Who teaches mathematics content courses for prospective elementary teachers in the USA? Results of a second national survey

This article reports on a second national survey of higher education institutions in the USA to answer the question “Who teaches mathematics content courses for prospective elementary teachers, and what are these instructors’ academic and teaching backgrounds?” and addresses valuable information not collected with the first survey conducted in 2010. We surveyed 1740 institutions and a faculty member from each of 413 institutions (23.7%) participated in the survey. The survey results demonstrate that the majority of these institutions are not meeting the recommendations of the Conference Board of Mathematical Sciences (2012) and the Association of Mathematics Teacher Educators (2017) for prospective elementary teachers to take at least 12 semester-hour credits of mathematics content designed specifically for them. The data do indicate that there is movement toward more activity-based approaches for these courses as compared to the 2010 survey. Additionally, there is an increase in these courses having instructors with doctorates in mathematics education as well as an increase in instructors having grades 7–12 teaching experience. Most instructors for these courses do not have elementary teaching experience and have likely not had opportunities to think deeply about the important ideas in elementary mathematics. While most institutions still do not provide training and/or support for these instructors, formalized support and training appear to be increasing since the 2010 survey.

     

Distancing strategies in child-mother dyads: effect of mother’s education and children’s sex

European Journal of Psychology of Education - This study on mother–child interactions is in line with Sigel’s theoretical approach to distancing. The current study aimed at analyzing...     

Changes in Cortical Sensitivity to Infant Facial Cues From Pregnancy to Motherhood Predict Mother–Infant Bonding

The transition to motherhood triggers changes in human brain structure that may facilitate mother–infant bonding. Although much research on maternal cortical responses to infant faces has focused on the postpartum period, no previous study has examined whether longitudinal functional changes in the maternal cortex during pregnancy and postpartum are associated with mother–infant bonding. Using electroencephalography, prenatal to postnatal changes in cortical sensitivity (P1, P2, late positive potential, N170 event-related potentials) to infant and adult faces were examined in relation to reported mother–infant bonding in 40 mothers (M_age = 30.5 years). Prenatal to postnatal increases in P1 and P2 responses to infant faces predicted stronger bonding. Findings suggest that cortical changes in attention allocation rather than in face-specific encoding enhance bonding.     

Reference analytics as an unexpected collection development tool

RefAnalytics, part of Springshare's LibAnswers, is a tool intended for tracking various statistical datasets, but Chicago State University’s Library decided to use it in part as a tool for collection development, in order to reorder missing items, update older books on various topics, and order new books on issues/topics that the library did not yet purchase. The article presents the various types of data collected and the way the data is used for collection development purposes.     

Don't Let Micropayments Penalize You—Experience From The City University Of Hong Kong

Self-service is the trend of today's libraries. The Run Run Shaw Library at the City University of Hong Kong therefore is transforming itself in the same direction and offers to its users what it calls the Easy-service. However, the need to handle cash-based micropayments at the service counter is a stumbling block. There is an urgent need for the Library to choose, out of the different payment technologies available, the most suitable one to automate these administrative costly but small-valued payment transactions. The Library's different attempts in this regard and ultimately the integration of the most popular e-purse in Hong Kong in its different payment transactions are therefore mentioned. Overdue fine payments are identified as the micropayments that must be automated if the administration costs are to be reduced and manpower is to be released to make Easy-service a total success.     

A cross-cultural study of preschool quality in South Korea and Sweden: ECERS evaluations

The aim of the study is to explore cross-cultural similarities and differences in preschool quality in South Korean and Swedish preschools as measured by two national adaptations of the Early Childhood Environment Rating Scale (ECERS). The approach adopted is that cross-cultural comparisons of preschool quality are both achievable and of great importance to researchers as well as policy-makers, educators, teachers and parents. The results indicate that Swedish childcare programs rate higher on the entire ECERS and all of the individual subscales. The similarities and differences in preschool quality are interpreted within the socio-cultural context of each country and the respective pedagogical goals for preschool.     

Influence of body composition on physiological responses to post-exercise hydrotherapy

This study examined the influence of body composition on temperature and blood flow responses to post-exercise cold water immersion (CWI), hot water immersion (HWI) and control (CON). Twenty-seven male participants were stratified into three groups: 1) low mass and low fat (LM-LF); 2) high mass and low fat (HM-LF); or 3) high mass and high fat (HM-HF). Experimental trials involved a standardised bout of cycling, maintained until core temperature reached 38.5°C. Participants subsequently completed one of three 15-min recovery interventions (CWI, HWI, or CON). Core, skin and muscle temperatures, and limb blood flow were recorded at baseline, post-exercise, and every 30 min following recovery for 240 min. During CON and HWI there were no differences in core or muscle temperature between body composition groups. The rate of fall in core temperature following CWI was greater in the LM-LF (0.03 ± 0.01°C/min) group compared to the HM-HF (0.01 ± 0.001°C/min) group (P = 0.002). Muscle temperature decreased to a greater extent during CWI in the LM-LF and HM-LF groups (8.6 ± 3.0°C) compared with HM-HF (5.1 ± 2.0°C, P < 0.05). Blood flow responses did not differ between groups. Differences in body composition alter the thermal response to post-exercise CWI, which may explain some of the variance in the responses to CWI recovery.     

Reducing Inequality in Higher Education: The Link between Faculty Empowerment and Climate and Retention

Since 2001 the National Science Foundation’s ADVANCE program has distributed over $130 million in grants to improve work climate, enhance professional success, and increase recruitment and retention of female faculty in STEM fields. The process by which each institution designs and implements these interventions is seldom studied, however. Using climate surveys, administrative records, and a difference-in-differences regression approach, we assessed whether exposure to the design and implementation process helps explain improvements in climate and retention during the early years of ADVANCE implementation. We found that departments wherein at least one faculty member participated in ADVANCE committee work experienced significant improvements in job satisfaction among female faculty members and significant reduction in turnover among female full professors, suggesting that the ADVANCE design process was itself an intervention.