‘I would just like to run away and hide,but I won't!’ Exploring Attitudes and Perceptions on Child Protection Issues with Early Years Teacher Trainees on the Threshold of Their Careers

Abstract

This research sets out to examine the perceptions and attitudes of a cohort of early years specialist teacher trainees with regard to child protection issues as they prepare to enter the teaching profession. The trainees were at the end of a three‐year Primary Initial Teacher Training Course in the north of England. We had set out within the course to present a paradigm to the trainees of the newly qualified early years teacher as not only an effective agent in preventing child abuse but also the ‘advocates for the structural changes in society which would aim to eradicate child abuse’ (David, 1993, p. 84). We were particularly concerned with exploring whether our course had gone beyond the mechanistic and legal framework of the Standards [1] [1] The Standards referred to throughout this article are the Standards for the Award of Qualified Teacher Status—Annex A of Department of Education and Employment Circular 4/98 (DfEE, 1998). to produce reflective and effective early years practitioners able both to discuss their feelings and perceptions of child protection issues and to articulate their concerns (Braun & Schonveld, 1994, p. 92). The research found that the trainees feel anxious both about making decisions on issues concerning child abuse and working with members of families who could be abusers. Furthermore, they were extremely anxious concerning the whole area of inter‐agency working in the early years. Nevertheless they have developed strong and sophisticated levels of thinking in this area and are universal in their willingness to become advocates for the young child with regard to child protection issues. They hold firmly onto their ideological aspirations of the young child as the centre of the classroom and are willing to encompass the role of the teacher/social worker.

     

Current trends in post-graduate education at Wageningen Agricultural University: innovation,organization and internationalization

Abstract

The origin of agricultural knowledge innovation systems in the Netherlands goes back to the crisis situation in European agriculture of the late nineteenth century, which was met by putting a concerted effort in strengthening of competitive ability. The resulting close-knit evolution of the triad research/extension/training has largely determined the orientation of the present agricultural education and research system. Strengths and weaknesses of this system are listed and briefly discussed.

Post-graduate agricultural education in the Netherlands, concentrated at Wageningen Agricultural University, is in state of transition in the two following, inter-related aspects:

• 1.Internationalization. After many generations of Wageningen graduates have experienced the benefit of an international element in their training through a practical period abroad, organizational adjustments to a more comprehensive, ‘two-way’ internationalization (i.e., also providing access to foreign students) are now underway.

• 2.Structuring a post-graduate curriculum. Important in this context are the recent institutionalization of research activities in areas of acknowledged strength into a number of ‘Centres of Excellence’ (onderzoekscholen) and initial moves towards establishment of graduate schools.

     

Interdisciplinary Training Program (ITP) in child abuse and neglect: Long term effects

BackgroundUniversity of Oklahoma Health Sciences Center has offered Interdisciplinary Training Program (ITP) for Child Abuse and Neglect since 1987. However, there are limited evaluations on multidisciplinary/interprofessional training for early professionals in the field of child abuse and neglect.ObjectiveThis study aimed to examine the effects of the ITP on young professionals in developing their careers and taking leadership roles in the field of child abuse and neglect.MethodsThe anonymous online survey was conducted for students who completed in the ITP from 1989 to 2016 (n = 405, with contact information out of total 508 graduates). One hundred seventy nine alumni (44.2%) responded to the survey.ResultsSatisfaction for the ITP was high (m = 9.3, sd = 0.97 on a 10 point scale with higher numbers being positive). Their current contributions to the field of child abuse and neglect were widely seen in child advocacy (43.0%), clinical treatment (39.1%), primary prevention (29.6%), or research (27.9%). Graduates reported they made 133 presentations to civic or professional groups and published 69 articles since they finished the ITP.ConclusionThe ITP trainees have made significant contributions to the field in clinical treatment, research, and child advocacy. Alumni were highly satisfied with their experience and continue to see the importance of the ITP to their jobs and career.     

Computer: The use of computer‐mediated communication in training students in group problem‐solving and decision‐making techniques

Abstract

A cost‐effectiveness analysis of training Army National Guard soldiers by audio teletraining technology was conducted. The trainees were n = 225 soldiers nationwide. About half of the trainees received training in a three‐week Unit Clerk Course through traditional residence training, and the remainder received the same instruction through audio teletraining. Objective performance data were collected from written tests on sixteen of the forty‐seven tasks taught. The percentage of trainees in the audio teletraining group that reached criterion (93%) on the first test was significantly higher (by statistical test) than the residence group (85%). In comparing costs, the audio teletraining group had lower training costs per trainee. Projected on an annual basis, the Army National Guard can save $292,404 per year through the use of audio teletraining for the Unit Clerk Course.     

Supervised Teaching Practice as a Partnership Process: Novice and experienced student-teachers' perceptions

The article examines the views trainee teachers on a Postgraduate Diploma in Education Course have about their Supervised Teaching Practice (STP). Data obtained through quantitative and qualitative methods revealed that in general the trainees held a positive view of the STP. A closer examination indicated some differences between novice and experienced trainees in their perception of the role of the STP and its impact on their teaching and learning. Experienced trainees tended to evaluate the STP from a pedagogical perspective, perceiving it as a valuable mechanism for facilitating their teaching. But novice trainees tended to be more concerned with the contextual and technical aspects of the STP being less ready to contemplate its impact on their teaching. Results suggested that trainees' years of teaching experience is an important factor to be considered when conducting the STP. Implications are drawn about the role of the supervisor in helping novice trainees overcome their concerns associated with the early stages of professional development; clarifying the role of the supervisor; the need for involving a school mentor in the STP, and strengthening the existing school-university partnership in teacher education.     

A Preliminary Study Comparing the Attitudes of Trainee Doctors and Their Mentors to Compulsory Educational Supervision in Postgraduate Medicine

Two mentors in a teaching hospital medical department undertook this study to determine whether a pilot group, introduced to a new system of compulsory educational support, felt the system useful and to see whether there were differences of opinion that could be related to the grade of the group member. Five mentors and 17 trainees in the first three years of the new system were asked to complete a questionnaire on termination of their mentoring period. The response rate was 100%. Twenty-one (95.4%) respondents were keen that the system should continue and felt it was useful. Both the mentors and trainees had similar opinions also of ideal frequency, on whom should be the onus of arranging meetings and whether the mentor should be of consultant grade. These preliminary data support the view that compulsory allocation of mentors is supported, both by trainees and mentors, in a system of educational supervision in medicine.     

Evaluating the impact of reflecting on curriculum-embedded skill development: the experience of science undergraduates

ABSTRACT

Meaningful reflection on their learning and skill development is often lacking in the experience of undergraduates. Many students do not recognise the curriculum-embedded development of transferable skills and lack the ability to articulate such skills. This mixed-methods study sought to investigate whether engaging students in reflection would increase their ability to recognise and articulate their skill development. Sixty science undergraduates from Monash University completed a voluntary semester-long program recording and reflecting on course-related skill development, supported by email prompts and group discussions. The impact of students’ involvement was evaluated through pre- and post-participation surveys, reflections and group discussions. Most students were challenged by the unfamiliarity of thinking beyond knowledge attainment in order to identify and reflect on skill-related experiences. However, they recognised a range of benefits from doing so, including an improved ability to recognise their skill development, strengths and weaknesses and to articulate their skills in readiness for seeking employment. They also valued previously unappreciated learning tasks and gained motivation to improve skill deficits and seek out opportunities to improve their employability. Based on this study, recommendations are made regarding best practice for implementing skills reflection in the curriculum.     

Identifying effective interventions for promoting parent engagement and family reunification for children in out-of-home care: A series of meta-analyses

BackgroundAn important obstacle for family reunification following child placement in residential care and other temporary out-of-home care services is the lack of engagement among parents.ObjectiveThe aim of this meta-analysis is to identify the most effective interventions to promote parental engagement and family reunification.Method and participantsEight studies, for a total of 2996 families, were used to conduct two series of meta-analyses. Each study examined the effectiveness of a goal-oriented parental engagement intervention, relative to a control group made up of parents who received standard services. Six moderators were analyzed: type of clinical modality, number of clinical strategies, sources of motivation for intervention, focus on the child care staff-parent relationship, child care staff training, and strategies to promote access to intervention.ResultsResults indicate that parents exposed to goal-oriented engagement interventions showed greater engagement (effect size d = 0.71, CI: 0.35–1.07, p < 0.001) and likelihood of reunification (effect size OR = 2.49, CI: 1.22–5.10, p < 0.05) than parents who received standard services. In particular, moderator analysis showed that parents who specifically participated in a family-focused intervention showed the highest engagement in comparison to parents involved in other types of interventions or who received standard services (effect size d = 1.08, CI: 0.58–1.59, p < 0.001). No moderators significantly explained heterogeneity of studies on family reunification.ConclusionOverall, the results underline the effectiveness of family-focused interventions to promote parental engagement. Nevertheless, greater knowledge on the mechanisms by which interventions can increase parents’ engagement and family reunification is still needed.     

Wastage and incentives in vocational evening classes

Summary

• A.Drawbacks to attending evening classes

• (i) In the group of students investigated the main drawback to attending evening classes was item 3 (the rush to get to classes from work).

• (ii) The main difference among the students was in the importance attached to item 9 (domestic commitments), married students finding it as important as item 3.

• (iii) Choices made by students in different courses were fairly homogeneous, apart from the domestic courses. This seems to indicate that the factors making for wastage are not functions of the courses taken, so much as of age, sex, marital status, etc.

• B. Incentives to attending evening classes

• (i) The main incentive was item 1 (it will be useful in getting a better job).

• (ii) Items 2 (it will help in getting promotion in my present job) and 3 (it will be of general educational value) were ranked next in importance to item 1.

• (iii) Responses to the preferred items 1, 2, and 3 were relatively homogeneous when the data were arranged to isolate sex difference, marital status, and age.

• (iv) All courses except the domestic ones made similar choices in this question.

The great importance of item 3 in question 13 (the rush to get to classes from work) as a disincentive in the group investigated (and in the try-out group) and in the research of Smith and Wilkins, suggest that local arrangements between employers and colleges to give more time between work and classes would attack one of the most accessible, and at the same time most important, causes of wastage.     

Learning Segregation in Junior High‐Schools in Israel: Causes and Consequences

ABSTRACT

Implementation of educational integration policy in Israel creates heterogeneous student compositions in the schools. Principals and teachers who, as a result, confront instructional difficulties, and who are ambiguous about this policy and its expected efficacy, press to counter‐balance this heterogeneity by resegregating students within the school in ability‐based classes. In this paper we deal with three inter‐related topics:

1. the degree of learning segregation within integrated junior high schools in Israel;

2. several factors which may explain the degree of learning segregation; (3) the effect of learning segregation on academic outcomes: achievement (in reading and science) and subsequent school career (student placement in high school track).

In doing so, we clarify an aspect of the school principal's role and his or her indirect effect on students learning. Principals have a decisive power in the organization of learning frameworks (class structure, ability grouping etc.) within the school. Their ideas and convictions about the efficacy of integration affect the actual practices of class organization in the school. This, in turn, has an effect on learning processes within the class and evetually on students’ academic outcomes, especially on those from the weaker group.     

The effect of concept cartoon-embedded worksheets on grade 9 students’ conceptual understanding of Newton’s Laws of Motion

Background: A substantial review study of concept cartoons reports that few studies have indicated their functions. For this reason, the present study illuminates the extent to which concept cartoon-embedded worksheets (through constructivist context) accomplish these functions in conceptual learning.

Purpose: The purpose of the study is to determine the effect of the concept cartoon-embedded worksheets on grade 9 students’ conceptual understanding of Newton’s Laws of Motion.

Sample: Within a quasi-experimental research design with control group, the sample consisted of 102 grade 9 students (aged 15–16 years) enrolled in an Anatolian High School. They were randomly assigned to control (52 students) and experimental groups (50 students).

Design and methods: While the control group followed the existing physics instruction, the experimental one was exposed to the concept cartoon-embedded worksheets. To collect data, two scales (Newton’s Laws of Motion Test –NLMT– and Interview about Instances –IAI) were employed.

Results: The results indicated that the experimental group performed better than did the control group.

Conclusions: It can be deduced that the concept cartoon-embedded worksheets are effective in improving grade 9 students’ conceptual understanding and in replacing their alternative conceptions with scientific ones.     

Understanding ‘green chemistry’ and ‘sustainability’: an example of problem-based learning (PBL)*

Background: This study uses problem-based learning (PBL) to ensure that students comprehend the significance of green chemistry better by experiencing the stages of identifying the problem, developing hypotheses, and providing solutions within the problem-solving process.

Purpose: The aim of this study is to research the effect of PBL implemented in cation analysis experiments in an analytical chemistry laboratory course on students’ level of understanding of the subject of ‘Green Chemistry and Sustainability’.

The study group: The study group consists of second-grade students who participated in an Analytical Chemistry Laboratory within the General Chemistry III course in the Department of Science Education of the Faculty of Education of a state university in Turkey (N = 63).

Design and methods: Quasi-experimental design was used in this research. Students were randomly divided into two groups, an experimental group (N = 31) and a control group (N = 32). Laboratory experiments in which qualitative and quantitative cation group analyses were conducted were carried out in the experimental group with PBL that involved five different scenarios inspired by daily life. In the control group, experiments were performed as closed-ended experiments. The ‘Green Chemistry and Sustainability Test’ (GCST) and semi-structured interviews were used as data collection tools. The independent sample t-test was used in determining whether there was a significant difference between groups by GCST, reviewing pre-test–post-test scores for the control and experimental groups, and semi-structured interviews were analyzed by content analysis.

Results: The results showed that there was a significant difference in favor of the experimental group in GCST post-test scores (t = 10.554, p < 0.05). Considering students’ opinions, there were positive statements, such as that they had taken an active role and had their interest aroused interest since problems in the experiments were related to daily life.

Conclusion: PBL enhanced students’ level of understanding of green chemistry and sustainability subjects and helped them obtain a different perspective in terms of environmental awareness.     

Providing High-Quality Support Services to Home-Based Child Care: A Conceptual Model and Literature Review

ABSTRACT

Research Findings: Home-based child care accounts for a significant proportion of nonparental child care arrangements for young children in the United States. Yet the early care and education field lacks clear models or pathways for how to improve quality in these settings. The conceptual model presented here articulates the components of high-quality support to child care providers; related factors; and hypothesized provider, family, and child outcomes. The model is based on a literature review of research on home-based child care, home visiting, early childhood mental health consultation, coaching, and family services. We hypothesize that high-quality support to home-based child care that offers relationship-based services focused on quality caregiving (individual home visiting and group supports such as training and networking) and sustainability (materials, equipment, referrals) is most likely to positively impact quality caregiving for children and families. Practice or Policy: Current federal efforts and policy initiatives to increase the supply and quality of infant–toddler child care focus on the development of systems that support home-based providers. The conceptual model of high-quality support described here will inform future program development and research on how to improve quality in home-based child care for the millions of low-income children in these settings.     

On explaining curriculum change: H. B. Beal,organizational categories and the rhetoric of justification

ABSTRACT

In response to a perceived reluctance to engage with poetry on the part of teachers and trainee teachers, a questionnaire was administered to a group of 48 trainees in their second year of training, before they undertook the part of their course dealing with the teaching of poetry. Their responses indicated that they had had a positive experience of poetry during their own primary education but had ceased to enjoy or understand poetry at secondary level. In discussing the responses, attention is drawn to the importance of understanding the difference between poetry as a specialist subject and as a vehicle for teaching other things. The difference between ‘enjoyment’ and ‘appreciation’, as outlined by Wittgenstein, is defined and applied to the study of poetry. Ways of extending trainees’ understanding and ability to teach poetry are explored. It is concluded that in order to get ‘on the inside of the subject they should (a) be allowed to respond freely to poetry at their own level and (b) be initiated into the kind of skills and knowledge which will enable them to identify the progressive features of poetry itself as well as the instrumental aspects of poetry teaching in the primary school.     

A Mixed Methods Investigation of Maternal Perspectives on Transition Experiences in Early Care and Education

ABSTRACT

Research Findings: Strong relationships among children, families, and early care and education (ECE) providers are key to quality infant–toddler care. These relationships are shaped during the initial transition period to group care. We used a mixed methods approach to (a) assess maternal perspectives on the transition to group care, (b) explore mothers’ perceptions of factors that made for easy or difficult transitions, and (c) examine associations between maternal and child characteristics and the ease of the transition. Through qualitative interviews, mothers identified factors that played a role in their child’s transition, including the child’s age, the ECE provider’s support, and the number of transitions the child experienced. For mothers, an easy transition was characterized by ease of child adjustment to group care, comfort with nonparental care and returning to work, and being able to exercise some control over the transition. Quantitative analyses revealed that an easy child transition was associated with younger child age, low maternal distress reactions to child distress, and low child social fearfulness. Higher maternal depressive symptoms and maternal distress reactions to child distress were associated with mothers having a difficult transition. Practice or Policy: Implications of the findings for ECE provider training and ECE policy development related to transitions are discussed.     

From troops to teachers: changing careers and narrative identities

Troops to Teachers (TtT) is a UK governmental scheme introduced in 2013 to facilitate ex-military service personnel to re-train as teachers. This narrative study explores the accounts of a sample of new TtT trainees at the onset of their training and considers their motivations for career changing, potential transferable attributes and skills, aspirational teacher identities and anticipated challenges. Emerging from these rich narratives is a strong, shared commitment to the trainees’ chosen new career. Self-discipline is identified as a professional quality to take into teaching from military service, whilst maintaining discipline in the classroom is more commonly regarded as an area of concern and challenge, rather than as a transferable skill set, challenging core governmental expectations of the Troops to Teachers initiative. However, the importance of and a desire and commitment to continue to ‘serve’, is widely held, reflecting a particular narrative refraction of the TtT trainees. This provides potential for further, perhaps longitudinal study, as the troops become teachers. The study affirms the potential for further investment in a wider recruitment strategy for career-change teachers more generally, as providing an experienced and motivated professional workforce for schools.

Abbreviation DfE: Department for Education; MoD: Ministry of Defence; TtT: UK Troops to Teachers; TTT: USA Troops To Teachers     

Are parents at a higher risk for secondary traumatic stress?: How interviewing child victims impacts relationships with forensic interviewer’s friends and family

BackgroundForensic interviewers are at a heightened risk for secondary traumatic stress (STS) due to their frequent interactions with victims of child maltreatment (Bonach & Heckert, 2012). To date, however, few studies have examined the negative effects of this work on interviewers’ social and emotional well-being.ObjectiveThe present study seeks to explore the effect of STS on the relationships of forensic interviewers, including those with friends, family, and their respective children.Participants and settingData are derived from a sample of 367 forensic interviewers (FIs) recruited from across the United States.MethodsThe current study used a cross-sectional research design to obtain qualitative and quantitative data from an online survey of certified forensic interviewers.ResultsPersonal-level predictors of STS included interviewers’ sex (β = 0.11, p = 0.02), trauma history (β = 0.13, p = 0.004), and frequency of socializing with family members outside of work (β = -0.12, p = 0.01). Work-related predictors included the frequency of direct (β = 0.10, p = 0.04) and indirect exposures to graphic details of child maltreatment (β = 0.09, p = 0.05), burnout (β = 0.58, p = 0.000), and years of experience investigating crimes against children (β = 0.10, p = 0.03). Factors such as parental status and external social support were not significantly associated with STS in the qualitative analysis.ConclusionsForensic interviewers experience both positive and negative effects of exposure to crimes against children, with work-related factors being particularly impactful on the potential for STS.     

Agricultural development; Opportunities and threats for farmers and implications for extension organisations

Abstract

In many countries agriculture is in a process of rapid change,

• - it has to meet a growing demand for food in a sustainable way,

• - the international competition is increasing,

• - the increase in labour productivity is decreasing the employment opportunities in agriculture,

• - agricultural research is offering many new opportunities to increase productivity,

• - government price support for agricultural products in industrial countries is decreasing.

These changes have many implications for agricultural extension, such as:

• - the knowledge and capabilities of farmers has become a major factor in their ability to compete in national and international markets,

• - advice is not only needed on the adoption of new technologies, but also on many other decisions farmers have to make, such as the choice of their farming system and the decision whether or not to earn an income from outside agriculture,

• - this requires a change in extension methods and in the information sources extension agents use,

• - agricultural development demands painful changes in the way of farming and of living for many farm families. It is a challenge for extension agencies to help farm families to realise this,

• - a major task for leaders of extension organisations is to manage a process of change in agricultural extension. Often the role extension has to play in agricultural development can not be performed by one extension organisation, but only by a pluralistic extension system.

Agricultural extension is often expected to contribute to a reduction of poverty among farmers and farm labourers. One has to think seriously how one can realise this objective.     

Analog of parental empathy: Association with physical child abuse risk and punishment intentions

Objectives

Current research has been inconsistent in corroborating that parents’ compromised empathy is associated with elevated physical child abuse risk, perhaps in part because of an emphasis on dispositional empathy rather than empathy directed at their own children. Research has also relied on self-reports of empathy that are susceptible to participant misrepresentation. The present study utilized an analog task of parental empathy to investigate the association of parental empathy toward one's own child with physical child abuse potential and with their tendency to punish perceived child misbehavior.

Methods

A sample of 135 mothers and their 4–9 year old children were recruited, with mothers estimating their children's emotional reactions using a behavioral simulation of parental empathy. Mothers also provided self-reports on two measures of child abuse potential, a measure of negative attributions and expected punishment of children using vignettes, as well as a traditional measure of dispositional empathic concern and perspective-taking.

Results

Findings suggest that parental demonstration of poorer empathic ability on the analog task was significantly related to increased physical abuse potential, likelihood to punish, and negative child attributions. However, self-reported dispositional empathy exhibited the pattern of inconsistent associations previously observed in the literature.

Conclusions

Parental empathy appears to be a relevant target for prevention and intervention programs. Future research should also consider similar analog approaches to investigate such constructs to better uncover the factors that elevate abuse risk.