Economic stress, parenting, and child adjustment in Mexican American and European American families

To assess the impact of economic hardship on 111 European American and 167 Mexican American families and their 5th-grade (M age=11.4 years) children, a family stress model was evaluated. Structural equation analyses revealed that economic hardship was linked to indexes of economic pressure that were related to depressive symptoms for mothers and fathers of both ethnicities. Depressive symptoms were linked to marital problems and hostile parenting. Paternal hostile parenting was related to child adjustment problems for European Americans, whereas marital problems were linked to child adjustment problems for Mexican Americans. Maternal acculturation was associated with both higher marital problems and lower hostile parenting. The utility of the model for describing the effects of economic hardship in Mexican Americans is noted.     

Screening for secondary intervention: concept and context

The article by Speece (in this issue) underscores the disappointing accuracy results of early screening for reading difficulties and argues that development conceptualized as rate of learning matters. We respond by emphasizing three points. First, the purpose of early screening could be identifying students not at risk so that instructional objectives can be established for students potentially at risk. Second, monitoring progress in mastering the alphabetic principle is reflected in item-based learning. Third, response to instruction is multilevel and contextualized. These points are illustrated with data from an early reading assessment used widely in Texas and from high-performing/high-poverty schools in Texas that serve as models of multitiered instruction.     

School pupils' reactions to flexible learning

The article describes a survey of the attitudes of sixth form students towards an Advanced level course in sociology taught by open learning strategies. The problems of open learning for the 16–19 year age group are highlighted and suggestions made for the use of key questions in performance monitoring which may identify learning difficulties for other open learners in this age group. The findings suggest that younger students entering such open learning programmes may need study methods counselling and additional tutorial support.     

Within-Class Variability in Student–Teacher Evaluations: Examples and Problems

Although student evaluation of instruction has been shown to produce reliable results over class averages, considerable within‐class variability exists that has not been investigated. This study looked at examples of student evaluations in which students diametrically differed in their evaluation of the same instructor. Patterns were noted. A survey was conducted to determine the self‐reported incident of students changing evaluations based on noninstructional factors. About 60% of students admitted that they had changed evaluations for reasons related to the instructor's personality, while 30% admitted to changing evaluations based on grades and rigor. Possible reasons and effects of such changes are discussed.     

Ironising with intelligence

This article is part of a project that seeks in part to explore how students understand and use the concept of intelligence. It is based on an ethnographically contextualized study of linguistic events and was conducted in an inner-city upper secondary school in Sweden. The article shows that the concept of intelligence is not spontaneously used by students but is given meaning by them when they are asked, and that this meaning is given in relation to future expectations, hopes, ambitions and the grades and performances in school that are seen as a means to attain them. When doing this the students also appear to describe their education, the demands it places on them and their performances with a sense of irony. Indeed, on closer analysis, irony seems to be an important communicative strategy for these students more generally.     

The work avoidance goal construct: Examining its structure,antecedents, and consequences

Work avoidance goals have been relatively neglected in the literature with most research focusing on mastery and performance goals. The central aim of this study was to examine the structure, antecedents, and consequences of the work avoidance goal construct. Four studies were conducted. Study 1 investigated the construct validity of work avoidance, while Study 2 focused on its antecedents. Using a longitudinal panel design, Study 3 examined the impact of work avoidance—alongside mastery and performance goals—on engagement and achievement, while Study 4 explored its relationship to broader well-being outcomes. Results showed that work avoidance was distinct from mastery and performance goals. Entity theory of intelligence positively predicted work avoidance goal pursuit, while teacher and peer support buffered against it. Pursuing work avoidance goals was found to be associated with less engagement, lower grades, and greater negative affect. The impact of work avoidance on achievement and well-being outcomes seem to be more salient compared to the oft-examined mastery and performance goals. Implications are discussed.     

Statistics,Computer Packages,and the Real World

The pathway to success in college can be bumpy. To smooth it we first investigated self-assessment of college readiness by undergraduates in terms of skills and habits required for college success. In a survey of almost 700 students, one of every two reported that their college work was more challenging than expected. Although 70% reported that they felt well-prepared for college by their high schools, finer questioning revealed that they recognized deficits for such skills/habits as time management, attention to detail, going beyond minimum requirements and studying to learn deeply. When asked what skills they wished to develop further, 40% identified time management and 39% exam preparation; fewer than 20% identified transferable skills such as effective communication and critical thinking. We then used these data to develop an evolving set of presentations, mini-workshops and course content designed to assist students to develop strategies for self-regulated learning by linking these to the self-assessment data provided by their peers. We stress the importance of mastering these strategies, as well as knowledge of their majors' subject contents, for success in both college and future career. Reception to our presentations and mini-workshops has been encouragingly positive, and quantitative assessments of their effectiveness are underway.     

Insights into Information-seeking and Communicating Behaviour of Academics

This paper discusses the information-seeking behaviour of academics in relation to the productivity of academics in South African Universities, with particular reference to the University of Zululand, through a survey of 105 academics. It was established that the nature of the discipline and the rank of the academic, which normally corresponds with the academic qualification, experience, exposure and research productivity level, largely determine the information-seeking behaviour. Academics mainly need information for career development, and occupational and professional needs. Furthermore, university libraries, which currently face budget cuts on acquisitions, still play a pivotal role in information access by the academics. It is confirmed that the use of “local environment” is dominant for intra- and inter-university information access network and system. It is recommended that avenues that work colleagues can use to interact should be supported, and career challenges that stimulate productivity by academics, such as research and publication, should be maintained and sustained.     

The Florida State Libraries Resource Sharing Initiative: Did the Predictions Pan Out?

This article revisits discussion from “The Florida State Libraries Resource Sharing Initiative: Unity Among a Disparate Group” (Schmidt & Smith, 2012) on the implementation of a new resource sharing program within the Florida State University Libraries called UBorrow. The program and its effects are assessed after 2 years with comparison to the project launch's original predictions.