Factors Influencing the Development of Career-Change Teachers' Science Teaching Orientation

Journal of Science Teacher Education -     

Adult Interactions and Child Engagement

The purposes of this study were to investigate how engagement varied as a function of concurrent adult interactions (e.g., individual versus group orientation, type of teacher interaction) and pre-existing states (e.g., age, ratings of typical engagement). Eleven child care teachers and 63 children were videotaped in 93 naturally occurring child care situations. Two teacher interaction categories, elaborations and information giving, were associated with participatory engagement, attention, and low engagement. Interaction behaviors that were responsive without providing direction and those that were directive without responding to children were not associated with engagement. Individually targeted interactions produced more engagement than did group-targeted interactions. Chronological age, developmental age, and ratings of persistence did not statistically significantly affect engagement.     

Low energy availability in exercising men is associated with reduced leptin and insulin but not with changes in other metabolic hormones

Low energy availability, defined as low caloric intake relative to exercise energy expenditure, has been linked to endocrine alterations frequently observed in chronically energy-deficient exercising women. Our goal was to determine the endocrine effects of low energy availability in exercising men. Six exercising men (VO_2peak: 49.3 ± 2.4 ml · kg^?1 · min^?1) underwent two conditions of low energy availability (15 kcal · kg^?1 fat-free mass [FFM] · day^?1) and two energy-balanced conditions (40 kcal · kg^?1 FFM · day^?1) in randomised order. During one low energy availability and one balanced condition, participants exercised to expend 15 kcal · kg^?1 FFM · day^?1; no exercise was conducted during the other two conditions. Metabolic hormones were assessed before and after each 4-day period. Following both low energy availability conditions, leptin (?53% to ?56%) and insulin (?34% to ?38%) were reduced (P < 0.05). Reductions in leptin and insulin were independent of whether low energy availability was attained with or without exercise (P > 0.80). Low energy availability did not significantly impact ghrelin, triiodothyronine, testosterone and IGF-1 (all P > 0.05). The observed reductions in leptin and insulin were in the same magnitude as changes previously reported in sedentary women. Further research is needed to understand why other metabolic hormones are more robust against low energy availability in exercising men than those in sedentary and exercising women.     

Bystander Intervention in Cyberbullying

Cyberbullying incidents often occur in the presence of other bystanders. The inaction of bystanders can augment the deleterious effects of bullying on a victim. However, bystanders can intervene to stop a cyberbullying incident or offer support to the victim. Two studies were conducted to examine variables that were expected to influence the propensity of a bystander to take action in cyberbullying incidents: the number of bystanders, the anonymity of the bystander, and the closeness between the bystander and the victim. Results supported the diffusion of responsibility effect. A higher number of bystanders was negatively associated with bystander intervention. Moreover, the perceived anonymity of bystanders was negatively related to the propensity to intervene, and closeness with the victim was associated with a greater tendency to intervene and support the victim. Altogether, the results shed light on the interplay of context, relationships, and technology in the behavior of bystanders to a cyberbullying episode.     

Relations Among Maternal Literacy Beliefs, Home Literacy Practices, and the Emergent Literacy Skills of Preschoolers With Specific Language Impairment

Self-reported maternal literacy beliefs and home literacy practices were compared for families of children with typicially developing language skills (TL, n = 52) and specific language impairment (SLI, n = 56). Additionally, the present work examined whether maternal beliefs and practices predicted children's print-related knowledge. Mothers filled out 2 questionnaires asking about their literacy beliefs and practices while children's print-related knowledge was assessed directly. Results indicated that mothers of children with SLI held somewhat less positive beliefs about literacy and reported engaging in fewer literacy practices compared to mothers of children with TL. For the entire sample, maternal literacy practices and beliefs predicted children's print-related knowledge, although much of this association was accounted for by maternal education. Subgroup analyses focused specifically on children with SLI showed there to be no relation between maternal literacy beliefs and practices and children's print-related knowledge. The present findings suggest that the home literacy experiences of children with SLI, and the way that these experiences impact print-related knowledge, may differ in important ways from typical peers.     

Collaborative learning: A memorable model

Abstract

Reform movements envision schools that will involve greater levels of cooperation and collaboration. Collaborative learning strategies provide a powerful mechanism not only to address affective goals in education but also to enhance students’ cognitive development; to deepen their understanding of concepts; and to press them to examine, articulate, and elaborate their ideas with greater clarity and rigor. Unless teachers have effective means to manage the complex problem solving involved in implementing collaborative learning strategies, the rich possibilities offered will not be realized. This paper proposes a five‐part conceptual framework to guide teachers decision making in order to capitalize on these powerful strategies. The framework incorporates a “G” mnemonic to make the elements memorable.     

Exploration of teachers' awareness and knowledge of (Central) Auditory Processing Disorder ((C)APD)

The aim of this study was to explore primary school teachers' awareness and knowledge of (Central) Auditory Processing Disorder ((C)APD). Teachers' awareness and knowledge are crucial for initial recognition and appropriate referral of children suspected of having (C)APD. When a child is diagnosed with (C)APD, teachers have a role in implementing and monitoring the effectiveness of interventions. A questionnaire was designed and distributed to 53 primary schools in the Republic of Ireland. Findings indicated that 89.1% of participants reported poor/very poor awareness, while 92% reported poor/very poor knowledge of (C)APD. Results were compared with specific data obtained from a similar study carried out simultaneously in Northern Ireland. Overall, the majority of the participants reported that they have poor/very poor awareness and knowledge of (C)APD. These findings emphasise the need to establish training programmes for teachers and ultimately to support the provision of an appropriate service for children with (C)APD.