Implications of What Children Know About Computer Passwords

The purpose of this aricle is to present several implications and recommendations regarding what elementary school children, aged 9–12 years, know about computer passwords and what they know about why computer passwords are important. Student knowledge can then be used to make relevant curriculum decisions based in conjunction with applicable state and national standards. Weak computer password construction, use, and knowledge have been identified as areas of high risk for data security. By identifying what children know about passwords, an appropriate curriculum can be designed to help children develop strong password habits that will minimize unauthorized data access via computer technology. This is especially important because elementary school children today will become industry computer users tomorrow. By instilling appropriate computer password habits in children today, curriculum can be designed to follow them through the education experience and into industry. Relevant standards from the International Society for Technology in Education (ISTE), ISTE National Educational Technology Standards for Students (NETS?S), and the Association for Computing Machinery's Computer Science Teachers Association K–12 (CSTA K–12) are referenced.     

What Teachers of Young Children Should Know About Islam

Increasing numbers of Muslim children attend programs for young children yet many teachers appear to know very little about Islam. Along with its overview of Islam, this article suggests how teachers can better support the rights and special needs of Muslim children. A list of references for further information and resources for teachers concludes the article.     

What Parents Know About How Well Their Children Are Doing in School

ABSTRACT

The authors used data from the Early Childhood Longitudinal Study–Kindergarten cohort to examine whether parents’ knowledge of their children's reading and mathematics skills varies by academic domain and parents’ income group or ethnicity. Of particular interest was how parents’ knowledge is moderated by school- or home-based involvement. Parents’ knowledge was moderately related to their children's reading and mathematics scores. However, there were systematic income- and ethnicity-related differences in the correlations. Poor parents were reportedly less involved at home and school than nonpoor parents. White, non-Hispanic parents were more involved at school than other parents. School-based rather than home-based involvement was related to the strength of the correlations between parents’ knowledge and children's reading and mathematics scores.     

Working Memory and Reading Difficulties: What We Know and What We Don’t Know About the Relationship

This paper examines the role of Working Memory (WM) in developmental reading problems, considering: 1) The operationalization of WM; 2) The unique contribution of WM to reading; 3) Domain-general or -specific explanations of decoding and reading comprehension deficits; and 4) The capacity of WM constructs to distinguish between reading disabilities and attention-deficit/hyperactivity disorder (ADHD). It is concluded that: 1) Significant problems operationalizing working memory measures remain; 2) No clear unique role for WM is evident in longitudinal studies of reading acquisition; 3) Existing evidence concerning the domain-specificity or generality of WM problems is hard to interpret given problems in identification and sampling of poor readers and operationalization of WM constructs; 4) Further work is required to specify the nature of WM problems in samples of poor readers, as distinct from other co-occurring problems such as ADHD. Additional research is suggested to address these issues more fully.     

What Parents Need to Know About Counseling and Psychotherapy

Today's college and university students find mental health services far more available and acceptable than did students in their parents' generation. But even bright and well-educated people still tend to attach stigma to getting help with emotional problems and the considerable developmental challenges of the college years. Parents are advised to acknowledge their sons and daughters needs to grow psychologically and to try to reduce the stigma. Practical information about services is provided, major kinds of crises-including sucicide threats, substance abuse and psychotic breakdown- are discussed, and psychotherapy is described as a process of experiential learning. In conclusion, some results of college student psychotherapy are noted.     

Learning About Baby: What New Mothers Would Like to Know

As part of a larger research project to evaluate a new model of care for first-time mothers in a community health-care setting, this study aimed to identify the preparation and information needs of first-time mothers. All first-time mothers attending a selection of community child health centers in Brisbane, Australia, who presented with no overt risk factors and with a thriving child, were invited to participate in the study. Three months after mothers entered the service, data were collected via telephone survey (N = 151). In addition, focus group interviews were conducted 7–9 months following entry to the service (n = 8). Participants reported seeking information from a variety of sources during pregnancy. Few participants felt well prepared for managing either the physical or emotional experience of early mothering or the essential maternal and child health issues and common problems in the early months. Findings suggest that current approaches to care and education may not meet the needs of first-time mothers. Different approaches are suggested to enhance women's maternal competence during the first few months of becoming a new mother.     

What Students Should Know About Technology: The Case of Scientific Visualization

Journal of Science Education and Technology - Starting with the focal question, “what should students know about technology?” we describe and illustrate a way of designing educational...     

What Schools Need to Know About Fostering School Belonging: a Meta-analysis

Belonging is an essential aspect of psychological functioning. Schools offer unique opportunities to improve belonging for school-aged children. Research on school belonging, however, has been fragmented and diluted by inconsistency in the use of terminology. To resolve some of these inconsistencies, the current study uses meta-analysis of individual and social level factors that influence school belonging. These findings aim to provide guidance on the factors schools should emphasise to best support students. First, a systematic review identified 10 themes that influence school belonging at the student level during adolescence in educational settings (academic motivation, emotional stability, personal characteristics, parent support, peer support, teacher support, gender, race and ethnicity, extracurricular activities and environmental/school safety). Second, the average association between each of these themes and school belonging was meta-analytically examined across 51 studies (N?=?67,378). Teacher support and positive personal characteristics were the strongest predictors of school belonging. Results varied by geographic location, with effects generally stronger in rural than in urban locations. The findings may be useful in improving perceptions of school belonging for secondary students through the design of policy, pedagogy and teacher training, by encouraging school leaders and educators to build qualities within the students and change school systems and processes.     

What Do We Know About Artistically Talented Students and Their Teachers?

This paper contextualises and summarises five research projects concerned with the education of artistically talented students in the United States. It reports on over ten years of research and describes the hypotheses, methods and findings of studies linked by their concern for the special needs of the artistically able. Finally, the paper points towards the next stages of the research.     

God–Mother–Baby: What Children Think They Know

This study tested one hundred and nine 3‐ to 6‐year‐old children on a knowledge‐ignorance task about knowledge in humans (mother, baby) and God. In their responses, participants not reliably grasping that seeing leads to knowing in humans (pre‐representational) were significantly influenced by own knowledge and marginally by question format. Moreover, knowledge was attributed significantly more often to mother than baby and explained by agent‐based characteristics. Of participants mastering the task for humans (representational), God was largely conceived as ignorant “man in the sky” by younger and increasingly as “supernatural agent in the sky” by older children. Evidence for egocentrism and for anthropomorphizing God lends support to an anthropomorphism hypothesis. First‐time evidence for an agent‐based conception of others' knowledge in pre‐representational children is presented.     

What Performance Technologists Should Know About Public Education: Implications for Professional Development and Training

Performance Technologists view discrepancies in human performance as products of the system (the set of interrelated components that work together to achieve a common purpose). Before designing, developing, implementing, or evaluating an intervention, Performance Technologists first identify and analyze all relevant aspects of the system. Consequently, to make significant and lasting improvements to public education, Performance Technologists must have knowledge of essential educational system elements and their interrelationships. This paper is divided into two parts. Part One specifies ten essential components of an educational system within the context of; the family and community, the public schools, business and industry, government agencies, and institutes of higher education. It describes the function of each component and examines related trends and issues, illustrating both the complexity and necessity of approaching educational improvement from a systemic perspective. Part Two discusses the implications of the systemic perspective for the professional development and training of Performance Technologists. Together, both parts provide a model for organizing and applying information related to key contextual factors in public schools for those interested in preparing PTs for work in K-12 education.     

The Effectiveness and Efficiency of Behavioral Consultation: Differing Perspectives About Epistemology and What We Know

The astute reader, after some study of the previous two articles, will note a fundamental difference: We (Witt, Gresham, & Noell, this issue) propose that data supporting the efficacy of behavioral consultation (BC) is such that we would categorize BC as 'Not Proven Effective' and Erchul and Schulte (this issue), with some qualification, argue that BC should be categorized as 'Proven Effective.' The differences between the two articles derive from important epistemological, logical, and philosophical differences about the accrual of data into a systematic body of knowledge. In this article, we highlight the areas of difference with the goal of improving our knowledge base about BC, which we hope continues to evolve as a practice and a science. We address three topics: (a) epistemology, (b) functional analysis versus problem analysis, and (c) efficiency versus effectiveness.     

Teacher Planning,Instruction and Refl ection: What We Know About Teacher Cognitive Processes

The process of teaching is complex and multidimensional. Teaching behaviors and actions are shaped by numerous cognitive decisions made by the teacher before, during, and after instruction. This article examines teacher cognition across the broad field of education and, more specifically, physical education in teacher planning, instruction, and reflection. To date, research has largely examined the areas of planning, instruction, and reflection separately and often in controlled settings. It is suggested that future researchers examining teachers. thoughts and actions employ methodologies, such as case study, that examine the three processes holistically and in the natural teaching environment, thereby linking actual behaviors with the cognitive processes that produced them.     

"Tell Us What You Know:" Exploring the Nature of Knowledge About Aesthetic Experience

The role of art museum educators is to facilitate the viewer's aesthetic experience and to support the integration of new concepts into the viewer's pre-existing cognitive structure. Ideally, art museum educators teach viewers how to participate actively in the aesthetic experience. This seemingly straightforward task is difficult to accomplish. The modernist structures of the art world tend to cast the viewer in a passive role. Research into aesthetic experience conducted within Modernist paradigms tends to perpetuate the passive interaction of viewer and artwork. In this paper, I examine the work of researchers and artists who stretch or redefine the modern paradigm of art and identify ways in which active viewer participation can be supported. I propose that researchers of aesthetic experience can no longer approach viewers as subjects for their studies. I demonstrate that viewers are involved in research when their voices are heard in the discourse and they have the opportunity to see themselves reflected in the work of art. Within this new paradigm, viewers and researchers become co-creators of knowledge about aesthetic experience. Knowledge generated in this way enables art museum educators to support active participation in aesthetic experience.     

The Profession of College Career Services Delivery: What College Counselors Should Know About Career Centers

College career centers provide a valuable resource to students faced with choosing a major, learning about different career fields, and securing internships and jobs. Career centers must provide an increasingly sophisticated array of one-on-one and virtual services in order to meet the needs of students and recruiters. Collaborations between the career services office and other departments, including the college counseling center, are necessary to address students' needs in a holistic manner. The author describes the organizational structure of college career centers and services typically offered, discusses psychological correlates of career development and the integration of personal and career counseling, and provides suggestions for how counseling center and other college professionals can collaborate with their career services office.     

Cheating in School: What We Know and What We Can Do

This article discusses how integrating technology into microteaching exercises within teacher education programs can help develop reform-oriented and reflective teacher leaders.