Social-Emotional Development,School Readiness,Teacher–Child Interactions,and Classroom Environment

This article investigates the effectiveness of a statewide 6-month early childhood mental health consultation (ECMHC) model on teachers’ emotional support of children and classroom organization. We provide a brief historical and theoretical background of the field of ECMHC, present the logic model for our ECMHC intervention, and discuss the existing research that supports this logic model. Research Findings: Participants included 445 teachers from 158 child care centers statewide. The mental health consultation improved the quality of early childhood teachers’ interactions (e.g., emotional support and classroom organization) with children in their care. Teachers with more experience and more than a high school degree tended to score higher on many of the Classroom Assessment Scoring System (R. C. Pianta, K. M. La Paro, &; B. K. Hamre, 2008 Pianta , R. C. , La Paro , K. M. , &; Hamre , B. K. ( 2008 ). Classroom Assessment Scoring System (CLASS) manual, Pre-K . Baltimore , MD : Brookes . [Google Scholar]) dimensions. Practice or Policy: This study demonstrates that mental health consultants can partner successfully with early childhood educators and provide support that enhances classroom variables associated with high-quality care and positive child outcomes. Even with a high rate of teacher turnover (35%), significant differences were found; this demonstrates the robustness of the ECMHC model in that the effectiveness of this model was not undermined by the chronic problem of staff turnover.     

Hypercorrection of high confidence errors in children

Three experiments investigated whether the hypercorrection effect – the finding that errors committed with high confidence are easier, rather than more difficult, to correct than are errors committed with low confidence – occurs in grade school children as it does in young adults. All three experiments showed that Grade 3–6 children hypercorrected high confidence errors and the children also claimed that they ‘knew those answers all along.’ Experiment 2 included two second-guess tasks following error commission, one in which the children attempted to choose the correct answer from six options and the other in which they tried to generate a correct second response. Neither provided evidence that children actually knew high confidence corrections all along. Experiment 3, however, showed that the children had some preferential partial knowledge insofar as they needed fewer hints to guess the correct answers to high confidence than to low confidence errors.     

A written,reflective and dialogic strategy for assessment feedback that can enhance student/teacher relationships

In response to the shortcomings of current assessment feedback practice, this paper presents the results of a study designed to examine students’ and teachers’ experience of engaging in a written, reflective and dialogic feedback (WRDF) strategy. The strategy was designed to enhance the learning experience of students undertaking a large first-year core course at a regional Australian university in semester 2, 2012. The evaluation consisted of three components: student surveys pre- and post-WRDF; a student focus group post-WRDF; and a teacher survey post-WRDF. Participating students’ and teachers’ perceptions of the WRDF assessment feedback suggested that students value feedback highly, and show a preference for feedback combining written, reflective and dialogic processes. The research findings suggest that the WRDF framework can be utilised to address the immediate, practical problem of students’ and teachers’ dissatisfaction with the practice of assessment feedback. Thus, WRDF may be used to nurture teacher/student relationships and enhance the learning process. Although a relatively intensive process, the WRDF strategy can serve an integral role in enhancing feedback practices and supporting students.     

Publisher–Society partnerships to further image accessibility and global inclusivity in the Humanities and Social Sciences: Comparing top-down and bottom-up approaches

• Collaboration between publishers and learned society partners can accelerate and amplify DEIA outcomes.
• 97 HSS titles have adopted alt-text publication workflows and this change has been welcomed by journal authors and editors.
• Efforts to promote global inclusivity do not always result in greater membership diversity, retention and growth.
• Top-down, publisher-led DEIA initiatives are effective when they are aligned strategically to pre-existing society initiatives.
• Bottom-up, member-led DEIA initiatives benefit from publisher support to mitigate financial and time-based barriers to active participation.
• To reliably track DEIA outcomes, publishers ought to adopt systematic data collection strategies through initiatives like C4 and the Joint Commitment.

     

An Advocate for Everything: Exploring Exhibit Development Models

Abstract This article presents six models, from within and outside the museum profession, useful to consider when creating exhibition teams. The focus is on five roles—client, content specialist, designer, content interpreter, and project manager—and the authority and responsibility assigned to these roles in the different models. The author examines the pros and cons of the models and provides examples from museums in which they were instituted. The developer model was created at The Field Museum of Natural History to replace the team approach model. Both of these models replaced the curatorial model. The broker model was developed at The Children's Museum in Boston. From outside the museum field, the author presents the architectural model and the theatrical model. Each of the models, in differing ways, defines a process, a point of view about the expected outcomes, and assigns specific authorities and responsibilities to staff members in each of the five roles. The author argues that it is not so important which of the models is chosen for any given exhibition project, but emphasizes that the importance lies in being certain that a model be chosen and rigorously implemented. The appendix also includes a sample exhibit process document from one museum.