Maternal warmth and prosocial behaviors among low-SES adolescents: Considering interactions between empathy and moral conviction

ABSTRACT

The study examined the links among maternal warmth and adolescents’ empathic concern, moral conviction and prosocial behaviors. Participants were 311 adolescents from a low-income community (M age = 16.10 years; range = 14–19 years; 58.7% girls; 82.7% white; 13.6% Latinx). The results demonstrated that maternal warmth was positively associated with adolescents’ empathic concern and moral conviction. Empathic concern was positively associated with three common forms of prosocial behaviors, and moral conviction was positively associated with four types of prosocial behaviors. Empathic concern and moral conviction also interacted to predict selfishly and selflessly motivated prosocial behaviors. Discussion will focus on the role of maternal warmth in fostering sociomoral tendencies.     

Examining interest throughout multiple text use

Reading and Writing - Prior work has examined the role of interest in students’ single text processing and comprehension, but interest has been under-examined within the context of multiple...     

Keeping Up with the Flow: Electronic Resource Workflow and Analysis

This article describes a project documenting and analyzing the electronic resource workflows for the library at Baruch College, CUNY (City University of New York). The presenter discusses her approach, how background research informed the documentation process, and explains the methodology and framework used to analyze the lifecycle of the electronic resources. Multiple interviews conducted with staff, faculty, and stakeholders involved in these workflows offered clarification of the steps involved and afforded the opportunity to delve into lengthier discussions about the process. This presentation highlights some outcomes of the project, focusing on “gaps” in the lifecycle, indications of where the workflow could be streamlined, and examples of beneficial conversations within library departments.     

CONFIGURING HISTORICAL FACTS THROUGH HISTORICAL FICTION: AGENCY, ART-IN-FACT, AND IMAGINATION AS STEPPING STONES BETWEEN THEN AND NOW

Abstract The historical fiction novel straddles the factual and the fictive recreation of past motivations that animate historical events. Through reading a work of historical fiction, Ursula Hegi’s novel Stones from the River, Kent den Heyer and Alexandra Fidyk offer a theoretical consideration of the following questions and their classroom implications: What is the role of historical fiction in enabling the imaginative grappling with historical fact? Or, in what ways does historical fiction enable us to come to terms with the ethical imperatives of learning from the past? What role does agency play in historical imagination? These are questions of ethics. They are, therefore, also questions of education.     

Factors influencing teachers’ adoption of AR inquiry games to foster skills for Responsible Research and Innovation

Responsible Research and Innovation (RRI) is a contemporary approach to promote science with and for society for aligning scientific innovations with societal needs. Literature about education for RRI is limited because it is not a widespread practice at the moment. To explore this gap, this study examines teachers’ views about a novel inquiry game with Augmented Reality to foster inquiry skills for RRI. This game about Genetic-Modified food was used by 18 educators from Secondary and Higher Education who engaged 390 students to form opinions about risks and benefits of GM cereal. The thematic analysis of qualitative data: semi-structured questionnaires, teaching reports and focus groups, revealed motivations and practices that influence teachers’ adoption of OER created with new technologies. Findings revealed that the 3-phase-model approach used in the game engaged students to “CARE” about global issues, “KNOW” science concepts and “DO” actions through an active open schooling network. The key drivers for educators’ adoption of AR inquiry games are to make learning more meaningful and engaging through students-centred approaches and topical resources for them to develop scientific knowledge and skills. However, the key requirements for that are easy-to-use technologies and pedagogical strategies for identifying learner’s achievements and difficulties.     

A comparative study of language learning strategy use in an efl context: Monolingual korean and bilingual korean-chinese university students

Since language is socially mediated and context dependent, it would be expected that learners’ use of language learning strategies may vary with the environment. Using the Strategy Inventory for Language Learning (SILL) (Oxford, 1990), this study examines the language learning behaviors and thought processes of two geographically and socio-educationally different groups by comparing learning strategy use as reported by 428 monolingual Korean and 420 bilingual Korean-Chinese university students. Monolinguals reported using compensation strategies most and affective strategies least. Bilinguals preferred to use metacognitive strategies most and memory strategies least. Despite a less favorable formal English education environment in the Korean-Chinese community and less experience in learning English, bilingual Korean-Chinese reported higher use of learning strategies, which is arguably indicative of the positive effects of the bilingual context in learning a new language.     

“Won’t You Be My Neighbor?”: Intergenerational Dialogics in Mister Rogers’ Neighborhood Viewer Mail

From the opening of each Mister Rogers’ Neighborhood (MRN) program, Fred Rogers invites his viewers to converse with him. MRN viewer letters demonstrate the efficacy of this call in the familiar and conversational manner in which viewers address the program’s host. This article examines a sample of these letters from the perspective of Mikhail Bakhtin’s dialogical theorization of the conversational moment—a moment that “provokes an answer, anticipates it, and structures itself in the answer’s direction.” Along with Bakhtin, the dialogical perspectives of Roger Burggraeve, Paulo Freire, and Martin Buber are examined and applied to further elucidate the communication ethics at work in the lettered correspondence and on the television program. MRN viewer letters reveal a remarkable consistency in their thematic quality and constitute a field of study about the dialogical relationship between Rogers and his audience.     

Promoting writing amongst peers: establishing a community of writing practice for early career academics

In the current research-focused climate, academics are facing increasing pressure to produce research outputs. This pressure can prove particularly daunting for early career (EC) academics, who are simultaneously attempting to master new teaching and administrative demands while establishing their own independent research trajectories. Previous reports suggest that academic writing retreats can be an effective way of increasing research outputs. Such retreats generally involve academics from a range of career stages and require expert facilitators. Through organising a series of structured writing events, this project aims to cultivate an enduring community of practice for academic writers. Reflecting on our EC retreat and subsequent writing days with academics from different career stages, we suggest that success hinged on three key factors: (1) A formal structure comprising bounded periods of intense writing, flanked by group reviewing and goal-setting; (2) Co-located writing with participants based in a shared space, away from their usual workstation and distractions; (3) Peer discussions involving participants at a similar career stage. Specifically we found that writing amongst ‘equals’ increased productivity and confidence amongst EC academics.     

Socio-historical concepts applied to observations of computer use

Observations of children using mathematics software are the empirical base for this article. The conceptual base is the socio-historical school of psychology. Our purpose was to develop an ability to characterize and contribute to the children’s learning. To guide observations of the children and interactions with them, we relied on some aspects of the theory that have often been used in studies of learning and development (the use of auxiliary means, the contrast between reduced and elaborated forms, the zone of proximal development) and other concepts that are less well promulgated (activity variations, analysis by units, and models). At the same time, an enriched understanding of the theoretical concepts arose as we grappled with the children’s varied performance on the specific tasks embedded in the software (representation, repetition, and re-analysis). The data are collapsed and annotated field notes of the experience, reshaped to make them available for more general use. The main point is that the two bases are mutually informative.