Patterns of Early Reading and Social Skills Associated With Academic Success in Elementary School

Research Findings: Researchers and policymakers emphasize that early childhood is a critical developmental stage with the potential to impact academic and social-emotional outcomes (G. Conti &; J. J. Heckman, 2012 Conti , G. , &; Heckman , J. J. ( 2012 ). The economics of child well-being (No. w18466) . Washington , DC : National Bureau of Economic Research .[Crossref] , [Google Scholar]; J. J. Heckman, 2012 Heckman , J. J. ( 2012 ). The case for investing in young children . In B. Falk (Ed.), Defending childhood: Keeping the promise of early education (pp. 235 – 242 ). New York , NY : Teachers College Press . [Google Scholar]; R. Murnane, I. Sawhill, &; C. Snow, 2012 Murnane , R. , Sawhill , I. , &; Snow , C. ( 2012 ). Literacy challenges for the twenty-first century: Introducing the issue . The Future of Children , 22 ( 2 ), 3 – 15 .[Crossref], [PubMed] , [Google Scholar]). Although there is substantial evidence that children's early prereading skills predict later academic achievement (K. M. La Paro &; R. C. Pianta, 2000 La Paro , K. M. , &; Pianta , R. C. ( 2000 ). Predicting children's competence in the early school years: A meta-analytic review . Review of Educational Research , 70 , 443 – 484 .[Crossref], [Web of Science ®] , [Google Scholar]), there have been mixed findings regarding the contribution of early social skills to later achievement (e.g., G. J. Duncan et al., 2007 Duncan , G. J. , Dowsett , C. J. , Claessens , A. , Magnuson , K. , Huston , A. C. , Klebanov , P. , … Brooks-Gunn , J. ( 2007 ). School readiness and later achievement . Developmental Psychology , 43 , 1428 – 1446 .[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]). Using data from the national Early Childhood Longitudinal Study–Kindergarten Cohort, we found that subgroups of children with a combination of low/average reading skills and higher levels of social skills (86% of the sample) in kindergarten performed better on later academic assessments than children with similar reading skills but lower levels of social skills during kindergarten. In contrast, children who were very strong early readers (14% of the sample), regardless of their level of social skills, performed similarly on the 5th-grade academic outcomes. Practice or Policy: Implications for early education and policy are discussed.     

Integrating evaluation data to enhance treatment planning for students with ASD

Accurate assessment across the various characteristics of autism spectrum disorder (ASD) and its comorbidities can help guide intervention planning. This introduction to the second issue of a double special issue on ASD assessment highlights assessment of various characteristics of and comorbidities with ASD to assist with treatment planning. For instance, anxiety and attention deficit hyperactivity disorder are two of the most common comorbidities with ASD. Educational, clinical, and medical interventions for individuals with ASD can vary based on the unique cognitive and additional mental health needs of the individual.     

Manipulating and Measuring Media Multitasking: Implications of Previous Research and Guidelines for Future Research

Media multitasking has been receiving increased attention from communication scholars as well as scholar in other fields, with studies focusing on the prevalence, predictors, behavior, and effects. Several recent papers have provided overviews of findings from media multitasking research, or provided frameworks to help researchers think about conceptual issues around multitasking. This article expands on those efforts by refining the methodological elements that are important to consider in media multitasking research. We discuss the validity of operationalizations in previous studies, and the impact that design and measures had on the conclusions drawn. In order to do this, we map the different options for manipulating and measuring media multitasking, discuss the implications, and provide guidelines for future research examining media multitasking to help connect disparate findings and provide additional guidance for researchers to move forward with this topic.     

Teaching Psychological and Social Gerontology to Millennial Undergraduates

Matters of development and generation may create barriers in teaching millennial undergraduates psychological and social gerontology. We introduce strategy to mitigate these barriers by teaching psychological and social gerontology as undergraduate honors courses, augmented with the use of social networking tools. We detail honors programming, critical analysis of extant literature, ethnographic fieldwork to observe the “other” and build rapport, visual image analysis, and use of social networking tools to enhance intellectual and personal engagement. Reflection on our own modifications in course construction and pedagogy in analysis of four years of student evaluation feedback guides suggestions for replication.     

Examining Combinations of Social Physique Anxiety and Motivation Regulations Using Latent Profile Analysis

Previous research has used cluster analysis to examine how social physique anxiety (SPA) combines with motivation in physical education. This study utilized a more advanced analytic approach, latent profile analysis (LPA), to identify profiles of SPA and motivation regulations. Students in grades 9–12 (N = 298) completed questionnaires at two time points assessing SPA and motivation regulations, psychological needs, enjoyment, effort, and characteristics of physical education peers. LPA identified four profiles representing Autonomous (13.4%), Average (39.3%), Low Autonomous (25.2%), and Autonomous and Introjected (22.1%). Profiles were replicated at a second time point, and evidence of profile measurement invariance across gender was found. A multivariate analysis of variance (MANOVA) showed profile differences. The model-based analytic approach to identify profiles of SPA and motivation regulations differed from cluster analysis profiles. The profiles were not driven by SPA, rather autonomous motivation is the dominant factor associated with physical education motivational experiences.     

Effects of response options on the mathematics performance of secondary students with emotional or behavioral disorders

ABSTRACT

This study examined the effects of three response options (traditional responding, response cards, and response systems) on the mathematics performance, participation, and time on-task of secondary students with emotional or behavioral disorders (EBD). A three-way crossover design was utilized to evaluate the efficacy of response options in secondary mathematics classrooms. Thirty-three students with EBD attending an urban high school and their teachers served as participants. Results indicated that the use of response cards (white boards) or response systems (ActivResponders) significantly increased students’ mathematics performance, participation, and time on-task when compared to traditional responding. Further, the use of response cards resulted in significant increases in performance and response accuracy over the increases found when using response systems. Social validity data indicated that students and teachers felt they benefited from the use of response cards and systems. Limitations, discussions, and implications for practice and future research are presented.     

A case for culturally relevant science education in the summer for African American youth

Abstract

This article focuses on the impact of culturally relevant teaching and learning during a summer enrichment program for high school students. Culturally relevant science instruction and curriculum helped students to foster a more positive interest in science and STEM careers as it provided students the opportunity to do science in meaningful and relevant ways. Students were able to see themselves represented in the curriculum and recognized their own strengths; as a result, they were more validated and affirmed in and transformed by, their learning. We use this case to warrant increased support for summer learning programs focused on providing African American youth with access to high quality, culturally relevant/responsive science education.     

The Communicative Construction of Involuntary Membership

This study expands conceptions of organizational membership by examining individuals whose relationships with their organizations are traditionally characterized as involuntary in nature. Data from inmates and prison employees in four U.S. and Norwegian correctional institutions was examined using structuration theory as an emergent interpretive lens, and five primary ways in which involuntary membership is constructed in communication are identified: physical environment, mobility, relationships, engagement, and body. These facets are presented as the foundation of a continuum-based theoretical perspective on (in)voluntary membership and are discussed for their applicability to future research and theorizing across organizational communication studies.