Teacher ratings of problem behaviors: Which student behaviors “concern” and “disturb” teachers?

Fifty elementary teachers rated the problem behaviors of students to indicate both how much the behaviors “disturbed” them and how much they were “concerned” about the behaviors. The results suggest that teachers are more concerned about behaviors than disturbed by them. However, teachers were both disturbed and concerned about aggressive interaction with and between students. The implications of the findings are discussed.     

Feeling obliged to “Do Well” or “Not to Fail”? The distinction between approach and avoidance dimensions of oughts

The present studies examined the proposition that there are approach and avoidance dimensions in feelings of obligations, that are associated with a specific network of behaviors, affect, and cognitions in achievement situations. Across 4 studies, results indicated that being motivated by ought-approach was associated with significantly higher positive affect and persistence compared with being motivated by ought-avoidance. Also, arousal and affect could be explained by one's disposition for approach- or avoidance-based oughts. Being motivated by ought-approach was significantly more adaptive compared with avoidance and multiple-ought terms. It was concluded that obligations based on approach or avoidance tendencies represent diverse motivational systems with different cognitions and affective responses.     

“Will it help the sheep?”: Why educate?

Educators with a passion for facilitating learning among undergraduate students believe that education for the common good is central to what they do. In this excerpt from her new book “Multiplication Is for White People”: Raising Expectations for Other People's Children, Lisa Delpit suggests that this is an essential view at every educational level.     

Can Children With Autism Spectrum Disorders “Hear” a Speaking Face?

This study used eye-tracking methodology to assess audiovisual speech perception in 26 children ranging in age from 5 to 15 years, half with autism spectrum disorders (ASD) and half with typical development. Given the characteristic reduction in gaze to the faces of others in children with ASD, it was hypothesized that they would show reduced influence of visual information on heard speech. Responses were compared on a set of auditory, visual, and audiovisual speech perception tasks. Even when fixated on the face of the speaker, children with ASD were less visually influenced than typical development controls. This indicates fundamental differences in the processing of audiovisual speech in children with ASD, which may contribute to their language and communication impairments.     

How are we doing? “Best of ISPI” Appreciative Inquiry member survey

The International Society for Performance Improvement (ISPI) Board of Directors undertook a study to uncover the “best of ISPI” to enhance their strategic planning. The approach used Appreciative Inquiry methods, which emphasize discovering “what's working.” This article describes the study and concludes with some thoughts on how to use this information to enrich member experiences and provide new benefits.     

Do normal children have “flat”; ability profiles?

Scatter on the five specific scales in the McCarthy was examined for the standardization sample to explore the types of ability profiles exhibited by normal children. Contrary to the common stereotype of “flat” profiles, normal children aged 21/2 to 81/2 years evidenced much variability in their performance on the various cognitive and motor dimensions.     

“Did you do your homework?” Mathematics teachers’ homework follow‐up practices at middle school level

Teachers’ homework follow‐up practices, the in‐class strategies teachers use to monitor their students’ homework assignments, have an impact on their students’ homework behaviors and academic achievement. The current study explored the perspectives of middle school mathematics teachers on the three domains of homework follow‐up: the practices used in class, the purposes of each practice, and the aspects that may influence this process. Data were collected from two data sources (i.e., focus groups and classroom observations) and were analyzed using thematic analysis. The findings showed that teachers monitored homework either using a single strategy or a combination of strategies (e.g., checking homework completion and providing individual feedback) linked to a specific purpose (e.g., promote students’ involvement). The teachers also reported that they were under certain constraints when they delivered homework follow‐up practices (e.g., pressure to follow the curriculum), so their practices’ effectiveness sometimes can be compromised. Implications for practice are discussed.