Hot and Cool Self-Regulation,Academic Competence,and Maladjustment: Mediating and Differential Relations

This study examined differential and mediating relations between hot and cool self-regulation (M_age = 48.2 months; N = 1,155, 48% girls), first-grade (M_age = 77.5 months) maladjustment (externalizing [EXT] and internalizing [INT] behavior), and first- and second-grade (M_age = 89.5 months) academic competence (AC). Using teacher reported EXT, INT, and AC, partial support for the differential perspective was found in that only hot self-regulation was significantly related to EXT, whereas both hot and cool self-regulation was significantly related to AC. Moreover, hot self-regulation indirectly predicted second-grade AC through first-grade EXT, lending some support for the mediating perspective also. The findings contribute to an understanding of how self-regulation is related to academic and behavioral school adjustment.     

Relationship between affect and achievement in science and mathematics in Malaysia and Singapore

Background : The Trends in International Mathematics and Science Study (TIMSS) assesses the quality of the teaching and learning of science and mathematics among Grades 4 and 8 students across participating countries.

Purpose : This study explored the relationship between positive affect towards science and mathematics and achievement in science and mathematics among Malaysian and Singaporean Grade 8 students.

Sample : In total, 4466 Malaysia students and 4599 Singaporean students from Grade 8 who participated in TIMSS 2007 were involved in this study.

Design and method : Students’ achievement scores on eight items in the survey instrument that were reported in TIMSS 2007 were used as the dependent variable in the analysis. Students’ scores on four items in the TIMSS 2007 survey instrument pertaining to students’ affect towards science and mathematics together with students’ gender, language spoken at home and parental education were used as the independent variables.

Results : Positive affect towards science and mathematics indicated statistically significant predictive effects on achievement in the two subjects for both Malaysian and Singaporean Grade 8 students. There were statistically significant predictive effects on mathematics achievement for the students’ gender, language spoken at home and parental education for both Malaysian and Singaporean students, with R ² = 0.18 and 0.21, respectively. However, only parental education showed statistically significant predictive effects on science achievement for both countries. For Singapore, language spoken at home also demonstrated statistically significant predictive effects on science achievement, whereas gender did not. For Malaysia, neither gender nor language spoken at home had statistically significant predictive effects on science achievement.

Conclusions : It is important for educators to consider implementing self-concept enhancement intervention programmes by incorporating ‘affect’ components of academic self-concept in order to develop students’ talents and promote academic excellence in science and mathematics.     

Models and Paradigms in Kuhn and Halloun

In Modeling Theory in Science Education, Halloun (2004) adopts the word ‘paradigm’, but his use of the term is radically different from that of Kuhn. In this paper, I explore some of the differences between Kuhn’s paradigms and Halloun’s paradigms. Where Kuhn’s paradigms are public, community-defining exemplars of practice, Halloun’s paradigms are private, individualized ways of thinking. Where Kuhn writes of the paradigm shift as a revolutionary, vision-altering conversion experience, Halloun writes of a gradual evolution from one way of thinking to another and an easy back-and-forth switch between paradigms. Since Kuhn’s paradigms are self-enclosed and incommensurable, there is no objective standard by which one paradigm can be shown to be superior to the other. But Halloun uses ‘viability’ as a standard for paradigm choice. Underlying all of this is the more basic question of whether the history of science is an appropriate metaphor for student progress in the classroom. I conclude with some brief thoughts on this question.     

Identity and Intimacy in Religiously Observant and Non-Religiously Observant Adolescents and Young Adults in Israel

Abstract

Ego identity and intimacy are two sequential stages, according to Erikson's theory. The objective of this study is to examine the relationship between ego identity and intimacy, as two continuous multidimensional variables among religious and non-religious individuals. Eight sample groups (age × gender × religious observance) comprising 308 subjects responded to The Adolescent's Ego Identity Scale (AEIS) (Tzuriel 1974 Tzuriel, D. 1974. Well-formed ego identity as contrasted with diffuse identity as a function of cognitive complexity, ethnocentrism, and nationality identification among oriental and western adolescents (in Hebrew), M. A. Thesis Ramat Gan: Bar-Ilan University.  [Google Scholar]; 1984 Tzuriel, D. 1984. Sex role typing and ego identity in Israeli oriental and Western adolescents. Journal of Personality and Social Psychology, 46: 440–457. [Crossref], [Web of Science ®] , [Google Scholar]; 1992a Tzuriel, D. . Ego identity and emotional disturbance at adolescence. Paper presented at the 25th International Congress of Psychology. Brussels.  [Google Scholar]) and to The Sharabany Intimacy Scale (1974). There was a difference in the ego identity variables' predictive profile for the various intimacy dimensions and the general intimacy score among the religious groups and among the non-religious groups, both for the two age groups (adolescents and adults) and for the two genders. A characterization of each group results from understanding these differential relationships. This research was conducted under the auspices of Orot Israel College.     

Links between repeating and growing pattern knowledge and math outcomes in children and adults

This study examined repeating and growing pattern knowledge and their associations with procedural and conceptual arithmetic knowledge in a sample of U.S. children (N = 185; M_age = 79.5 months; 55% female; 88% White) and adults (N = 93; M_age = 19.5 years; 62% female; 66% White) from 2019 to 2020. Three key findings emerged: (1) repeating pattern tasks were easier than growing pattern tasks, (2) repeating pattern knowledge robustly predicted procedural calculation skills over and above growing pattern knowledge and covariates, and (3) growing pattern knowledge modestly predicted procedural and conceptual math outcomes over and above repeating pattern knowledge and covariates. We expand existing theoretical models to incorporate these specific links and discuss implications for supporting math knowledge.     

Gender and physics: feminist philosophy and science education

Physics education reform movements should pay attention to feminist analyses of gender in the culture of physics for two reasons. One reason is that feminist analyses contribute to an understanding of a ‘chilly climate’ women encounter in many physics university departments. Another reason is that feminist analyses reveal that certain styles of doing science are predominant in the culture of physics. I introduce recent philosophical work in social epistemology to argue that the predominance of certain styles of doing science is not good for science. Scientific communities would benefit from greater diversity in styles of doing science.

Infant and Toddler Child-Care Quality and Stability in Relation to Proximal and Distal Academic and Social Outcomes

This study considered the quality and stability of infant and toddler nonparental child care from 6 to 36 months in relation to language, social, and academic skills measured proximally at 36 months and distally at kindergarten. Quality was measured separately as caregiver–child verbal interactions and caregiver sensitivity, and stability was measured as having fewer sequential child-care caregivers. This longitudinal examination involved a subsample (N = 1,055) from the Family Life Project, a representative sample of families living in rural counties in the United States. Structural equation modeling revealed that children who experienced more positive caregiver–child verbal interactions had higher 36-month language skills, which indirectly led to higher kindergarten academic and social skills. Children who experienced more caregiver stability had higher kindergarten social skills.     

Individual Differences in Prototypical Moral and Conventional Judgments and Children's Proactive and Reactive Aggression

This article examined links between 4‐ and 6‐year‐olds’ (n = 101; M_age = 5.12 years, SD = 0.67; 53% male) ability to distinguish moral and conventional transgressions along different criteria and teacher ratings of proactive and reactive aggression. Latent difference score modeling revealed that moral transgressions were judged more unacceptable and wrong independent of rules and authority than conventional violations, but significant variability in moral–conventional distinctions was also observed. Proactive aggression was associated with less—and reactive aggression was associated with greater—differentiation in moral and conventional concepts. Proactive aggression was not associated with deficits in moral knowledge when other common assessments of early moral understanding were employed, highlighting the importance of using theoretically informed measures of moral judgments and aggression.     

农学类专业实践教学平台建设与运行模式探索与实践

近年来,我院利用作物学学科和农学专业(群)重点建设经费以及社会资源,强化对农学类专业校内外实验中心(站)和校内外实践教学基地进行建设;提高校内外实践教学平台的管理水平;为进一步提高农学类专业学生实践技能、创新、创业精神、就业能力和综合素质提供了良好平台,收到了良好效果。     

Extraction and Isolation of Type Ⅰ Ⅲ and Ⅴ Collagens and Their SDS-PAGE Analyses

Type Ⅰ,Ⅲ and Ⅴ collagens were extracted from bovine dermis and cornea by using pepsin treatment in acetic acid solution,followed by salt precipitation and dialysis,to purify and isolate each type of collagens.The preparation process was analyzed by using sodium dodecyl sulfate polyacrylamide gel electrophoresis (SDS-PAGE).A reducing agent,2-mercaptoethanol,was used to remove disulfide bonds and analyze the structure of the bonds involved between α chains in some types of collagens.The use of delayed reducing methods resulted in the difference between α1(Ⅲ) and α1(Ⅰ) chains in a mixture containing type Ⅰ and Ⅲ collagens.The structure of disulfide bonds among α chains exists potentially in type Ⅴ collagen prepared from the pepsin-treatment extraction at 4℃,which differs from type Ⅲ collagen in relation to the locations of disulfide bonds.Compared with pepsin-treated collagen at 4℃,the relative molecular weights of α1(Ⅴ) and α2(Ⅴ) chains treated at room temperature decrease by 4.6% and 6.0%,respectively.It is concluded that type Ⅰ,Ⅲ and Ⅴ collagens can be prepared from bovine dermis and cornea by the use of pepsin treatment,salt precipitation and dialysis.The interchain disulfide bonds lie potentially near the edges of termini of type Ⅴ collagen molecules in extracellular matrix,and a small number of interchain crosslinks exist in type Ⅴ collagen.     

Cognitive styles, cultural pluralism and effective teaching and learning

In a pluralistic society, there is a need for increased sensitivity in the selection of teaching styles. This paper considers evidence which shows that future responses to teaching and learning style are determined in pre-school years by the child's socio-cultural environment. The teaching methods in common use in Britain, however, presuppose cognitive styles current in white middle-class culture, which may be inappropriate to children from other backgrounds. While some will respond only to co-operative, social methods, others will act analytically and competitively. Factors of social class are also considered. The paper argues that curriculum, methodology and materials should allow all children to identify with the educational process, and should enable them eventually to function bi-cognitively. Teachers will therefore need to recognize the range of cognitive and learning styles among their pupils.

---

Zusammenfassung In einer pluralistischen Gesellschaft ist mehr Sensitivität in der Auswahl von Lehrstilen nötig. In diesem Bericht werden Belege berücksichtigt, die zeigen, daß künftige Reaktionen auf Lehr- und Lernrichtungen bereits in den Vorschuljahren durch das soziokulturelle Umfeld des Kindes geprägt werden. Die in Großbritannien üblichen Lehrmethoden gehen jedoch von den in einer weißen mittelständischen Kultur vorherrschenden kognitiven Stilen aus, die für Kinder anderer kultureller Hintergründer ungeeignet sind. Reagieren die einen nur auf kooperative, soziale Methoden, handeln die anderen analytisch und kompetitiv. Der Verfasser vertritt die Auffassung, daß sowohl das Curriculum als auch die Methodologie und die Materialien allen Kindern erlauben sollten, sich mit dem Erziehungsprozeß zu identifizieren und schließlich bikognitiv zu agieren. Lehrer sollten daher den Umfang der kognitiven und lernbezogenen Stilrichtungen ihrer Schüler erkennen können.

---

Résumé Une société pluraliste nécessite une sensibilité plus grande lors de la sélection de modes d'enseignement. Le présent article examine les faits qui montrent que les réactions futures au style d'enseignement et d'apprentissage sont déterminées au cours de la période préscolaire par l'environnement socio-culturel de l'enfant. Les méthodes d'enseignement utilisées communément en Grande-Bretagne présupposent des styles cognitifs courants dans une culture blanche de classe moyenne, qui peuvent être incompatibles avec la situation d'enfants issus d'autres milieux. Tandis que certains ne réagiront qu'à des méthodes coopératives et sociales, d'autres agiront de manière analytique et compétitive. On étudie également les facteurs sociaux. Cet article soutient que les programmes éducatifs, la méthodologie et les matériels devraient permettre à tous les enfants de s'identifier avec le processus éducatif et de fonctionner éventuellement de manière bi-cognitive. Les enseignants devront par conséquent reconnaître la diversité des styles cognitifs et d'apprentissage parmi les élèves.... teachers may be knowledgeable, charismatic, dramatic, hardworking, caring and dedicated, and still not be effective with students whose learning styles are not complemented by their teaching styles. (Dunn and Dunn, 1979, p. 241).

     

Developmental Cascade and Transactional Associations Among Biological and Behavioral Indicators of Temperament and Maternal Behavior

An empirical model of temperament that assessed transactional and cascade associations between respiratory sinus arrhythmia (RSA), negative affectivity, and the caregiving environment (i.e., maternal intrusiveness) across three time points during infancy (N = 388) was examined. Negative affectivity at 5 months was associated positively with maternal intrusiveness at 10 months, which in turn predicted increased negative affectivity at 24 months. RSA at 5 months was associated positively with negative affectivity at 10 months, which subsequently predicted greater RSA at 24 months. Finally, greater RSA at 5 months predicted greater negative affectivity at 10 months, which in turn predicted greater maternal intrusiveness at 24 months. Results are discussed from a biopsychosocial perspective of development.     

Early Maternal Employment and Children's Academic and Behavioral Skills in Australia and the United Kingdom

This study assessed the links between early maternal employment and children's later academic and behavioral skills in Australia and the United Kingdom. Using representative samples of children born in each country from 2000 to 2004 (Australia N = 5,093, U.K. N = 18,497), OLS regression models weighted with propensity scores assessed links between maternal employment in the 2 years after childbearing and children's skills in first grade. There were neutral associations between maternal employment and children's first‐grade skills in both countries. However, there was a slight indication that more time away from parenting was negatively linked to children's behavioral functioning in Australia and employment begun between 9 and 24 months was positively linked to cognitive skills for U.K. children of low‐wage mothers.     

Reviews and Update

Books reviewed:

Bleach, K. Raising Boys’ Achievement in Schools

Farrant, Ann Sibling Bereavement: Helping Children Cope with Loss

Mallon, Brenda Helping Children to Manage Loss: Positive Strategies for Renewal and Growth

Calvert, Mike and Henderson, Jenny (eds) Managing Pastoral Care

Holden, Cathie and Clough, Nick (eds) Children as Citizens: Education for Participation     

Desegregation and Multicultural Education: Teachers Embracing and Manipulating Reforms

The purpose of this paper is to examine the remnants of desegregation curricular reforms in a small urban district. This study documents the affects of various policies that were implemented to create equity and equality in urban, multi-racial and socio-economically diverse classrooms. These reforms were created due to a court desegregation order that demanded the district take multiple steps to raise the academic achievement levels of students of color in the district. Using the lens of Critical Race Theory to examine issues of interest-convergence and the effects of court-ordered desegregation initiatives, the researcher documents how teachers have come to terms with two major curricular changes that work in conjunction with other curricular reforms. Research that considers the affects of large-scale policy initiatives on classroom practices is necessary to further current conversations on successful reform implementation.

ICT and educational (dis)advantage: families,computers and contemporary social and educational inequalities

Because access to new technologies is unequally distributed, there has been considerable debate about the growing gap between the so‐called information‐rich and information‐poor. Such concerns have led to high‐profile information technology policy initiatives in many countries. In Australia, in an attempt to ‘redress the balance between the information rich and poor’ by providing ‘equal access to the World Wide Web’ (Virtual Communities, 2002 Virtual Communities (2002) About us. Available online at: http://www.virtualcommunities. com.au (accessed 18 August 2002)  [Google Scholar]), the Australian Council of Trade Unions, Virtual Communities (a computer/software distributor) and Primus (an Internet provider) in late 1999 formed an alliance to offer relatively inexpensive computer and Internet access to union members in order to make ‘technology affordable for all Australians’ (Virtual Communities, 2002 Virtual Communities (2002) About us. Available online at: http://www.virtualcommunities. com.au (accessed 18 August 2002)  [Google Scholar]). In this paper, we examine four families, one of which had long‐term Information and Communication Technologies (ICT) access, and three of which took advantage of the Virtual Communities offer to get home computer and Internet access for the first time. We examine their engagement with ICT and suggest that previously disadvantaged family members are not particularly advantaged by their access to ICT.     

Education and colonial language policies in Latin America and the Caribbean

In Latin America governmental responses to the language issue have ranged from suppression of non-European languages to active promotion of at least a limited bilingualism. The thesis of this article is that the inconsistencies are primarily a function of economic and social struggles among contending national elites with the common goal of compelling subordinate groups to adapt to the behaviors and expectations of the elite groups. Not until the nineteenth century witnessed a shift to capital-intensive modes of production did the schools become a major locus for implementation of governmental policy. Then the schools were called upon in a direct and massive way to augment traditional forms of social control.

---

Zusammenfassung In Latein-Amerika reichte die Reaktion der Regierungen auf sprachliche Probleme von der Unterdrückung nicht-europäischer Sprachen bis zur aktiven Förderung wenigstens einer begrenzten Zweisprachigkeit. Dieser Artikel vertritt den Standpunkt, die Gegensätze seien hauptsächlich bedingt durch wirtschaftliche und soziale Kämpfe zwischen wetteifernden nationalen Führungsschichten, die alle das gleiche Ziel verfolgen, untergeordnete Gruppen zu zwingen, die Verhaltensweisen und Erwartungen der Führungsgruppen zu übernehmen. Erst als sich das 19. Jahrhundert allmählich auf kapital-intensive Produktionsweisen umstellte, wurden die Schulen in höherem Masse Zuchtstätten der Regierungspolitik. Danach wurden sie unmittelbar und massiv aufgerufen, traditionelle Formen der Gesellschaftskontrolle zu verstärken.

---

Résumé En Amérique Latine les réponses gouvernementales à la question du langage sont passées d'une suppression des langages non-européens à leur promotion active, ou du moins à un certain bilingualisme. La thèse de cet article est que ces inconséquences sont avant tout fonction des luttes économiques et sociales entre les élites nationales en présence dont le but commun est de contraindre les groupes subordonnés à s'adapter à leurs manières d'être et à leurs expectations. Ce n'est qu'après que le dixneuvième siècle ait été le témoin d'un glissement vers des méthodes de production à haute teneur en capitaux que les écoles sont devenues le locus principal de mise en oeuvre de la politique gouvernementale. On a eu, alors, recours aux écoles d'une façon directe et massive pour augmenter les formes traditionnelles de contrôle social.