Building Women’s Innovation Capacities Through Undergraduate Experiences

Research in Higher Education - This study examines how collegiate climates and practices can promote innovation capacities among an international longitudinal sample of undergraduate women. Using a...     

Examining the role of school psychologists as providers of mental and behavioral health services

The school setting represents the most common setting by which youth receive mental and behavioral health (MBH) services (Farmer et al., 2003, Psychiatr Serv, 54, 60–66). Nevertheless, many school psychologists are not providing MBH services despite the high prevalence of need. Additional research is needed to understand factors leading to these deficits, as well as potential solutions to ameliorate these concerns. The current study surveyed 341 school psychologists across seven states and found current ratios are one school psychologist for every 1,500–2,000 students. Study results suggest school psychologists are providing a half to full day of universal, prevention-oriented MBH services each week whereas more targeted, direct services (e.g., individual or small group counseling) are offered 1–4 hr each week. The school psychologist-to-student ratios also demonstrated a statistically significant and inverse association with the provision of targeted MBH services, with higher ratios resulting in fewer MBH services. Respondents provided potential solutions for how to expand the delivery of MBH services within schools, including increased awareness and support among school and district administrators, as well as access to training and professional development related to MBH services.     

Understanding the role of shaft stiffness in the golf swing

Theoretically, shaft stiffness can alter shot distance by increasing clubhead speed or altering clubhead orientation at impact. A 3D forward dynamics model of a golfer and flexible club simulated the downswing. A genetic algorithm optimized the coordination of the model’s muscles (four torque generators) to maximize clubhead speed. The maximum torque output and maximum rate of torque development from the torque generators were varied to simulate the swing of golfers that generate different clubhead speeds. Four shafts of varying stiffness (flexible, regular, stiff, and completely rigid) were entered into these simulations to examine the role that shaft flexibility had on clubhead speed and orientation at impact. Shaft stiffness was found to have a meaningful effect only on clubhead orientation (dynamic loft and dynamic close) at impact. There was no evidence to support the premise that matching the stiffness properties of the shaft with the golfer would improve clubhead speed.     

Constructing views of science tied to issues of equity and diversity: A study of beginning science teachers

In this study, we examined the discursive and social practices of a teacher educator (the first author) and her eight beginning science teachers in a course on the nature of science and issues of equity and diversity. We focused our investigation on beginning science teachers' views of science and science teaching, as well as the grounds they offered for their views. We organized our discussion of the nature of science, teacher learning, and grounds for views along three dimensions: personal, social, and political. We found that beginning teachers routinely drew from only one of these three dimensions to support their views of the nature of science and ways to represent science to all students. In our implications, we recommend that teacher educators encourage teacher learners to examine personal, social, and political grounds carefully and critically in the process of constructing or revising their views. We argue that attention to these three dimensions of grounds for views will assist beginning teachers in adopting nature of science positions that are broad and complex, that more clearly reflect the goals of equity and excellence, and thus, that hold greater promise for achieving a science education inclusive of all students. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 53–76, 2003     

Do more hours in center-based care cause more externalizing problems? A cross-national replication study

Whether high quantities of center-based care cause behavior problems is a controversial question. Studies using covariate adjustment for selection factors have detected relations between center care and behavior problems, but studies with stronger internal validity less often find such evidence. We examined whether within-child changes in hours in center-based care predicted changes in externalizing problems in toddlers and preschoolers (N = 10,105; 49% female; data collection 1993–2012) in seven studies, including from Germany, Netherlands, Norway, two from Canada and two from the U.S. Race/ethnicity data were only collected in the United States (57% and 80% White; 42% and 13% African-American; 1.2% and 5% Latinx). Meta-analyses showed no association (r = .00, p = .88) between hours in center-based care and externalizing problems.     

Comprendre l'éducation physique à partir de la comparaison: le cas de la France et de l' Espagne

Le but principal de cet article est de comparer à partir des textes législatifs, des enquêtes ministérielles et européennes, et des revues spécialisées en France et en Espagne les propriétés de deux organisations scolaires singulières nommées «éducation prioritaire» ainsi que les mises en ?uvre de l'éducation physique. En nous appuyant sur l'approche de la construction sociale, nous présentons comment ces deux pays européens organisent cet enseignement dans les milieux défavorisés. Une analyse des aspects visibles du système éducatif à l'aide d'indicateurs généralistes (organisation des études, formation des enseignants, dépenses publiques) aurait laissé envisager d'importantes différences. Cependant, la comparaison à l'aide d'indicateurs «plus fins» des mises en ?uvre de l'éducation physique dans les écoles traditionnelles (poids de l'éducation physique, préoccupations gouvernementales et celles des enseignants, programmes d'enseignement) puis dans les milieux difficiles ZEP et CAEP (choix didactiques et pédagogiques) indique de fortes similitudes. Ces différences de résultats soulignent l'intérêt des analyses comparatives secondaires et la nécessité de considérer des analyses détaillées.

The main aim of this study is to compare two particular school organisations labelled ‘priority education’ in France and Spain, in relation to physical education using laws, ministerial and European surveys, and specialised journals. The social constructivist approach has been used to describe how both these European countries organise the teaching of physical education in under‐privileged environments. The analysis of the visible aspects of these educational systems with general indicators (organisation of studies, teacher education, public expenses) seems to imply differences. However, the comparison using more detailed data in the implementation of physical education in traditional schools (weight of the physical education in the system, governmental and teachers concerns, teaching programmes) indicates strong similarities. In addition, didactic and pedagogic choices in physical education in under‐privileged schools appear to be quite similar. These results underline the interest of secondary comparative studies and the necessity of taking into account detailed analyses.     

基于三阶段DEA的中国区域二氧化碳排放绩效评价研究

要在促进社会经济发展的同时减少二氧化碳排放量,关键在于提高二氧化碳排放绩效.客观正确地评估中国各省份经济发展过程中的二氧化碳排放绩效具有重要现实意义.文章从效率的角度,界定二氧化碳排放绩效的概念,将二氧化碳排放作为非期望产出纳入全要素研究框架,探索性地利用三阶段DEA方法和线性数据转换函数法来评价中国省际区域的二氧化碳排放绩效,剔除了环境变量和随机误差对结果的影响,为真实测度二氧化碳排放绩效提供了可行的方法.结果表明,传统DEA测度的二氧化碳排放平均技术效率和纯技术效率被低估,而平均规模效率被高估;中国区域间二氧化碳排放绩效发展显著不平衡,呈现出“东＞西＞中”的格局,与传统的经济格局存在一定出入.     

Social Studies Education in the Age of Testing and Accountability

With 3 years and counting since its inception, the scope and impact of No Child Left Behind is now being felt in classrooms across the nation. Although some successes have been identified, concerns about the implementation and expectations of the legislation are emerging. As a result of the legislation's emphasis on the development of standards and assessment systems in reading, mathematics, and science, educators of other core and elective subjects are weighing the impact of being left out of the No Child Left Behind formula of testing and accountability. In an attempt to ascertain the perceptions and sentiments of social studies teachers concerning the impact of No Child Left Behind and the concomitant issue of state-level testing and accountability policy, a tristate study was conducted. The findings of this research indicate that although elementary, middle, and high school social studies educators recognize the negative consequences of being left out of No Child Left Behind, they are not convinced that being included would be better for them, their students, or social studies education in general.