Identifying Potential Mediators and Moderators of the Association Between Child Maltreatment and Bullying Perpetration and Victimization in School

A growing body of literature is demonstrating associations between childhood maltreatment and bullying involvement at school. In this literature review, four potential mediators (explanatory) and three potential moderators (mitigates or exacerbates) of the association between childhood maltreatment and school bullying are proposed. Mediators include emotional dysregulation, depression, anger, and social skills deficits. Moderators reviewed include quality of parent–child relationships, peer relationships, and teacher relationships. Although there might be insurmountable challenges to addressing child maltreatment in primary or universal school-based prevention programs, it is possible to intervene to improve these potentially mediating and moderating factors.     

Knowledge and processes that predict proficiency in digital literacy

Proficiency in digital literacy refers to the ability to read and write using online sources, and includes the ability to select sources relevant to the task, synthesize information into a coherent message, and communicate the message with an audience. The present study examines the determinants of digital literacy proficiency by asking 150 students who had 50 min of access to the Internet and a word processor to produce a research report on whether or not their college should require all students to own a laptop computer. The resulting essay received a holistic rating from 1 to 5. Concerning knowledge underlying digital literacy, the major predictors of digital literacy proficiency (as measured by essay rating) were academic experience (undergraduate versus graduate status) and domain knowledge (based on a questionnaire), rather than technical knowledge about how to use computers (based on a questionnaire). Concerning processing during the task, the major predictors of digital literacy proficiency were integrating processes (such as number of unique sources, citations, or supporting details) rather than search processes (such as number of actions, web pages, websites, links, or search terms). In short, proficiency in digital literacy depended mainly on academic experience rather than technical experience, and on how learners organize and integrate the information they find rather than on how much information they peruse. Findings from this study suggest that the basic tenets of good scholarship apply to digital media.     

Measuring the Benefits of Examinee-Selected Questions

Allowing students to choose the question(s) that they will answer from among several possible alternatives is often viewed as a mechanism for increasing fairness in certain types of assessments. The fairness of optional topic choice is not a universally accepted fact, however, and various studies have been done to assess this question. We examine an important class of experiments that we call C1-A, "choose one, answer all," designs, and point out an important problem that they face. We suggest two analytical methods that can be used to circumvent this problem. We illustrate our ideas using the data from Bridgeman et al. (1997) . Our reanalysis of these data show: (a) that differential topic difficulty exists in real choice data, (b) that it affects naïve analyses of such data and masks the effects, positive or negative, of examinee choice, (c) that in this study there is a measurable and positive effect of examinee choice that follows predicted patterns in most but not all cases, (d) that the beneficial strength of examinee choice varies from case to case, and (e) that while the benefits of choice in terms of average points scored on the essays are usually positive, there is a substantial amount of variation around these averages and it is not uncommon for "incorrect" choices to be associated with higher test performance.     

Handicapped children and handicapped families

Conclusion In summary, this article has emphasized the stressful effect of a handicapped child on the family. The effect of the family on the child's achievement is emphasized as many handicapped children would not become disabled or their disability lessened by appropriate parental behavior. Because of the importance of the family as a teaching environment, for the preschool child in particular, three home-oriented programs are out-lined as possible models that others might find useful. These programs attempt to capitalize on the mother's continued contact with the child and her ability to supply a one-to-one teaching arrangement during the time when the child is most susceptible to change. Such programs also increase mother-child communication and enhance her sense of having some control over the child's development, and her self-image as a competent parent, in addition to making the parents aware of community resources and fostering contact with appropriate services. These parent programs for handicapped children should not be seen as a substitute for other child-oriented preschool programs but as part of a co-ordinated approach to the education of the preschool handicapped child.

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Benachteiligte Kinder Und Benachteiligte Familien

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Enfants Handicapes Et Familles handicapees

     

Reward magnitude and shock variables (continuity and intensity) in shuttlebox-avoidance learning

In Experiment I, eight groups of rats (n = 20) were given shuttlebox-avoidance training. Two levels of shock (.3 and 1.6 mA) were combined factorially with two levels of reward (large and small) under both continuous and discontinuous (.75 sec on and 2.00 sec off) shock. Visual situational cues were absent after a shuttle response for the large-reward condition and present for the small-reward condition. Superior performance was obtained with weak rather than strong shock under both reward conditions and with large rather than small reward only under the weak-shock condition. Continuity of shock had no differential effect on performance. Experiment II allowed the conclusion that the reward effect was attributable to a reinforcement mechanism. The data were taken as support for the effective reinforcement theory, which emphasizes the importance in avoidance learning of fear conditioned to situational cues.