Differential exposure to early childhood education services and mother–toddler interaction

This study examined the associations of exposure to early childhood education (ECE) services upon 2.5-year-old children's task persistence and enthusiasm and their mothers’ authoritative and authoritarian behavior and support stimulation. Families participated in the Infant Health and Development Program, an eight-site randomized comprehensive ECE to enhance the development of low birth weight, premature infants. Exposure was measured for 269 families who received at least one home visit and 1 day at the Child Development Center (CDC): 131 with lower exposure (64 ± 11.6 home visits and 206 ± 53 CDC days) and 138 with higher exposure (67 ± 9.2 home visits and 301 ± 21 CDC days). These two groups were compared to the follow-up group (540 with no exposure). Compared to no exposure, high exposure was associated with greater child enthusiasm and persistence and maternal support stimulation. Infant and mother test scores and temperament/depression scores, child's sex, and ethnicity were examined as moderators. Compared to no exposure, high exposure was related to maternal authoritative behavior toward girls, less authoritarian behavior for mothers with lower PPVT scores, and greater task enthusiasm from Black children.     

Variables that predict desire for work with special education adolescents

The target group was composed of professionals with a variety of psychology- and education-related roles. A set of variables was identified that could capture 75% of the variance associated with desire for work with special need adolescents. The variable set included participant perceptions of quality of special education training, as well as self-evaluation of personal characteristics such as sex, age, and attitudes toward special need adolescents.     

Reducing the grade disparities between American Indians and Euro-American students in introduction to psychology through small-group,peer-mentored,supplemental instruction

Supplemental instruction (SI) is a small-group, peer-mentored programme which is compatible with the learning preferences of American Indian students. We tested the hypothesis that SI is a compensatory strategy that reduces the differences in the grades earned in introduction to psychology by Euro-American and American Indian students. The sample consisted of 129 American Indian students and 4588 Euro-American students enrolled in introduction to psychology at a US university. As hypothesised, a multi-level model yielded a significant (p < .01) interaction between SI and ethnicity on course grade. Whereas for non-SI users, the gap between Euro-American and American Indian students was .71 grade points, for SI users, it was only .15 grade points. Strategies should be devised for increasing SI visits by students enrolled in introduction to psychology, particularly those who belong to American Indian tribes.     

CD-ROM's acquaintances: What to do with the skeletons in our academic libraries

The University of Central Florida (UCF) Libraries had a large number of CD-ROMs accompanying books that had not circulated, did not work, or both. This article outlines the evaluation process of withdrawal.