Fast-Paced,Romantic, Set in Savannah: A Comparison of Results from Readers' Advisory Databases in the Public Library

Readers' advisory databases are used by public librarians to assist patrons in finding books based on the facts of the plot, the factors used to describe the appeal of the book, or read titles similar to another book they have read. Librarians depend on these databases to give a complete view of the titles available given these limiters, and may assume that identical searches in each database would give similar results. This study compares search results from four databases to see the extent of crossover within those results, using fact-based searches, appeal factor searches, and read-alike searches.     

Adolescents' Goal Orientations and Academic Achievement: Long-Term relations and gender differences

The purpose of this study was to compare the views of Finnish and US preschool teachers, administrators and parents on appropriate educational practices for children aged 3‐5. To obtain a measure of their attitudes toward quality practices with children, a 26‐item instrument was adapted from Developmentally Appropriate Practices in Early Childhood Programs Serving Children from Birth Through Age 8. Researchers in the USA and Finland were asked to administer the instrument to subjects they considered to be ‘representative’ of teachers, administrators and parents in their respective countries. Analysis‐of‐variance procedures were then used to determine the differences in views to quality programmes among the three groups in both countries. No significant differences were found among the three groups in the Finnish sample (F(2,69) = 1.34, p = ns). Among the US group, the parents were found to score significantly less than administrators (F(2,120) = 7.85, p < 0.0006). Multivariate analyses of variance procedures showed that administrators from the two countries did not differ significantly in any of the areas under study. The two areas where teachers tended to differ significantly were those of ‘teaching strategies’ (t = 3.13, df = 100, p = 0.002) and ‘language development’ (t = 3.98, df = 89, p = 0.000). Teachers in the USA tended to take a more structured approach to instruction in preschool programmes, using teacher‐directed (less appropriate) approaches and providing children with (less appropriate) drill and practice on language skills. Parents in Finland appeared more supportive of developmentally appropriate practices than their US counterparts and their views were more generally congruent with those of teachers and administrators. This study suggests that the construct of ‘appropriateness’ of beliefs/practices for children may be of value in comparative international child‐care studies, and it raises the issue of why a greater congruence in beliefs/practices exists in some countries.     

Undergraduate Understanding of Climate Change: The Influences of College Major and Environmental Group Membership on Survey Knowledge Scores

A survey covering the scientific and social aspects of climate change was administered to examine U.S. undergraduate student mental models, and compare knowledge between groups based on major and environmental group membership. A Knowledge Score (scale 0–35, mean score = 17.84) was generated for respondents at two, central East Coast, U.S. universities (n = 465). Elements of student mental models examined include environmental issue confusion, skepticism, and self-reported understanding. This study finds that students frequently confuse climate change with other environmental issues, and that a substantial majority of students do not have an understanding of climate change that closely matches the scientific model. These misconceptions extend to their understanding of mitigation actions. Environmental group membership is shown to be a greater determinant of climate change knowledge than enrollment in a science major.     

Exploring the views of parents of high ability children living in relative poverty

Background: This study is located in the general context of recent research on family life in England, ‘gifted and talented’ education policy and the significance of parental engagement. There is strong evidence that parental involvement has a significant and positive effect on children’s development and achievement. Although a great deal of work has been done on identifying general patterns of good practice, there is a gap in the literature regarding the support needs of parents of gifted and talented children from lower socio-economic backgrounds.

Purpose: The aim of this UK-based study was to explore what support such parents had received and what support they felt they needed to better promote their children’s development and achievement.

Sample: An opportunity sample of 21 parents with youngsters aged 14–16 identified as ‘gifted and talented’ by their schools, as part of UK government policy, took part in the study. The students attended a university-based intervention programme, which was designed to raise the students’ aspirations and achievement. The students were from schools within areas of relative social deprivation and, most qualified for free school meals.

Design and Methods: In-depth semi-structured interviews were carried out to capture the authentic voice of the parents. Data was analysed using both pre-determined and emerging codes.

Results: Sixteen of 21 of the parents had good, supportive relationships with their children and 15 of 21 had high aspirations for them. However, 18 of 21 of the parents felt unable to engage with their child’s learning in the home. They also felt inadequate in their knowledge and experience to help their children with subject choices and advise on matters relating to Higher Education. Parents did not perceive their wider family or the wider community as supportive, nor did they expect them to be. Peer groups were seen as threats to their children’s well-being and advancement. Schools were highly rated for relationships but offered no specific support to these parents.

Conclusions: We conclude that although parental involvement is acknowledged in defining children’s life chances, parents in our sample, nonetheless, seemed to be being forced to ‘go it alone’. Within the limitations imposed by our small sample, we raise questions about the implications of the study.     

What's in a Policy? Evaluating the Privacy Policies of Children's Apps and Websites

Although the Children’s Online Privacy Protection Act (COPPA) was enacted 20?years ago, the recently updated General Data Protection Regulation (GDPR) has renewed public interest in privacy policies. Under both COPPA and GDPR, companies must abide by strict regulations protecting children’s personal data. Lengthy and oftentimes ambiguous policies contribute to misinformed users agreeing to terms that might compromise a child’s data. This article provides guidelines for evaluating privacy policies for children that can be used by teachers, parents, and, where appropriate, even the children themselves. Resources from Common Sense Education, including free digital citizenship lesson plans and a review repository of popular apps and websites for children, are also highlighted.