Internet Use and Social Networking Among Middle Aged and Older Adults

In this study, the associations between Internet use and the social networks of adults over 50 years of age were examined. A sample (n = 2284) from the 2004 wave of the Health and Retirement Survey was used. In regression models considering a number of control variables, frequency of contact with friends, frequency of contact with family, and attendance at organizational meetings (not including religious services) were found to have a significant positive association with Internet use for adults over 50. Results add to the body of research that suggests Internet use can strengthen social networks, looking specifically at adults over 50.     

Evaluating a Psychology Graduate Student Peer Mentoring Program

Research on mentoring outcomes and characteristics of various types of mentoring programs in different settings is limited. The present study sampled 39 graduate students at a small Midwestern university to evaluate peer mentoring in a graduate school setting. Mentoring function and outcome relationships as well as program characteristics were explored. As expected, mentoring functions were highly correlated with various outcomes. Results indicated psychosocial assistance, networking help, and relational outcomes were reported most among participants. Interestingly, pair compatibility and mentor preparation were not found to be essential program characteristics. Program recommendations and future research are discussed.     

Enacting anti-racist writing workshop pedagogies in an online,drop-in writing club for youth

This article documents the authors' modification and implementation of anti-racist writing workshop (ARWW) practices in the context of an online, drop-in writing club, Pens Out. We sought to understand how teens perceive writing practices that are not white-normed — specifically, centring relationships instead of prizing individuality, embedding choice instead of replicating one authorial view and observing writerly craft instead of errors. As white-identifying educators and researchers, we engaged in practitioner inquiry to understand how programme participants who live in a predominately white region experience these practices. We asked: How do attendees understand and describe experiences with writing workshop pedagogies that seek to de-centre whiteness? This question has become increasingly important as politicians in the United States restrict anti-racist educational practices and content. We used conventional content analysis to observe themes across five participants' semi-structured interviews. Findings indicated that participants' relationships with each other produced inspiration and reciprocity, writing expectations from inside and outside the club affected choice and risk taking, and observing craft multimodally encouraged sharing and reciprocity. What we discovered can help teachers and leaders of K12 writing workshops implement ARWW practices and increase allyship while discussing and questioning hegemonic ideals in K12 schooling.     

Systematic Pilot Testing as a Step in the Instructional Design Process of Corporate Training and Development

Pilot testing assesses instructional materials with end users in the authentic learning environment prior to the implementation of the instruction and provides empirical support regarding the efficacy of the proposed instruction. Thus, subsequent decisions can be made from an informed position. This study determines the extent to which pilot tests are conducted in identified corporate training environments and ascertains reasons pilot tests were not implemented. A survey distributed to 34 individuals in positions of corporate training and development asked participants whether their design methodology and training development process systematically included pilot testing. Participants identified factors that influenced their decision to use a pilot test and described product evaluation in their organization. Survey findings indicate that in practice, designers perceive that pilot testing tends to impact the effectiveness of instructional products. Almost none of the participants pilot test materials 100% of the time, but the majority do so some of the time. A discrepancy exists between those who believe pilot testing is important and the percentage of their products which are pilot‐tested, indicating multiple factors that influence the decision to pilot test products.     

Navigating the neoliberal capitalist appropriation of feminist discourses against compulsory romance

ABSTRACT

This study uses Critical Discourse Analysis to investigate how young women navigate discourses of feminism and compulsory romance under neoliberalism. Groups of young women were asked to discuss their romantic relationships with a moderator. The results demonstrate that the young women used discourses of liberation and empowerment to challenge compulsory romantic discourses, thereby emphasizing their independence. However, they also utilized discourses of desirability, which emphasized their ability to obtain a mate, and therefore, reinforced those romantic discourses they were challenging. This study emphasized the difficulty feminist discourses face under neoliberalism and the delicate navigation required by women constituted by them.     

Dispositions Supporting Elementary Interns in the Teaching of Reform-Based Science Materials

Dispositions supporting the teaching of science as structured inquiry by four elementary candidates are presented. Candidates were studied during student teaching based on their positive attitudes toward teaching science with reform-based materials in their methods course. Personal learning histories informed their attitudes, values, and beliefs about the teaching and learning of science through structured inquiry. Supportive dispositions included curiosity and questioning, investigating first-hand, learning together, and active learning. These dispositions supported early science teaching despite candidates limited science content knowledge, and may contribute to candidates’ further learning of science.     

Physical interactions involving preschoolers and kindergartners in a childcare center

This naturalistic observational study described the similarities and differences in physical interactions involving preschoolers and kindergartners within the context of a US childcare facility. It examined patterns of touch involving the children across center and circle activities within the course of their day. Results indicated that preschoolers more often engaged in purposeful forms of physical contact than kindergartners. Of the purposeful forms of physical contact, affectionate touch occurred more frequently involving preschoolers than kindergartners. Together, these findings suggest that the extent and types of physical contact involving preschoolers and kindergartners may serve different developmental needs that are in accordance with children's ages, skills, and the emphasis placed on physical contact in the educational setting.