Temperamental Shyness and Anger/Frustration in Childhood: Normative Development,Individual Differences,and the Impacts of Maternal Intrusiveness and Frontal Electroencephalogram Asymmetry

This study used latent growth curve modeling to identify normative development and individual differences in the developmental patterns of shyness and anger/frustration across childhood. This study also examined the impacts of maternal intrusiveness and frontal electroencephalogram (EEG) asymmetry at age 4 on the developmental patterns of shyness and anger/frustration. 180 children (92 boys, 88 girls; M_age = 4.07 years at baseline; 75.6% White, 18.3% Black, 6.1% multiracial/other) participated in the study. Normative development included significant linear decreases in shyness and anger/frustration. Individual variation existed in the developmental patterns. Children with left frontal EEG asymmetry showed a faster decreasing pattern of shyness. Children who experienced higher maternal intrusiveness and had left frontal EEG asymmetry showed a slower decreasing pattern of anger/frustration.     

Theatre and drama education and populism: The ensemble ‘family’ as a space for dialogic empathy and civic care

This article, understanding populism as an essentially undemocratic ideology, argues that the pro-social theatre education approach of ensemble pedagogy can offer a model of educational practice which counters these anti-democratic rhetorics by creating a shared space for the enactment of empathetic discourse. Via an ethnography of the UK Shakespeare Schools Foundation festival project, the notion of the theatre education ensemble ‘family’ as a model of civic caring is offered as an alternative, feminist ‘care perspective’ on civic and political rhetorics, in contrast to the patriarchal ‘justice perspectives’ which facilitate the reductive anti-democratic rhetorics of populism. Thus, this article concludes that ensemble approaches to theatre education, viewed through this feminist pedagogy lens, hold rich potential for developing learners’ capacity to resist populism and act in socially hopeful ways.     

Sound–spelling consistency in adults' orthographic learning

Forty‐eight adults were trained on monosyllabic pseudowords and their meanings and then tested in vocal spelling. The orthographic inconsistency of the rime (e.g. orn, awn for ‘glorn’) and the number of learning trials affected accuracy and response latency in the vocal spelling test. In addition, orthographic typicality as assessed by neighbour statistics predicted item spelling accuracy. Spelling accuracy on orthographically consistent items significantly increased with training, suggesting that unfamiliar monosyllables are not necessarily spelled by reliance on sound–spelling correspondences at the rime level. Analysis of spelling errors revealed that good spellers made more spelling errors containing alternative rime spellings and fewer errors that were phonologically inappropriate than poor spellers.     

Promoting Inclusive Communities in Diverse Classrooms: Teacher Attunement and Social Dynamics Management

Classroom social integration with peers is vital to students’ school success, and all students can benefit from contact with peers who are different in various ways. Teachers are uniquely positioned to support the social adaptation of diverse learners but require an understanding of classroom dynamics. Moreover, teachers need strategies that help to leverage positive peer dynamics and that promote an engaged classroom climate for all students. Reflecting a person-in-context perspective, this review discusses the peer relations and social adjustment of students, particularly in classrooms with a diverse range of student characteristics and instructional needs, and proposes that teachers’ use of social dynamics management strategies can foster classroom communities that support the involvement and adjustment of all students.     

Best Practices for Interviewing Children with Intellectual Disabilities in Maltreatment Cases

Globally, children with intellectual disabilities are at an increased risk of being victims of maltreatment compared to those without disabilities. Among the children who do disclose the abuse, limitations with communication and working memory can result in their allegation being perceived as not credible. There are several evidence-based interviewing methods available to interviewers for improving the accuracy and amount of detail in children’s testimonies, such as free-recall and cognitive load questioning. In general, these interviewing methods have been developed and tested with typically developing populations, and do not take into consideration the needs of children with intellectual disabilities. Further, there is very little empirical work to guide forensic interviews with intellectually disabled populations, despite there being a great need for such strategies. To address this notable gap in the literature, the current article reviews the contemporary literature on forensic interviewing to identify the best methods for questioning children with intellectual disabilities in maltreatment cases. Adaptations to the commonly used forensic interviewing techniques, including verbal, nonverbal, and repeated questioning strategies, are proposed that address the unique developmental, social, and emotional needs of this population. Furthermore, a series of recommendations are provided to enhance the limited forensic interviewing research with this population.     

Distance Coaching for Pre-service Teachers: Impacts on Children’s Functional Communication in Inclusive Preschool Classrooms

This article reports the results of a post hoc analysis of child data from a single-case multiple-probe study of pre-service teachers’ use of communication strategies before, while, and after receiving distance coaching. Data were analyzed for the number of functional communication utterances used by groups of preschool children with and without disabilities who participated in activities. Results suggest pre-service teachers’ use of evidence-based communication strategies was related to increased functional communication by children in the inclusive preschool classrooms. Implications for future research and classroom practices are discussed.     

Science-based laboratory comprehension: an examination of effective practices within traditional,online and blended learning environments

An increase in online education is causing science educators to evaluate student cognitive understanding after completing virtual, computer-simulated laboratories. Online education has demonstrated comparable learning gains when analysed to those of the traditional classroom, but research is mixed when reviewing students’ ability to manipulate tangible laboratory equipment after participating in online experimentation. The question remains, are students who are exclusively enrolled in online science courses equipped with the cognitive ability to operate laboratory equipment within a physical laboratory? When considering the optimal learning environment for science majors, educators have discovered the blended classroom may provide the perfect opportunity to combine the benefits of face-to-face instruction and feedback with the reinforcement of scientific theory through technology integration. New advances in virtual education provide promising examples of enhancing the online classroom laboratory in all scientific disciplines. Further insight into the blended classroom has the potential to influence the field of education towards an optimal learning environment for science majors in colleges and universities.