Media Research and Policy: the triple null hypothesis

The modern world rests on the beliefs that activity can bring about improvements, that research can identify the actions which deliver improvements and that policy can set the framework for enabling these identified actions to take place. The triple null hypothesis postulates that all three beliefs are false. In the context of educational media, particularly in distance education, the triple null hypothesis states that:

• Media don't matter

• Research doesn't matter

• Policy doesn't matter

This paper discusses possible relationships between the three null hypotheses. Media is used here as an example. Other examples might be teaching paradigms, staff development, etc. The general argument can apply to any activity: neither the activity itself, nor research on it nor policy on it matter. If the triple null hypothesis is true then there is a vacuum of pressure for action, research and policy. Practitioners, researchers and policy makers construct beliefs to fill the vacuum.     

Birth and Adoptive Parent Antisocial Behavior and Parenting: A Study of Evocative Gene–Environment Correlation

Negative parenting is shaped by the genetically influenced characteristics of children (via evocative rGE) and by parental antisocial behavior; however, it is unclear how these factors jointly impact parenting. This study examined the effects of birth parent and adoptive parent antisocial behavior on negative parenting. Participants included 546 families within a prospective adoption study. Adoptive parent antisocial behavior emerged as a small but significant predictor of negative parenting at 18 months and of change in parenting from 18 to 27 months. Birth parent antisocial behavior predicted change in adoptive father's (but not mother's) parenting over time. These findings highlight the role of parent characteristics and suggest that evocative rGE effects on parenting may be small in magnitude in early childhood.     

Parental Involvement Moderates Etiological Influences on Attention Deficit Hyperactivity Disorder Behaviors in Child Twins

Although few would now contest the presence of Gene × Environment (G × E) effects in the development of child psychopathology, it remains unclear how these effects manifest themselves. Alternative G × E models have been proposed (i.e., diathesis–stress, differential susceptibility, bioecological), each of which has notably different implications for etiology. Child twin studies present a powerful tool for discriminating between these models. The current study examined whether and how parental involvement moderated etiological influences on attention deficit hyperactivity disorder (ADHD) within 500 twin pairs aged 6–11 years. Results indicated moderation of genetic and nonshared environmental contributions to ADHD by parental involvement, and moreover, suggested both differential susceptibility and bioecological models of G × E. Results highlight the utility of child twin samples in testing different manifestations of G × E effects.     

Connotative Meanings of Student Performance Labels Used in Standard Setting

The purpose of this study was to investigate the connotation of performance labels used in standard setting. For example, do the performance labels basic, proficient, and advanced hold different connotations than limited knowledge, satisfactory, and distinguished?If these terms hold different connotations, such differences may play a role in the standard-setting process. A nationally representative sample of participants (n = 167) provided connotation ratings to an online instrument containing an experimental manipulation. Results suggested that the selected terms themselves do hold different connotations. After definitions were provided with the terms, the differences in the evaluative nature of the labels were mitigated. However, some differences remained; the term limited knowledge was persistently perceived as less favorable than basic and apprentice, and satisfactory was persistently perceived as less favorable than proficient.