Visual environment and delay affect cache retrieval accuracy in a food-storing rodent

Many scatter-hoarding species use spatial memory to relocate their food caches. Two factors can affect spatial memory: the availability of landmarks in the environment, and the latency between learning and recall. Using a 2 × 2 factorial design, we determined the effect of these factors on cache retrieval accuracy in Merriam’s kangaroo rats (Dipodomys merriami). Kangaroo rats cached seeds in an arena under conditions that varied by retrieval interval (1 or 10 days) and by number of landmarks (0 or 16 landmarks). After 1 day, they recovered equal proportions of caches in both landmark conditions. After 10 days, they recovered more caches in the 16-landmark condition than in the bare condition. This is the first study to show that landmarks are necessary for accurate cache recovery after long delays. This result is consistent with maze studies that have shown that landmarks reduce proactive interference and that delay increases proactive interference.     

The homogenizing and diversifying effects of migration policy in the internationalization of higher education

Higher Education - Amid internationalizing shifts in higher education, universities around the world are simultaneously becoming more integrated and more disparate. This paper examines the role of...     

A Qualitative Metasynthesis of Consultation Process Research: What We Know and Where to Go

ABSTRACT

Qualitative metasynthesis (QM) is a research methodology that permits the meaningful integration and interpretation of qualitative research. This study applies a QM approach combined with constructivist grounded theory methods, bolstered by several features of research credibility, to examine the state of consultee-centered consultation (CCC) and related relational, process-oriented school consultation research. A systematic search and retrieval process including two rounds of appraisal resulted in a final sample of 38 relevant studies from 1995 to 2014. Data analyses included two stages of coding/theme development. Integrated themes suggest a number of considerations regarding consultation implementation including: system-level factors; consultation structure; consultee voice, social-emotional support, and learning; ecological orientation and cultural responsiveness; and consultation training. Future research priorities stemming from these themes are identified and elaborated upon, as are future applications for QM in educational research.     

An Integrative Review: The Role of the Doula in Breastfeeding Initiation and Duration

The objective of this integrative review was to assess birth and postpartum doulas'' roles in supporting breastfeeding initiation and duration. The electronic databases Cumulative Index to Nursing and Allied Health Literature (CINAHL), Embase, PubMed, and Scopus were searched using the key terms doula and breastfeeding. Fourteen articles met inclusion criteria. Six key themes were identified. Doulas may acquire only modest amounts of lactation-specific education; however, doula care still enhances the breastfeeding care provided by health-care professionals. Doulas offer prenatal and intrapartum support that encourages breastfeeding initiation in the hospital, as well as providing breastfeeding support in the community and home settings. This reinforces the unique role of the doula in bolstering maternal–infant health. The effect of doulas on breastfeeding duration is less clear.     

Assessment of Student Engagement: An analysis of trends

Quality is a multi-dimensional concept and embraces all functions and activities of higher education (academic programs, research, and community services) in all their features and components. Traditionally quality was a measure of resources and reputation. In recent years there has been a shift in emphasis to institutional best practices such as setting high expectations, providing involving settings, inclusive learning environments and forms of pedagogy that enhance student learning and development. The concept of student engagement is thus receiving increased attention globally as it is viewed as an important element in assessing and improving institutional effectiveness. Trend and longitudinal analyses, as employed in this study, allow an institution to monitor change or stability in performance over time. They assist in determining whether a certain policy or initiative prompted desirable change and in assessing the impact of improvement initiatives such as accreditation.     

Ready to learn? Children's pre-academic achievement in pre-Kindergarten programs

We examined children's growth in school-related learning and social skills over the pre-Kindergarten (pre-K) year in state-funded programs designed to prepare children for kindergarten. We expected that children's gains in academic and social skills could be attributed to variations in the structural and classroom process dimensions of program quality. Nearly 3000 (n = 2800) children were randomly selected, four per classroom, from approximately 700 randomly selected, state-funded pre-Kindergarten classrooms in eleven states. Enrollment in pre-K appeared related to gains in academic skills. Children showed larger gains in academic outcomes when they experienced higher-quality instruction or closer teacher–child relationships. Gains were not related to characteristics of the child or program (i.e., ratio, teacher qualifications and program location and length). These findings have implications for a range of state and local policy and program development efforts as well as for theories of contextual influences on development.     

Bridging campus and field settings through professional development schools

Abstract

An assessment of the hopes, ambitions, and quality of life for millions of our young people leaves us with one inescapable fact—America is losing sight of many of its children and youth. There is grim and persistent evidence that our concern for the emotional and psychological well‐being of young people continues to wane—a fact that could have grave consequences for the future of our nation. This article advances a cause to which the next generation of professional teacher educators might productively dedicate themselves—a call for a renewal of spirit and a commitment to nourishing the conscience of our profession.     

Spanish-Speaking Children's Social and Language Development in Pre-Kindergarten Classrooms

The current study examined the social and language development of 345 Spanish-speaking pre-kindergartners who attended pre-kindergarten programs that varied widely in how much Spanish was spoken in the classroom by the teacher. Previous studies on English language learners have focused on how the language of instruction impacts children's language proficiency, ignoring the context in which children are learning. The current study found better social skills and closer teacher—child relationships in classrooms where teachers spoke some Spanish. Teacher ratings of children's peer social skills and assertiveness were positively associated with increased amounts of Spanish being spoken. More Spanish language use in the classroom was also related to a decrease in children's likelihood of being victims of aggression as rated by independent observers. The findings have implications for better understanding how policy decisions regarding language of instruction impact children in the social domain. As early education programs are faced with the challenging task of developing best practices for English language learners, it is essential that programs are attentive to the social implications of language.