News or Noticias: A Social Identity Approach to Understanding Latinos’ Preferred Language for News Consumption in the United States

For Latinos in the United States, decisions reflecting which language they prefer for news media consumption can have substantial effects on the quality of the content they receive. However, little is known about what influences Latinos’ language preferences for news media consumption. This project looks to fill that void to the immediate appeal of academics and media analysts by asking, What influences Latinos’ language preference for news? This project builds on social psychology theories highlighting the role played by social identity and self-categorization for inspiring culturally consistent behaviors. This social identity approach focuses on the embrace of Latino characteristics and the complementary nature of Spanish-language media outputs relative to those characteristics. Using the 2006 Latino National Survey, the role of identity is explored. The results indicate that language preferences for news consumption are indeed related to various social identity measures among Latinos in the United States.     

The Challenge of Beginning

This article presents a way of approaching introductory design education that expands student creativity through building on research related to the impact of cognitive development and metacognitive thinking. The strategy presented emphasises the importance of encouraging divergent thinking and understanding how students perceive knowledge. The goal is to create a learning environment that acknowledges where students are in their thinking and provides a structure that promotes both cognitive and creative growth.     

Exploring data management content in doctoral nursing handbooks

Objective:While data management (DM) is an increasing responsibility of doctorally prepared nurses, little is understood about how DM education and expectations are reflected within student handbooks. The purpose of this study was to assess the inclusion of DM content within doctoral nursing student handbooks.Methods:A list of 346 doctoral programs was obtained from the American Association of Colleges of Nursing (AACN). Program websites were searched to locate program handbooks, which were downloaded for analysis. A textual review of 261 handbooks from 215 institutions was conducted to determine whether DM was mentioned and, if so, where the DM content was located. Statistical analysis was performed to compare the presence of DM guidance by type of institution, Carnegie Classification, and the type of doctoral program handbook.Results:A total of 1,382 codes were identified across data life cycle stages, most commonly in the handbooks’ project requirements section. The most frequent mention of DM was in relation to collecting and analyzing data; the least frequent related to publishing and sharing data and preservation. Significant differences in the frequency and location of codes were identified by program type and Carnegie Classification.Conclusions:Nursing doctoral program handbooks primarily address collecting and analyzing data during student projects. Findings suggest limited education about, and inclusion of, DM life cycle content, especially within DNP programs. Collaboration between nursing faculty and librarians and nursing and library professional organizations is needed to advance the adoption of DM best practices for preparing students in their future roles as clinicians and scholars.     

Adolescents’ sleep and adjustment: Reciprocal effects

Reciprocal relations between sleep and adjustment were investigated. Participants included 246 adolescents (M = 15.80 years; 67.5% White, 32.5% Black/African American; 53% female, 47% male) at Time 1 (data collected 2012–2013), 227 at Time 2 (M = 16.78 years) and 215 at Time 3 (M = 17.70 years). Sleep–wake variables were measured with self-reports (sleepiness) and actigraphy (average sleep minutes and efficiency, variability in sleep minutes and efficiency). Adolescents reported on depression and anxiety symptoms, and parents reported on externalizing problems. Greater variability in sleep duration and efficiency as well as sleepiness predicted adjustment problems (range of R²: 36%–60%). Reciprocal relations were supported mostly for sleepiness (range of R²: 16%–32%). Results help understand bidirectional relations between sleep and adjustment.     

Doctoral students’ experiences of nondisclosure with their dissertation chair

We examined doctoral students’ experiences of nondisclosure with their dissertation chairs. Using a hermeneutic phenomenology design, we analyzed two individual interviews of 10 doctoral students. We identified the following three themes: (a) the professional dynamics in the relationship, (b) the interpersonal and cultural dynamics in the relationship, and (c) prioritization of completing the dissertation. Implications for doctoral students and dissertation chairs are discussed.     

Engaging Students with Art-Based S-R-C (Sense of Belonging,Resistance, and Coalition Building) Strategies for Anti-Racism

In this article, we discuss our struggles and efforts to respond to Asian American and Pacific Islander (AAPI) hate crimes and anti-Asian racism, as well as explore ways to address the issues of anti-Asian racism, violence, myths, and stereotypes in the art classroom. We researched and learned from contemporary Asian American artists, attended anti-racism virtual talks, and examined various anti-racism pedagogical approaches. As an outcome of our research to confront anti-racism, we developed S-R-C strategies to engage students with art-based anti-racism, which include facilitating a sense of belonging (S), resisting anti-Asian racism (R), and coalescing with other minority groups and allies (C). These strategies were developed to fully embrace the equity, diversity, and inclusivity of AAPI sequentially and holistically. This article also reports how we use the S-R-C strategies to guide our pre-service art teachers to confront anti-Asian racism and advocate for anti-racism teaching practices.     

Child‐Care Subsidies and Child‐Care Choices Over Time

The evidence to date on the federal child‐care subsidy program's effect on preschool child‐care quality is mixed. However, an as‐yet untested outcome of subsidy receipt is subsequent child‐care choice. Specifically, it is possible that subsidy receipt in toddlerhood increases the likelihood of attending other publicly funded preschool programs—Head Start and public pre‐k—that provide the highest quality care available to low‐income families. Using data from the Early Childhood Longitudinal Study–Birth Cohort (n ≈ 2,100; approximately 2 years old), this study finds that subsidy receipt during toddlerhood predicts greater use of the other forms of publicly funded care in the preschool year, although only if the earlier subsidy is used in a center. These results highlight a previously unconsidered potential benefit of the subsidy program.     

Teacher support for collective argumentation: A framework for examining how teachers support students’ engagement in mathematical activities

We propose a framework for examining how teachers may support collective argumentation in secondary mathematics classrooms, including teachers’ direct contributions to arguments, the kinds of questions teachers ask, and teachers’ other supportive actions. We illustrate our framework with examples from episodes of collective argumentation occurring across 2 days in a teacher’s classroom. Following from these examples, we discuss how the framework can be used to examine mathematical aspects of conversations in mathematics classrooms. We propose that the framework is useful for investigating and possibly enhancing how teachers support students’ reasoning and argumentation as fundamentally mathematical activities.     

The impact of integrated environmental studies programs: are students motivated to act pro-environmentally?

In Canada, there exists a noteworthy educational initiative referred to as Environmental Studies Programs (ESPs). These secondary school programs are interdisciplinary, helping to link subject matter and encouraging student responsibility. The results of two case studies of Ontario ESPs that analyze the impact of ESP participation on students’ attitudes to, and relationships with, the environment and the extent to which program participation informs domestic pro-environmental behaviors and/or emancipatory social and environmental actions are presented. The results from the focus group sessions indicate that students believe that they can effect environmental change but that they struggle with ways to meaningfully enact that change in light of ‘real world’ constraints.