Supervisory Style: Its Relation to the Supervisory Working Alliance and Supervisor Self‐Disclosure

The purpose of this study was to examine the relationship between supervisor perceptions of their supervisory style and elements of the supervision process, including the supervisory working alliance and supervisor self‐disclosure. Data from 137 counselor supervisors demonstrated a significant positive relationship between attractive, interpersonally sensitive, and task‐oriented supervisory styles and the (a) goals, tasks, and bond components of the supervisory working alliance and (b) frequency of supervisor self‐disclosure. Limitations and implications for counselor supervision theory, research, and practice are addressed.     

Effects of MyTeachingPartner–Math/Science on Teacher–Child Interactions in Prekindergarten Classrooms

Research Findings: This study examined the impact of MyTeachingPartner–Math/Science, a system of math and science curricula and professional development, on the quality of teachers’ interactions with children in their classrooms. Schools were randomly assigned to 1 of 2 intervention conditions (Basic: curricula providing within-activity, embedded teacher supports; Plus: curricula plus implementation support via online resources and in-person workshops) or to a Business-as-Usual (BaU) control condition. Results showed that teachers in the Basic and Plus conditions showed higher levels of Instructional Support and Facilitation of Mathematical and Scientific Thinking. Teachers in the Basic condition also showed higher levels of Emotional Support compared with teachers in the BaU condition. We did not find any significant differences between teachers’ interactions in the Basic and Plus conditions. Practice or Policy: Children are entering kindergarten unprepared in the areas of mathematics and science, largely as a result of inadequate exposure to early experiences and high-quality interactions in these domains. The results of this study suggest that providing teachers with math and science curricula that include embedded teacher supports can have an impact on the quality of their math and science instruction.     

Digital writing practices: a close look at one grade three author

This paper reports on the digital writing practices of a Grade Three primary school student as he used an iPad to plan, produce and share digital texts. The case study acknowledges that writing is undergoing a period of great change in many classrooms and works to show how a student author has interpreted and produced digital texts with new technologies. In particular, the specific practices, digital materials and literacy concepts will be explicated through analyses of two digital texts created by this author. This focus acknowledges the ways texts can be planned, produced and shared using multiple modes and media. These social practices and the wider learning opportunities afforded through the flexible and recursive ways students produce text have yet to be fully explored. This paper also extends current understandings about digital writing practices through its examination of the connections between and among multiple apps as an author crafts digital text.     

Positioning as not‐understanding: The value of showing uncertainty for engaging in science

Not understanding is central to scientific work: what scientists do is learn about the natural world, which involves seeking out what they do not know. In classrooms, however, the position of not‐understanding is generally a liability; confusion is an unfortunate condition to resolve as quickly as possible, or to conceal. In this article, we argue that students' public displays of uncertainty or confusion can be pivotal contributions to the classroom dynamics in initiating and sustaining a class's science inquiry. We present this as a central finding from a cross‐case analysis of eight episodes of students' scientific engagement, drawing on literature on framing to show how participants positioned themselves as not‐understanding and how that was consequential for the class's scientific engagement. We show how participants enacted this positioning by asking questions or expressing uncertainty around a phenomenon or model. We then analyze how participants' displays of not‐understanding shaped the conceptual, epistemic, and social aspects of classroom activity. We present two cases in detail: one in which a student's positioning helped initiate the class's scientific engagement and another in which it helped sustain it. We argue that this work motivates considering how to help students learn to embrace and value the role of expressing one's confusion in science.     

A Longitudinal Investigation of Conflict and Delay Inhibitory Control in Toddlers and Preschoolers

Research Findings: A total of 81 children participated in a longitudinal investigation of inhibitory control (IC) from 2 to 4 years of age. Child IC was measured via maternal report and laboratory measures under conditions of conflict and delay. Performance on delay IC tasks at 3 years was related to performance on these same tasks at 2 and 4 years, but performance on conflict IC tasks was not related over time. Delay IC task performance was concurrently related to conflict IC task performance in 3- and 4-year-olds but was not related in 2-year-olds. Measures of IC varied in their associations with measures of verbal ability and maternal-report IC. Such findings highlight important similarities and distinctions between conflict and delay IC abilities in their relation to one another and to temperament and language over time. Practice or Policy: Studies of IC and related concepts reveal that children who are regulated enjoy school more and have higher school competence, particularly in mathematics and reading achievement. Because conflict IC and delay IC show unique patterns of development over time, educators can expect classroom behaviors drawing on the state-like conflict IC to show more fluctuation over time than those drawing on the trait-like delay IC.     

Individual differences and the development of joint attention in infancy

This study examined the development of joint attention in 95 infants assessed between 9 and 18 months of age. Infants displayed significant test-retest reliability on measures of following gaze and gestures (responding to joint attention, RJA) and in their use of eye contact to establish social attention coordination (initiating joint attention, IJA). Infants displayed a linear, increasing pattern of age-related growth on most joint attention measures. However, IJA was characterized by a significant cubic developmental pattern. Infants with different rates of cognitive development exhibited different frequencies of joint attention acts at each age, but did not exhibit different age-related patterns of development. Finally, 12-month RJA and 18-month IJA predicted 24-month language after controlling for general aspects of cognitive development.     

Exploring preservice teachers’ metaphor plotlines

This study explores how entering female preservice teachers position themselves-the plotlines, obligations, responsibilities and duties they are prepared to enact, the expectations they hold for students, and the implications these have for teacher education. Using positioning theory, the authors analyze application letters of 20 elementary preservice teachers to uncover metaphor plotlines for teaching. Preservice teachers’ application letters contained 12 metaphor plotlines presented here in terms of the definition, the role of teacher and the role of student. The paper explores implications for the content of teacher education, development as a teacher, and the ability to engage students.     

Index of mechanical efficiency in competitive and recreational long distance runners

The purpose of this investigation was to compare external work and net energy expenditure during a bout of repetitive stretch-shortening cycles between competitive and recreational long-distance runners. Participants were divided into either competitive or recreational runners based on their maximal oxygen consumption and self-reported 1600 m times. The stretch-shortening cycle involved a repetitive hopping protocol on a force plate while measuring oxygen consumption and lactate accumulation for a total of 10 min. External work and net energy expenditure were calculated for 3 min after steady state was achieved and the ratio between these variables was utilised as an index of mechanical efficiency. Lower extremity stiffness was calculated during this interval as well. Net energy expenditure was significantly lower in competitive runners (152.6 ± 33.3 kJ) in comparison to recreational runners (200.6 ± 41.4 kJ) (P = 0.02) given similar amounts of external work performed in both groups (competitive runners = 65.6 ± 20.1 kJ, recreational runners = 68.8 ± 12.1 kJ) (P = 0.67). Index of mechanical efficiency was significantly different between competitive runners (43.2 ± 9.0%) and recreational runners (34.8 ± 5.3%) (P = 0.03). No significant differences were found in lower extremity stiffness (P = 0.64). Competitive distance runners can perform similar levels of external work with lower net energy expenditure and thus a higher index of mechanical efficiency during repetitive stretch-shortening cycles in comparison to recreational runners with similar values of lower extremity stiffness. This ability could possibly be due differences in muscle–tendon length changes, muscle pre-activation, cross-bridge potentiation and short-latency reflex responses as a result of training which should be considered for future investigation.