An Ecological Momentary Assessment of Burnout,Rejuvenation Strategies,Job Satisfaction,and Quitting Intentions in Childcare Teachers

Guided by affective events theory, the purpose of this study was to examine the temporal aspects of childcare teacher burnout, particularly as to how feelings of exhaustion throughout the day relate to perceptions of end-of-day job satisfaction and quitting intentions. A secondary purpose of the study was to explore the frequency and type of rejuvenation strategies childcare teachers use to relieve perceived stress throughout the day. Ecological momentary assessment procedures were employed for 1 week to assess exhaustion levels (3 times/day), frequencies and types of rejuvenation strategies (3 times/day), and end-of-day job satisfaction perceptions and quitting intentions (1 time/day) among 50 childcare teachers. Results indicated that childcare teachers’ quitting intentions were positively predicted by emotional exhaustion (β?=?0.52) and negatively predicted by overall job satisfaction (β?=??0.28). Short (≤15 min), infrequently used (one to two times/day) physical or cognitive health reprieve strategies were reported by 86?% of teachers as the most effective for reducing daily stress. Findings suggest that daily accounts of burnout and quitting intentions have both exhaustive and restorative properties.     

‘Whoops,I forgot David’: children's perceptions of the adults who work in their classrooms

This article reports on the findings of a small‐scale study into the perceptions of 78 primary school children regarding the adults in their classrooms. The data show that children easily differentiate between their own class teacher and other adults, but report a substantial overlap between the activities of teachers and teaching assistants. Some express the difference in terms of status rather than role. Accounts call into question the notion that teaching assistants ‘help’ rather than teach and that there is a clear division of labour between them and teachers. Teachers and assistants are seen as working in an interdependent way, with each making a significant contribution to children's learning. The difficulties of using children's language as evidence are considered and it is concluded that the notion of a ‘remodelled’ primary school workforce needs to take into account the ways in which teachers and assistants maintain fluid working relationships.     

“Mens Sana in Corpore Sano”: Cartesian dualism and the marginalisation of sex education

Cartesian dualism has left a heavy legacy in terms of how we think about ourselves, so that we treat humans as minds within bodies rather than mind/body unities. This has far‐reaching effects on our conceptualisation of the sex/gender distinction and on the relationship between bodies and identities. Related to this is a dualism that is embedded in how we think of children in schools; we focus on the soundness of the mind, with the sound body treated as an afterthought. This paper considers the effects of this dualism on the position of sex education both in the formal curriculum and in the physical and metaphorical fabric of schooling, considering how the body and its sexuality are both ubiquitous and marginalised within schools. I examine how schools discipline both children's bodies in general and their sexuality and sexual expression in particular, and contrast this with the sidelining of education through and about bodies, and the positioning of these aspects of education as potentially polluting.     

Gender variance and educational psychology: implications for practice

The area of gender variance appears to be more visible in both the media and everyday life. Within educational psychology literature gender variance remains underrepresented. The positioning of educational psychologists working across the three levels of child and family, school or establishment and education authority/council, means that they are well placed to support knowledge, understanding and practice in this area. The literature highlights the importance of the terminology around gender variance, the differing representations of gender variance and the potential impact upon young people. Three practice examples demonstrate potential roles for educational psychologists and together with the literature highlight possible implications for educational psychology practice.     

Showing Students We Care: Using Empathetic Marketing To Ease Library Anxiety And Reach Distance Students

Marketing to distance students can be particularly challenging, but a new marketing trend called empathetic marketing provides academic libraries with a new and innovative way to reach these students. Empathetic marketing focuses on the core emotional needs of students and demonstrates how the library’s staff and services can help meet those needs. This article explores how using empathetic marketing in outreach efforts to distance students builds a connection between the library staff and distance students and can help alleviate library anxiety for distance students.     

Peer Problems Among Postinstitutionalized,Internationally Adopted Children: Relations to Hypocortisolism,Parenting Quality,and ADHD Symptoms

Seventy-eight postinstitutionalized (PI) children adopted at ages 17–36 months were assessed 2, 8, 16, and 24 months postadoption on measures of cortisol and parenting quality, and compared to same-aged children adopted from foster care (FC, n = 45) and nonadopted children (NA, n = 45). In kindergarten (M_age = 6.0 years), teachers, parents, and trained observers completed measures of peer relationships and attention deficit hyperactivity disorder (ADHD) symptoms. PI children had more peer problems and ADHD symptoms according to teachers and observers than NA children with FC children in between, whereas both PI and FC children were at significantly greater risk of hypocortisolism (i.e., blunted cortisol diurnal rhythm and reactivity). Hypocortisolism and ADHD symptoms mediated the association between preadoption adversity and peer difficulties. Higher postadoption parenting quality was protective.     

So It “Became White Activists Fighting for Integration?” Community Organizations,Intersectional Identities,and Education Reform

Community-based organizations have long influenced education reforms, and urban areas are especially vulnerable to community work that transcends racial and economic boundaries. The purpose of this study is to explore how The League of Women Voters of Las Vegas Valley, a mostly White, middle-upper-class women’s organization, worked to pursue one of the most prominent urban education reforms in the last half century—school desegregation. Using interview and archival data, this historical case study is theoretically framed by various critical constructs to examine how the organization’s racial and economic privileges, and in some cases oppression, coupled with gendered systems of patriarchy and misogyny, influenced the process and outcomes of school desegregation reform in Las Vegas between 1966 and 1972. The organization’s intersectional identities afforded them unique opportunities and barriers. Nevertheless, they ultimately compromised on an inequitable policy that burdened Black children and their families for close to 20 years. These findings suggest that the intersectional identities of organizations can both empower and hinder community engagement in education reform. Because interests often diverge, organizations undertaking education reform should do the collective work necessary to address unintended policy consequences of education reform efforts.     

Expanding Role and Potential of Curation in Education: A Systematic Review of the Literature

ABSTRACT

Advances in computing power have accelerated the growth of knowledge and created opportunities. However, the resulting tidal wave of information presents challenges, including vast quantity with varying quality. In higher education, curation offers one solution as librarians and faculty, as educators and researchers, increasingly curate knowledge for students, colleagues, and other stakeholders. Using integrative and systematic methods, the purpose of this literature review was to examine curation in education. This article presents major findings related to the panorama, perspective, people, product, place, purpose, and process of curation in education. We also discuss major themes including the changing and expanding landscape of curation from curating artifacts to content and data, from non-formal to formal learning contexts, from individual to collaborative curation, and the role of curation in education in bridging people, communities, and knowledge.     

Predicting VO2max in College-Aged Participants Using Cycle Ergometry and Perceived Functional Ability

The purpose of this study was to develop a multiple linear regression model to predict treadmill VO_2max scores using both exercise and non-exercise data. One hundred five college-aged participants (53 male, 52 female) successfully completed a submaximal cycle ergometer test and a maximal graded exercise test on a motorized treadmill. The submaximal cycle protocol required participants to achieve a steady-state heart rate equal to at least 70% of age-predicted maximum heart rate (220-age), while the maximal treadmill graded exercise test required participants to exercise to volitional fatigue. Relevant submaximal cycle ergometer test data included a mean (±SD) ending steady-state heart rate and ending workrate equal to 164.2 ± 13.0 bpm and 115.3 ± 27.0 watts, respectively. Relevant non-exercise data included a mean (±SD) body mass (kg), perceived functional ability score, and physical activity rating score of 74.2 ± 15.1, 15.7 ± 4.3, and 4.7 ± 2.1, respectively. Multiple linear regression was used to generate the following prediction of (R = .91, standard error of estimates (SEE) = 3.36 ml·kg^?1·min^?1): VO_2max = 54.513 + 9.752 (gender, 1 = male, 0 = female) – .297 (body mass, kg) + .739 (perceived functional ability, 2–26) + .077 (work rate, watts) – .072 (steady-state heart rate). Each predictor variable was statistically significant (p < .05) with beta weights for gender, body mass, perceived functional ability, exercise workrate, and steady-state heart rate equal to .594, –.544, .388, .305, and –.116, respectively. The predicted residual sums of squares (PRESS) statistics reflected minimal shrinkage (R_PRESS = .90, SEE_PRESS = 3.56 ml·kg^?1·min^?1) for the multiple linear regression model. In summary, the submaximal cycle ergometer protocol and accompanying prediction model yield relatively accurate VO_2max estimates in healthy college-aged participants using both exercise and non-exercise data.