Mothers’ and fathers’ parenting styles and associations with toddlers’ externalizing,internalizing, and adaptive behaviors

The two primary objectives of the present study were to (a) investigate mothers’ and fathers’ reports of their own as well as their partner's parenting styles, and (b) assess how mothers’ and fathers’ parenting styles uniquely and jointly predicted toddlers’ externalizing, internalizing, and adaptive behaviors. Fifty-nine mothers and fathers independently completed the Parenting Styles and Dimension Questionnaire (PDSQ; Robinson, Mandleco, Olsen, & Hart, 2001) and the Behavior Assessment Scale for Children-2 (BASC-2; Reynolds & Kamphaus, 2004). Parents’ self-reports of their parenting styles were positively correlated with each other for all three parenting styles (authoritative, authoritarian, and permissive). Comparisons between parents’ reports of their partner's styles with that of the partner's self-reports were positively and moderately correlated for all three parenting styles. Findings revealed mothers’ and fathers’ self-reported parenting styles explained 44% of the variance in youngsters’ externalizing behaviors. In particular, permissive parenting by mothers and authoritarian parenting by fathers uniquely and significantly predicted toddlers’ externalizing behaviors, while authoritative paternal parenting was predictive of adaptive behaviors.     

Using lotteries to evaluate schools of choice: Evidence from a national study of charter schools

This paper draws on data and experiences observing and analyzing school lotteries from the National Evaluation of Charter School Impacts (Gleason et al., 2010) to describe the challenges associated with lottery-based research. In that study, covering 36 charter middle schools in 15 states, we found that charter schools did not affect student achievement or behavior on average, although there was substantial variation across schools. In this paper, we discuss the prevalence of oversubscribed charter schools at the time the study was conducted (the 2005–2006 and 2006–2007 school years), which was lower than commonly reported. We then describe how the sample of schools that participated in the study compared to all other charter middle schools nationwide, to provide some insight into the generalizabilty of findings from lottery-based studies. In general, oversubscribed charter schools were more likely to be located in urban areas and serve a higher-achieving population of students than those without excess demand. We also describe common features of school lotteries and waitlists, and examine implications of these features for a school's ability to support a lottery-based study. Finally, we summarize lessons learned for conducting lottery-based research on charter schools, drawing on our observations of the schools’ lotteries and analysis of the data from these lotteries.     

Maternal work conditions and child development

How do maternal work conditions, such as psychological stress and physical hazards, affect children's development? Combining data from the Child Development Supplement of the Panel Study of Income Dynamics and the Occupational Information Network allows us to shed some light on this question. We employ various techniques including OLS with extensive controls, a value added approach and individual fixed effects in order to address potential endogeneity problems. Our results reveal that mothers’ exposure to work-related hazards negatively affects children's cognitive development and to work-related stress negatively affects children's behavioral development. While maternal time investments play a small but significant role in mediating these negative associations, paternal time investments neither reinforce nor compensate these associations.     

Framing equity through a closer examination of critical science agency

Cultural Studies of Science Education - Science for all has been touted as the primary path to equity in science education in the USA. We argue that without attention to the power imbalances that...     

Resilience at University: the development and testing of a new measure

While measures of resilience have been applied in university settings, progress has been hindered by the lack of a consistent measure of resilience. Additionally, results from these measures cannot be easily translated into practical curriculum-based initiatives which support resilience development. Resilience is linked to student mental health and well-being, as well as academic engagement and achievement. This positions resilience as a key skill for students. A survey was administered to 410 Australian undergraduate students. The survey consisted of an adapted version of the Resilience at Work (RAW) scale, the Subjective Happiness Scale and the Depression, Anxiety and Stress Scale. Data were subject to principal component analysis and scale reliability analysis. Results yielded a six-factor structure which closely replicated the seven-factor structure of the RAW scale. The research contributes to the development of a reliable and valid instrument of resilience for use in university. The new Resilience at University (RAU) scale shows promise as a valid and reliable measure of student resilience. Development and validation of the RAU scale is in its early stages and further research is required to explore the psychometric properties of the scale to ascertain whether it can be usefully applied in a university setting.     

Work Calling: Exploring the Communicative Intersections of Meaningful Work and Organizational Spirituality

In the present study, we first describe three themes from the interdisciplinary literature: sacred and secular variations; calling as historically and culturally situated; and potential benefits, alienation, and marginalization. Second, through a thematic analysis (Owen, 1984) based on participant data, we examine how participants’ understanding and interpretation of work calling as an overarching meaningfulness, a combination of personal passion and skill set, and a contribution to society serve as definitional makers. We argue that these findings emphasize the processural and constitutive nature of work calling. We conclude by highlighting the communicative dimensions of work calling as they may contribute to future critical and empirical work, noting the possibilities for sense-making theory to intervene in this interdisciplinary area of inquiry.     

Measuring Journal Prestige in Criminal Justice and Criminology

Recent years have seen an increased reliance on the Thomson Reuters Journal Impact Factor (JIF) as a method of evaluating the prestige of academic journals. While the JIF has existed for many years, the increased use of technology to track publications and citations has resulted in other methods of measuring prestige, including Google Scholar’s H-index and Elsevier’s Cite Score. It is unclear, however, whether these “objective” methods of evaluation are correlated with the journals’ reputations among scholars. This paper compares objective and subjective evaluations of journals in criminal justice and criminology among a sample of ASC and ACJS members. Our findings indicate that subjective evaluations of experts are more strongly correlated with Google’s H-Index and Elsevier’s Cite Score than with impact factors. We conclude that for criminal justice and criminology scholars, Thomson Reuters’ JIF may not be the best measure of quality.     

Teaching communication and conflict as a game

Courses: Communication and Conflict.

Objectives: Through the use of a game-based framework, students will build intrinsic motivation to engage with course material and course content, and will engage their critical-thinking, problem-solving, and communication skills in relation to conflict management over the length of the course.     

Emerging: An Art Field Placement’s Impact on Practice

ABSTRACT

This exploratory study examined the experiences of 9 stakeholders in an art gallery field placement during their social work education. The study sought to understand how the nontraditional field placement prepared students for practice. In addition, personality traits of students that best fit the placement was examined. Findings suggest that students had been prepared to engage in a variety of practice behaviors, work independently, and be more creative. However, they also felt that the field placement setting did not give them enough direct practice opportunities. The two most salient personality traits were being flexible and an initiator.     

Conceptual change research and science education practice: a response from educators

We discuss the eight papers in this issue of Cultural Studies of Science Education focusing on the debate over conceptual change in science education and explore the issues that have emerged for us as we consider how conceptual change research relates to our practice as science educators. In presenting our interpretations of this research, we consider the role of participants in the research process and contextual factors in conducting research on science conceptions, and draw implications for the teaching of science.