Reciprocal relations between parenting and adjustment in a sample of juvenile offenders

The over-time reciprocal links between parenting and adolescent adjustment were examined in a sample of 1,354 serious adolescent offenders followed for 3 years (16 years of age at baseline, SD = 1.14). Parallel processing growth curve models provided independent estimates of the impact of parenting on adolescent functioning as well as the impact of adolescent functioning on parenting. Positive adolescent development was facilitated by high parental warmth and low parental hostility. Parental monitoring predicted less problematic behavior, but less positive functioning as well. Predictably, parents became warmer and less hostile in response to positive adolescent development, and less warm in response to problematic adolescent functioning. Parental monitoring declined when adolescents exhibited either positive or problematic functioning.     

Becoming an expert practitioner: court experimentalism and the medical skills of Anna of Saxony (1532-1585)

This essay proposes that the well-documented interest in empirical and experimental practice at the early modern German courts was not limited to male practitioners. Just as princes evinced an interest in practical alchemy, mathematics, and astronomy, a large number of gentlewomen became expert medical practitioners. Using a case study of one noblewoman, Electress Anna of Saxony, I would like to expand the notion of "prince-practitioning" to a more general and inclusive "court experimentalism." Like the prince-practitioners, Anna engaged in a laborious attempt to learn the hands-on techniques involved in becoming an expert; she collaborated with both noblewomen and noblemen in her efforts; and she semantically linked her medicine to the alchemical skills (Künste) practiced by her husband, Elector August. Although court experimentalism cannot be equated with experimentation in the modern sense, medicine is one area in which women actively shared in the early modern fascination with empirical knowledge.     

Understanding the Development of a Hybrid Practice of Inquiry-Based Science Instruction and Language Development: A Case Study of One Teacher’s Journey Through Reflections on Classroom Practice

This qualitative case study looks closely at an elementary teacher who participated in professional development experiences that helped her develop a hybrid practice of using inquiry-based science to teach both science content and English language development (ELD) to her students, many of whom are English language learners (ELLs). This case study examines the teacher’s reflections on her teaching and her students’ learning as she engaged her students in science learning and supported their developing language skills. It explicates the professional learning experiences that supported the development of this hybrid practice. Closely examining the pedagogical practice and reflections of a teacher who is developing an inquiry-based approach to both science learning and language development can provide insights into how teachers come to integrate their professional development experiences with their classroom expertise in order to create a hybrid inquiry-based science ELD practice. This qualitative case study contributes to the emerging scholarship on the development of teacher practice of inquiry-based science instruction as a vehicle for both science instruction and ELD for ELLs. This study demonstrates how an effective teaching practice that supports both the science and language learning of students can develop from ongoing professional learning experiences that are grounded in current perspectives about language development and that immerse teachers in an inquiry-based approach to learning and instruction. Additionally, this case study also underscores the important role that professional learning opportunities can play in supporting teachers in developing a deeper understanding of the affordances that inquiry-based science can provide for language development.