant objects, associations between instructions and object sets) with 3 children with intellectual disabilities. In Experiment 1, we assessed whether subjects…

In May 2007, Beijing Normal University launched a programme of school-based sexuality education for migrant children in Xingzhi Primary School in Beijing. Over the past seven years, the project team has developed a school-based sexuality education curriculum using the "International Technical Guidance on Sexuality Education" published by…

We evaluated a multicomponent intervention for improving the cover-letter writing skills of individuals with intellectual disabilities. An intervention that included modeling, self-monitoring, prompting, and feedback increased correct performance for all participants. In addition, the skill was demonstrated across audiences.

A conceptual framework grounded on procedural justice theory was created to explain how judgments about the fairness of tenure decision-making evolved among faculty who had not yet undergone the review. The framework posits that faculty beliefs about fairness are influenced directly by their workplace experiences and both directly and indirectly…

We trained 9 behavioral staff members to conduct 2 brief preference assessments using 30-min video presentations that contained instructions and modeling. After training, we evaluated each staff member's implementation of the assessments in situ. Results indicated that 1 or 2 training sessions for each method were sufficient for teaching each…