Straight Talking: The Nature of Effective Career Discussion at Work

Many employees need help from others in managing their careers, and it is likely that much of this help will be given in the context of a face-to-face discussion, either in a formal setting or more informally. Drawing on the accounts of 104 UK employees who had participated in helpful career discussions, this paper examines with whom and in what settings effective career discussions took place, and the skills and personal qualities displayed by givers and receivers of support. A wide range of individuals provided this form of support. The most important skills and qualities shown by givers of support were: the personal qualities of interest, commitment and trustworthiness; challenging and facilitative skills; giving honest feedback; and providing information.     

The Relations of Early Television Viewing to School Readiness and Vocabulary of Children from Low-Income Families: The Early Window Project

For two cohorts of children from low- to moderate-income families, time-use diaries of television viewing were collected over 3 years (from ages 2-5 and 4-7 years, respectively), and tests of reading, math, receptive vocabulary, and school readiness were administered annually. Relations between viewing and performance were tested in path analyses with controls for home environment quality and primary language (English or Spanish). Viewing child-audience informative programs between ages 2 and 3 predicted high subsequent performance on all four measures of academic skills. For both cohorts, frequent viewers of general-audience programs performed more poorly on subsequent tests than did infrequent viewers of such programs. Children's skills also predicted later viewing, supporting a bidirectional model. Children with good skills at age 5 selected more child-audience informative programs and fewer cartoons in their early elementary years. Children with lower skills at age 3 shifted to viewing more general-audience programs by ages 4 and 5. The results affirm the conclusion that the relations of television viewed to early academic skills depend primarily on the content of the programs viewed.     

GENI的设计原则(一)分布式需求定义GENI的重心

2006年8月,GEN(I网络创新的全球化环境)公布其项目的设计原则。来自普林斯顿大学、麻省理工大学、华盛顿大学等学校的十二位专家编写了这份报告。该报告阐述了GENI的研究范围、用户的需求、需求的内在压力以及工程设计的原则。报告指出了GENI的价值主张,广泛的部署、多样化可扩展的网络技术集合、对真实用户流量的支持仍是GENI关注的原则和方向。本刊将分两期连载这一报告,从“分布式需求定义GENI的重心”、“解决分布式需求的内在冲突”等两部分,将这一报告与大家共享。     

Average Effect Sizes in Developer-Commissioned and Independent Evaluations

Abstract

Rigorous evidence of program effectiveness has become increasingly important with the 2015 passage of the Every Student Succeeds Act (ESSA). One question that has not yet been fully explored is whether program evaluations carried out or commissioned by developers produce larger effect sizes than evaluations conducted by independent third parties. Using study data from the What Works Clearinghouse, we find evidence of a “developer effect,” where program evaluations carried out or commissioned by developers produced average effect sizes that were substantially larger than those identified in evaluations conducted by independent parties. We explore potential reasons for the existence of a “developer effect” and provide evidence that interventions evaluated by developers were not simply more effective than those evaluated by independent parties. We conclude by discussing plausible explanations for this phenomenon as well as providing suggestions for researchers to mitigate potential bias in evaluations moving forward.     

Peer rejection and social information-processing factors in the development of aggressive behavior problems in children

The relation between social rejection and growth in antisocial behavior was investigated. In Study 1,259 boys and girls (34% African American) were followed from Grades 1 to 3 (ages 6-8 years) to Grades 5 to 7 (ages 10-12 years). Early peer rejection predicted growth in aggression. In Study 2,585 boys and girls (16% African American) were followed from kindergarten to Grade 3 (ages 5-8 years), and findings were replicated. Furthermore, early aggression moderated the effect of rejection, such that rejection exacerbated antisocial development only among children initially disposed toward aggression. In Study 3, social information-processing patterns measured in Study 1 were found to mediate partially the effect of early rejection on later aggression. In Study 4, processing patterns measured in Study 2 replicated the mediation effect. Findings are integrated into a recursive model of antisocial development.     

The Promise of Restorative Practices to Transform Teacher-Student Relationships and Achieve Equity in School Discipline

ABSTRACT

Restorative approaches to school discipline are increasingly being implemented throughout the United States in an attempt to reduce reliance on suspension and eradicate the racial discipline gap. Yet, little is known about the experience of students in classrooms utilizing restorative practices (RP). This study draws on student surveys (N = 412) in 29 high school classrooms. Hierarchical linear modeling and regression analyses show that high RP-implementing teachers had more positive relationships with their diverse students. Students perceived them as more respectful and they issued fewer exclusionary discipline referrals compared with low RP implementers. In addition, the findings demonstrate some initial promise of well-implemented RP for narrowing the racial discipline gap. The study found that higher RP implementers issued fewer discipline referrals to Latino and African American students compared with lower RP implementers. The study findings have implications for equity-focused consultation in schools that honor student experience of new programming.     

Posthumanist ethical practice: agential cuts in the pedagogic assemblage

With researchers funnelled into lucrative research practices that value fast scholarship, we explore ethical practice as an ethico-onto-epistemological project. Through collective biography, diffractive choreography, and poetry, we map systems of entrapment that manifest power relations in the academy. We argue the posthumanist ethical practice is an intra-active project in higher education – involving rich material, social, political and intellectual entanglements. Posthumanist ethical practice rejects dualisms of body/mind, nature/culture and human/non-human. It evokes creativity to generate new vocabularies for challenging anthropocentric ‘exceptionalism’. Mapping relations in posthuman assemblages can involve agential cuts that evoke ethical practice as affective encounters. Agential cuts give permission for pedagogic storying where there is ontological connectedness. As academics, we are immersed in assemblages where posthumanist education research and practice is a rich, embodied, and connected process. Particular consideration is given in this article to affectivity and the value of pedagogic performance in education research.     

Struggling with capital: a Bourdieusian analysis of educational strategies among internationally mobile middle class families in Sweden

ABSTRACT

Drawing on empirical data regarding educational strategies among internationally mobile families in the Stockholm-Uppsala region, this study questions the notion of a global middle class. First, a quantitative analysis shows that immigrating middle class professionals and their children are few, having marginal impact on the demand for international education. Furthermore, they far from constitute a homogeneous class, instead comprising of fractions opting for different types of schools. A second, qualitative study on capital conversion among mobile families illustrates that even well-educated international movers face serious challenges converting their existing knowledge, skills and contacts into well-informed social, professional and educational strategies in their new context. This suggests the limitations of concepts such as international capital. It is argued that the GMC concept overshadows the fact that social groups within the middle classes have varying degrees of international mobility that constitutes just one dimension of what separates them from each other.     

Maternal Socialization of Children''s Eating Habits: Strategies Used by Obese Mexican-American Mothers

Mexican-Americans are more likely to be obese than the general population, yet little research has been conducted on the socialization of eating habits in Mexican-American children. 38 obese mothers enrolled in a weight-loss program and their 4-8-year-old children were observed during mealtime and the mothers interviewed about their socialization practices. Mothers relied primarily on nondirective verbal control strategies during the observation. Child compliance was more likely to follow a maternal serving or command than a nondirective behavior. Mothers encouraged sons to eat more than did mothers of girls. Child age was negatively correlated with mother's use of commands, reasoning, threats, and bribes, and positively correlated with maternal nondirectives, servings, and child compliance. Mothers with more years of formal education served healthier foods and were more likely to report using reasoning strategies, prohibiting consumption of unhealthy food, monitoring child food consumption away from home, and allowing child input into the eating situation than were less educated mothers.