Television Violence and Its Effects on Young Children

This article examines research on television violence and links violence to specific programs commonly watched by young children. Although there are some who try to disprove any connection between television and aggresive behavior, there is evidence to suggest that such linkages do exist.     

The education of academically gifted students in South Korea: Innovative approaches in shadow education

Shadow education contributes to the learning and academic careers of Korean students. It benefits, in particular, gifted students who are strongly motivated and who outperform their peers academically. In this study, we explored the innovative characteristics of shadow education curricula for gifted students in terms of curricular programmes, methods, and teaching-learning materials. Also, we explored how shadow education practices meet the academic abilities and needs of students. Informed by a literature review and qualitative research methods, the results reveal how common shadow education is; effects of shadow education; and innovative elements used in shadow education for gifted students in Korea. Overall, we found that shadow education plays a crucial role in gifted education; it is a necessary component for understanding academic excellence among students in Korea. The findings are helpful for teachers, curriculum developers, and policymakers as they explore how public schooling can help to support strongly motivated and academically advanced students.     

The effectiveness of a special school experience for improving preservice teachers’ efficacy to teach children with special educational needs and disabilities

Increasingly, preservice teachers are required to demonstrate their ability to effectively cater for the needs of a diverse range of learners, including those with special educational needs and disabilities (SEND). Higher education institutions (HEI) delivering teacher education programmes are responsible for promoting the development of inclusive practices. This multi-method study assessed the effectiveness of a special school experience for preservice teachers at one HEI in England. A total population sample of 48 preservice teachers completed self-efficacy questionnaires at three time points during their training; and 13 took part in qualitative semi-structured interviews towards the end of the study. Analysis of variance (ANOVA) findings from the questionnaire data showed that the experience had a significant positive impact on preservice teachers’ self-efficacy, improving knowledge, understanding and confidence to teach inclusively. A thematic analysis of the qualitative findings revealed that the experience challenged preservice teacher expectations about learners with SEND, developing understanding about learner needs and effective differentiation. This article concludes with recommendations for effective inclusion training for preservice teachers.     

Pasifika students: teachers and parents voice their perceptions of what provides supports and barriers to Pasifika students' achievement in literacy and learning

The changing ethnic population of schools in New Zealand challenges our educators to respond proactively in reviewing how students from minority groups develop effective literacy and learning skills. Pasifika students' achievement levels in literacy, particularly reading and writing literacy, has been an area of national focus for the Ministry of Education, teachers, teacher educators and the Pasifika community. For many students from a minority ethnic group, the interpretation of texts from a different culture provides challenges for teachers that require mediation in the construction of meaning. Our previous research accordingly asked Years 5–9 Pasifika students in mainstream schools in the South Island of New Zealand to tell us what they saw as supports and barriers to their literacy learning. The study that is the subject of this present article built on that research by asking the teachers and parents of Pasifika students in a cluster of schools to state what they thought supported or hindered literacy learning for these youngsters. Our particular aim was to enhance identification and understanding of pedagogical practices and family/community factors which influence literacy learning outcomes for Pasifika students during the primary school years. The research found that Pasifika students' literacy learning, and overall learning, was more likely to be enhanced when Pasifika values, language identities and cultural knowledge were made an implicit part of teaching and learning practices.     

Hierarchical Models of Social Competence in Preschool Children: A Multisite,Multinational Study

The generality of a multilevel factorial model of social competence (SC) for preschool children was tested in a 5‐group, multinational sample (N = 1,540) using confirmatory factor analysis. The model fits the observed data well, and tests constraining paths for measured variables to their respective first‐order factors across samples also fit well. Equivalence of measurement models was found at sample and sex within‐sample levels but not for age within sample. In 2 groups, teachers’ ratings were examined as correlates of SC indicators. Composites of SC indicators were significantly associated with both positive and negative child attributes from the teachers’ ratings. The findings contribute to understanding of both methodological and substantive issues concerning SC in young children.     

Effective Early Literacy Skill Development for Young Spanish-Speaking English Language Learners: An Experimental Study of Two Methods

Ninety-four Spanish-speaking preschoolers ( M age = 54.51 months, SD  = 4.72; 43 girls) were randomly assigned to receive the High/Scope Curriculum (control n =  32) or the Literacy Express Preschool Curriculum in English-only ( n =  31) or initially in Spanish transitioning to English ( n =  31). Children's emergent literacy skills were assessed before and after the intervention in Spanish and English. Children in the English-only and transitional groups made significant gains in their emergent literacy skills in both Spanish and English compared to the control group, The English-only and transitional models were equally effective for English language outcomes, but for Spanish-language outcomes, only the transitional model was effective. The results suggest that a targeted early literacy intervention can improve Spanish-speaking preschoolers' preliteracy skills.     

Temperament, Harsh and Indulgent Parenting, and Chinese Children's Proactive and Reactive Aggression

This study examined the additive and interactive effects of temperament and harsh and indulgent parenting on Chinese children's proactive and reactive aggression. Participants were 401 children ( M age = 9.29 years, 203 girls) and their parents who were recruited from 2 elementary schools in Shanghai, People's Republic of China. The results showed that children's sensation seeking was associated with proactive aggression, whereas anger/frustration was associated with reactive aggression. Both subtypes of aggression were negatively related to children's effortful control but positively related to harsh parenting. Significant Temperament × Temperament and Parenting × Temperament interactions were also found. The findings point to similarities and differences between proactive and reactive aggression in relation to children's temperament and harsh and indulgent parenting in the Chinese context.     

Contrast in usage of FCAT‐approved anatomical terminology between members of two anatomy associations in North America

Almost 12 years since the publishing of Terminologia Anatomica (TA) by the Federative Committee on Anatomical Terminology (FCAT), there has yet to be a unified adoption of FCAT‐recommended anatomical terms by North American anatomists. A survey was sent to members of the Human Anatomy & Physiology Society (HAPS) to compare the frequency of FCAT term usage with a previous study involving the American Association of Anatomists (AAA). The HAPS differed from AAA in being composed mostly of biologists (56.5%) who teach anatomy with only 18.3% of respondents having terminal degrees in anatomy. The survey included the same 25 sets of synonymic names for selected gross anatomical structures or related terms used for the AAA survey. Overall results indicate that the FCAT preferred term had the highest frequency of usage in only 40.0% of the survey questions, demonstrating 4% lower compliance than AAA respondents. Compliance with FCAT preferred terms ranged from 92.2% to 1.7% usage. When compared with AAA anatomists, there were reversals in predominant usage between FCAT and non‐FCAT terms for six sets of anatomical structures: HAPS respondents predominantly used non‐FCAT terms for adrenal gland (88.7%), antecubital fossa (57.4%), patellar tendon (65.2%), ligamentum capitis femoris (36.5%), while preferring the FCAT anterior circumflex humeral artery (45.2%) and anterior/posterior preferred over ventral/dorsal (41.7%). Almost 54% of HAPS anatomists were not familiar with the FCAT, nearly 21% higher than the AAA. Anat Sci Educ 3:25–32, 2010. © 2009 American Association of Anatomists.     

Effects of a Brief Mindfulness Based Group Intervention On College Students

Increases in the number of college students seeking mental health services require counseling centers to explore innovative strategies to provide effective and efficient treatments. Group interventions offer an alternative to traditional individual counseling, allowing centers to serve more students with fewer clinical staff (Burlingame et al., 2016). Of current group modalities, mindfulness-based interventions (MBIs) have been growing in popularity as an effective approach for addressing college students’ increasingly complex needs. This study describes the evaluation of a three-session mindfulness-based intervention on students’ mindfulness, symptoms, and stress. Compared to a comparison group of 109 students not seeking counseling center services, 78 students who received the intervention reported increased mindfulness, and decreased symptoms of depression, anxiety, and stress at the end of the group. Furthermore, improvements in mindfulness mediated intervention effects on symptoms of depression and anxiety. These gains were generally maintained 3 weeks later. These findings support the benefits of brief group interventions for college students. Suggestions for modifications to the intervention and for future research are discussed.