Engagement versus participation: A difference that matters

The kind of engagement that transforms a person is more than mere participation. It is risk‐taking, spontaneous, socially supported, heart‐pounding co‐creation. Some campuses, the University of Maryland Baltimore County for one, are taking small steps to foster this kind of engagement. They've found that it's good, hard work.     

Una comparación del control de comprensión en lectores más y menos competentes

RESUMEN

Los lectores poco competentes tienen dificultades para evaluar su propia comprensión. El propósito de este trabajo es intentar definir los factores que contribuyen a este pobre control de la comprensión comparando lectores competentes y menos competentes de grado medio, mediante una tarea de comprensión de historias inconsistentes a las que falta una parte. Los lectores menos competentes eran significativamente peores en la tarea de identificar cuál era la historia inconsistente, colocar la hoja que faltaba y arreglar la historia. Esto parece ser debido a una dificultad en la integración del material del texto. Sin embargo, no se encontraron diferencias significativas en el recuerdo de la información crucial.     

Working with 'Difficult' Children from the Inside Out: Loss and Bereavement and how the Creative Arts can Help

Most teachers will come into contact with pupils who are experiencing or have experienced a loss or bereavement and they often feel ill equipped to offer the kind of support they would like to. This paper offers insights into the nature of this area and a specific approach through which children may be supported. The writer discusses some research and thinking on loss and bereavement and the implications of this. She presents two case studies of work with individual students using the creative arts. She also discusses the connections between behavioural problems, loss and the use of the arts in supporting the students.     

Improving decision quality: A process for communicating data

Human performance (HP) practitioners rely on stakeholders to use quantitative data to make a multitude of performance improvement decisions. By improving stakeholders' capacity to process quantitative data, the quality of decisions made by those stakeholders can also be improved. This article describes a process for successfully communicating quantitative data to groups who make data‐driven decisions. It also provides practical suggestions for improving three factors critical to the process: information integrity, information layering, and information processing.     

Cross-cultural adaptation of the Organizational Stressor Indicator for Sport Performers (OSI-SP) in Taiwan

The purpose of this study was to translate Arnold and her colleagues’ (Arnold, Fletcher, & Daniels, 2013) Organizational Stressor Indicator for Sport Performers (OSI-SP) into Chinese and examine its psychometric properties with Taiwanese athletes. In study 1, the psychometric properties of the items and the underlying structure of the translated Chinese OSI-SP were examined. In study 2, we used confirmatory factor analysis to examine the factorial structure and examined measurement invariance across genders. In study 3, we examined concurrent and discriminant validity via correlations among the Chinese OSI-SP, coping self-efficacy, perceived stress, and burnout to provide further evidence of criterion validity. Study 4 examined the test-retest reliability of the Chinese OSI-SP. Across these phases, results showed the 5-factor, 16-item Chinese OSI-SP had adequate factor structure, measurement invariance, criterion validity, and reliabilities. We suggest future studies may use this revised Chinese OSI-SP in Taiwan and other Chinese athletic settings.     

You go this way and I'll go that way: developmental changes in infants' detection of correlations among static and dynamic features in motion events

Four experiments utilizing the habituation procedure examined 10- to 18-month-olds' ability to detect and encode correlations among features in a motion event (N = 136). Infants were habituated to two events in which objects-with distinct parts and a distinct body-moved across a screen along a rectilinear or curvilinear motion path. Infants were then tested with one familiar event and three events in which one feature of the object (parts, body, or motion path) was presented in a novel combination with the other features. The results of the experiments revealed that 10-month-olds process independently static features in an event, but do not process correlations among dynamic features; whereas 14-month-olds detect the correlation between an object's parts and its motion trajectory, but only when the movement of parts is correlated with the motion of the object. Further, the data show that 18-month-olds detect correlations between all three features when the parts of the object move, but they detect only the relation between parts and motion path when the parts do not move. It is proposed that infants develop representations for the static and dynamic properties of objects through a sensitive perceptual system that detects individual features, whole objects, and movement properties, and a domain-general associative learning mechanism that encodes independent features and correlations among features.