Lexical form class information guides word-to-object mapping in preschoolers

We demonstrate that lexical form class information can play a powerful role in directing the establishment of word-to-object mappings in referentially ambiguous situations. A total of 144 3- and 4-year-olds heard a novel label, modeled syntactically as either a proper name or an adjective, for a stuffed animal of a familiar kind. We then added a second object of the same kind and asked children (1) to choose one of the two objects as the referent of a second novel label, also presented syntactically as either a proper name or an adjective, and (2) to decide whether this second label could also apply to the object they did not choose. In each of three experiments, preschoolers were most likely to reject two words for the same object if both words were proper names (as if one dog could not be both "Fido" and "Rover"). They were significantly less likely to do so if both were adjectives (as if one dog could be both "spotted" and "furry") or if one was a proper name and the other was an adjective (as if one dog could be both "Fido" and "furry"). Information about lexical form class thus contributed significantly to the formation of linkages between words and objects.     

Deinstitutionalization of severely handicapped children: Locus of control and incentive orientations as important indicators

Severely physically handicapped children in deinstitutionalized and institutionalized programs were assessed on measures of locus of control and incentive orientation. Children in institutionalized programs were found to be significantly more internally controlled and more intrinsically motivated than their counterparts in mainstreamed settings. The results suggest that the decision to deinstitutionalize a child involves more than possible academic gains; growth in personality, positive mental health, and family acceptance are also important concerns.     

Inclusion and the practice of repeating Kindergarten in Australia

Abstract

International evidence indicates there may be little or no academic benefit for children who are retained, and the possibility of negative long term socio-emotional outcomes for these children. Drawing on data from the nationally representative Longitudinal Study of Australian Children (n = 4464), this paper provides an Australian perspective on the practice of grade retention, specifically investigating repeating the Kindergarten year. Our results indicated that nearly half of grade retention occurring by Year 6 occurs in the Kindergarten year, the main reasons being related to learning and behavioural difficulties. The analyses identified a number of child and family factors associated with grade retention, the strongest predictors being maternal mental health and parental receptive language concern, with school readiness, receptive language skills, and child hyperactivity also relevant factors. The paper considers implications for early intervention to support children’s academic trajectories through school.     

Writing together for academic publication as a youth-adult PAR team: moving from distance and distaste towards transformative engagement

While participatory action research’s (PAR) democratic and social justice principles promote team member involvement across the research, collaborative team writing for publication is not standard practice. Peer-reviewed publications are predominately written by academic team member(s), and may include varied but often limited, co-authorship from youth, teachers and/or community team members. Drawing from narrative approaches, this paper narrates a youth-adult PAR team’s movement from a sense of distance and distaste towards academic writing to experiencing writing for publication as a process of transformative team engagement. In doing so, this account offers a story of possibility and agency for teams considering this facet of democratic youth-adult PAR team work.     

Improving learning disabled students' skills at composing essays: self-instructional strategy training

This study was conducted to determine if self-instructional strategy training would improve learning disabled students' writing. Students were taught a strategy designed to facilitate the generation, framing, and planning of argumentative essays. Training effects were investigated using a multiple-baseline across-subjects design, with multiple probes in baseline. Strategy instruction had a positive effect on students' writing performance and self-efficacy. Effects were maintained over time and transferred to a new setting and teacher. Evidence for generalization to a second genre, story writing, was also obtained. The students and their special education teacher recommended the use of the strategy with other students.     

Student Academic Dishonesty: The Potential for Situational Prevention

Approximately one-half to three-quarters of university students commit some form of cheating, plagiarism, or collusion. Typical university responses are policy statements containing definitions plus punishment procedures. This paper collates a portfolio of strategies and tactics that seek to design-out, deter, and discourage academic misconduct. It finds many routine tactics exist, from silence and the use of large halls for major exams, to restrictions on electronic devices. Others are less consistently adopted, such as splitting lengthy exams in two to discourage washroom-visits where cheating takes place. The portfolio of tactics is framed in the context of crime opportunity theory and the 25 techniques of situational crime prevention. It is proposed that more consistent application of tactics focusing on environmental design, curricular design, and class management offer significant potential for reducing misconduct. Future research should seek to evaluate and enhance such interventions.     

Faculty and Student Perceptions of Dual Relationships Within Counselor Education: A Qualitative Analysis

The authors undertook this study to identify how counselor education faculty and students determine the ethical appropriateness of dilemmas portraying dual relationships in friendships, mentoring, monetary interactions, and romantic‐sexual relationships. Faculty and student perceptions of scenarios that depict dual relationships between faculty and students were assessed and analyzed using qualitative methods. Results suggest that, unlike most students, faculty trust the ability of counselor educators to maintain objectivity and avoid student exploitation even sometimes while engaged in dual‐role relationships. Furthermore, faculty may be unaware of students' concerns regarding the fairness of such relationships and the impact they have on the student body.