Executive function and language in deaf children

The relationship between language and executive function (EF) and their development in children have been the focus of recent debate and are of theoretical and clinical importance. Exploration of these functions in children with a peripheral hearing loss has the potential to be informative from both perspectives. This study compared the EF and language skills of 8- to 12-year-old children with cochlear implants (n = 22) and nonimplanted deaf children (n = 25) with those of age-matched hearing controls (n = 22). Implanted and nonimplanted deaf children performed below the level of hearing children on tests assessing oral receptive language, as well as on a number of EF tests, but no significant differences emerged between the implanted and nonimplanted deaf groups. Language ability was significantly positively associated with EF in both hearing and deaf children. Possible interpretations of these findings are suggested and the theoretical and clinical implications considered.     

Personal and Institutional Influences on Beginning Teachers’ Classroom Management Perspectives

The current investigation focused upon the changing perspectives of four young student teachers in their transition from university to secondary schools. Use was made of an interpretive inquiry method, including employing interviews and classroom observations for data collection.     

‘The power to squash people’: understanding girls’ relational aggression

While researchers and concerned adults alike draw attention to relational aggression among girls, how this aggression is associated with girls’ agency remains a matter of debate. In this paper we explore relational aggression among girls designated by their peers as ‘popular’ in order to understand how social power constructs girls’ agency as aggression. We locate this power, hence girls’ agency, in contradictory messages about girlhood that, although ever‐present ‘in girls heads,’ are typically absent in adult panic about girls’ aggression. Within peer culture, power comes from the ability to invoke the unspoken ‘rules’ that police the boundaries of acceptable femininity. We thus challenge the notion advanced by Pipher and others that girls’ empowerment entails (re)gaining an ‘authentic voice.’ In contrast, we suggest that such projects must be informed by an interrogation of how girls are positioned as speaking subjects.     

A Mixed Methods Examination of Gender Disparity in High Schools Implementing Advancement Via Individual Determination (AVID)

This mixed-methods research study offers insights and explanations into gender imbalance in the college readiness program, Advancement Via Individual Determination (AVID). Over 200 schools that have been implementing AVID for more than 4 years across the United States participated in this study. Three years of archived historical data pertaining to school demographic information and AVID certification information was accessed and analyzed to examine recruitment and retention of male and female students over time, as well as student enrollment in rigorous curriculum. Our research indicated that at the high school level, gender disparity became most apparent in the 11th and 12th grades. Results indicated that schools that struggled to recruit and retain boys continued to enroll AVID students, both boys and girls, into rigorous advanced placement curriculum at comparable rates as schools that did not struggle to recruit and retain boys in the program. This indicates that once in AVID, boys and girls are provided equal access to rigor; however, recruiting and retaining boys in AVID continues to be a challenge for AVID schools. Research participants indicated that academic identity, peer and family support, leadership and mentoring opportunities and male role models influence male participation in AVID.     

Effectiveness of a Science Agricultural Summer Experience (SASE) in Recruiting Students to Natural Resources Management

The Bureau of Labor Statistics projects an increase in Natural Resource Management (NRM) jobs within the next 10?years due to baby-boomer retirements and a 12% increase in demand for these occupations. Despite this trend, college enrollment in NRM disciplines has declined. Even more critical is the fact that the soon-to-be-majority Hispanic population is underrepresented in NRM disciplines. The goal of the present study was to determine if an in-residence, two-week, summer science program for underrepresented minorities would not only increase interest in science, actual science knowledge, and perceived science knowledge, but also have an overall impact on underrepresented minority students?? decisions to attend college, major in a scientific discipline and pursue a career in science. During a four-year period, 76 high school students participated in a Science Agricultural Summer Experience (SASE) in Northern New Mexico. A pre/post science-knowledge exam and satisfaction survey were administered to participants. We demonstrate that participants improved significantly (p?<?.05) in all areas measured. In particular, comfort with science field and lab activities, science knowledge and perceived science knowledge were enhanced after exposure to the program. Students not only found science exciting and approachable after participation, but also exhibited increased interest in pursuing a degree and career in science. Of the 76 SASE participants within graduation age (n?=?44), all graduated from high school; and 86% enrolled in college. These findings suggest that the implemented SASE initiative was effective in recruiting and increasing the confidence and abilities of underrepresented minority students in science.     

Change in Parenting Democracy during the Transition to Adolescence: The Roles of Young Adolescents' Noncompliance and Mothers' Perceived Influence

OBJECTIVE: This study assessed the direct relation between young adolescents' regulated noncompliance and mothers' democratic childrearing practices as well as the potential mediating role of mothers' perceived influence during the transition to adolescence. DESIGN: Three years of self-reported adolescent noncompliance, perceived influence, and parenting democracy were gathered from 166 mothers and their firstborn children (55% female), ages 9 - 11 years at time 1. RESULTS: Longitudinal path analysis indicated a total effect between adolescents' regulated noncompliance and higher maternal democracy. In addition, the total effect was mediated by mothers' perceived influence, such that adolescents' regulated noncompliance at time 1 was associated with greater perceptions of influence at time 2, which, in turn, was associated with greater maternal democracy at time 3. CONCLUSIONS: Mothers with young adolescents who resist in a relatively mature, regulated manner tend to have more positive perceptions of their influence on their emerging adolescents' behavior. In turn, mothers expecting to maintain their influence despite normative adolescent resistance are more likely to use democratic parenting strategies, granting their adolescents more input in decisions.     

Using Food Science Demonstrations to Engage Students of All Ages in Science,Technology, Engineering,and Mathematics (STEM)

Abstract: The overarching goal of the Science, Technology, Engineering, and Mathematics (STEM) Education Initiative is to foster effective STEM teaching and learning throughout the educational system at the local, state, and national levels, thereby producing science literate citizens and a capable STEM workforce. To contribute to achieving this goal, we have assembled six food science demonstrations for use at all educational levels and have presented these lessons to students at the elementary through higher education levels. The focus of this article is to share these food science demonstrations and our experiences using them so that others can use them for engaging students in STEM disciplines, through food science, at any educational level. Featured demonstrations include: (1) liquid nitrogen ice cream: a matter of changing phases, (2) seeing our senses work together, (3) whipping up the cream, (4) milk versus dark: what is the difference?, (5) counting calories by burning them, and (6) culinary spherification: the wonders of cross‐linking. Overall, our experience with using these demonstrations has been very positive. Students appear engaged in the learning process and love to consume the demonstration end products. Downloadable handouts containing demonstration details for each demonstration are available as supporting information.     

“If you hit me again,I'll hit you back:” Conflict management strategies of individuals experiencing aggression during conflicts

In interpersonal relationships characterized by aggression, the negotiation of conflict is especially significant. The present study examined the conflict management strategies used by 31 individuals who had experienced verbal and/or physical aggression during conflicts with their partners. Sillars’ (1986) conflict tactics coding system was used as a framework to analyze 960 pages of transcribed data. The results of this deductive content analysis indicated that the participants reported using primarily Distributive conflict strategies. Analytic induction was also used to interpret nonverbal forms of conflict management, revealing three common tactics: crying, nonverbal avoidance, and aggression. Implications for using these conflict strategies in interpersonal relationships characterized by aggression are discussed.