Preschool Attendance and Executive Function Mediate Early Academic Achievement Gaps in East Asia and the Pacific

Research Findings: This study investigated the relationship between family socioeconomic status (SES) and children’s early attainment, and the roles of preschool attendance and executive function (EF) in this association. Participants were 3,331 children (1,584 girls) ranging in age from 36 to 71 months from Cambodia, Mongolia, and Vanuatu. Children’s language, literacy, and mathematics attainment and EF were assessed using the East Asia-Pacific Early Child Development Scales. Mothers reported on family demographics and children’s preschool experience. Results indicated significant associations between SES and academic attainment in all three countries. Further analysis showed that preschool attendance and EF were significant mediators of SES- related disparities in attainment, but differed by country. Both served as parallel and sequential mediators in the associations between SES and performance in language, literacy, and mathematics in Mongolia. However, only preschool attendance mediated the association of SES with literacy attainment in Cambodia, and only EF mediated that with children’s mathematics and language performance in Vanuatu. Although SES is substantially related with early achievement in these developing countries, our findings indicate that preschool attendance and EF may attenuate this relationship. Practice or Policy: Implications for the provision of early childhood education programs and public policy are discussed.     

A mathematical model for simulating cycling: applied to track cycling

A review of existing mathematical models for velodrome cycling suggests that cyclists and cycling coaches could benefit from an improved simulation tool. A continuous mathematical model for cycling has been developed that includes calculated slip and steering angles and, therefore, allows for resulting variation in rolling resistance. The model focuses on aspects that are particular, but not unique, to velodrome cycling but could be used for any cycling event. Validation of the model is provided by power meter, wheel speed and timing data obtained from two different studies and eight different athletes. The model is shown to predict the lap by lap performance of six elite female athletes to an average accuracy of 0.36% and the finishing times of two elite athletes competing in a 3-km individual pursuit track cycling event to an average accuracy of 0.20%. Possible reasons for these errors are presented. The impact of speed on steering input is discussed as an example application of the model.     

STEM Doctoral Completion of Underrepresented Minority Students: Challenges and Opportunities for Improving Participation in the Doctoral Workforce

This article is a result of the analysis of student-level enrollment records from twenty-one research universities in the United States, and it contributes to a more robust understanding of timely completion of STEM doctorates by underrepresented minority students. Using multivariate logit regression models, findings indicated that Hispanic/Latino and students from other underrepresented groups complete at higher rates than do their Black/African American counterparts. Findings also indicated that prior master’s degrees and institutional participation in doctoral completion programs positively correlate with STEM doctoral completion. We conclude by offering insights and recommendations for graduate schools about how to increase the STEM doctoral attainment rate of students from underrepresented groups.     

Insights from industry: a quantitative analysis of engineers' perceptions of empathy and care within their practice

This study focuses on two seldom-investigated skills or dispositions aligned with engineering habits of mind – empathy and care. In order to conduct quantitative research, we designed, explored the underlying structure of, validated, and tested the reliability of the Empathy and Care Questionnaire (ECQ), a new psychometric instrument. In the second part, we used the ECQ to explore the perceptions of empathy and care of alumni/ae of an internationally ranked US institution, along with how perceptions differed by work experience and gender. Results show that participants perceived empathy and care to be important in multiple respects, most notably in relational aspects of engineering practice. Engineers with more engineering experience were more likely to perceive empathy and care as existing in engineering practice and as important to their work. While these phenomena are sometimes depicted as feminine qualities, we found no gender differences among our respondents.     

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.     

Introduction to the Special Issue on Interdisciplinary Conversations (Part 2): The Impact of Interdisciplinary Conversations on Courses

Abstract

The two parts in this special issue address interdisciplinary conversations involving mathematics courses in the first 2 years of undergraduate work. The special issue was inspired by work funded by the National Science Foundation under a grant titled “SUMMIT-P.” The special issue includes papers written about projects both from SUMMIT-P and from outside of SUMMIT-P. Part II focuses on what the results of interdisciplinary collaboration look like in the classroom.     

#Socialmedia: A Preliminary Report of Social Networking Use Among University and College Counseling Center Mental Health Providers

The social networking use of university and college counseling center (UCCC) mental health providers has not been widely researched. Most of the 20 providers surveyed in this preliminary study reported engaging in social networking despite identifying pros and cons to its use. Participants’ reported use of social media may indicate that social networking sites are used primarily to glean information. Risks associated with social networking for UCCC practitioners are discussed and implications for training and social media use are provided.     

Integrating Multiple Sources of Validity Evidence for an Assessment-Based Cognitive Model

An assessment of graphic literacy was developed by articulating and subsequently validating a skills-based cognitive model intended to substantiate the plausibility of score interpretations. Model validation involved use of multiple sources of evidence derived from large-scale field testing and cognitive labs studies. Data from large-scale field testing were evaluated using traditional psychometric methods. The psychometric analyses were augmented using eye tracking technology to perform gaze pattern and pupillometry analyses to gain better understanding of problem-solving strategies and cognitive load. Findings from the data sources were integrated to provide strong evidence supporting the model and score interpretations. Implications for using gaze pattern and pupillometry analyses to enhance learning and assessment are discussed.     

Differentiating the curriculum through the use of problem solving

This is a report of the approaches of two classroom science teachers, supported by a research group, to understanding the consequences of a classroom change implemented in response to a perceived problem. The deficiencies of the normal curriculum in providing for the needs of all students became the focus for the teachers of curriculum development in Year 7. This resulted in the design of activities that required students to consolidate and apply their knowledge to the changes in state of water. The challenge was to create accessible yet demanding problem-solving tasks for all students. In this article, the focus is on the consequences of using these tasks. Student interviews were conducted through the period of using the tasks, students made written comments at the end of the sequence, and records were kept of relevant classroom observations. Our concern that students would recognise that the tasks were graded in difficulty, and hence their own ability as science students determined, proved groundless. There were some interesting yet unexpected outcomes, particularly for student learning about aspects of the ways science proceeds. Anne Symons deceased in 1998.