Power of Two: The Impact of 2 Years of High Quality Teacher Child Interactions

The current study focuses on the cumulative effect on children’s early learning outcomes of the quality of teacher–child interactions over multiple years during early childhood. Using propensity score matching to minimize selection bias, we compared the academic outcomes of children who experienced consistently high-quality or consistently low-quality teacher–child interactions, as defined by the Classroom Assessment Scoring System, during prekindergarten and kindergarten. Research Findings: Results indicated statistically significant differences in directly assessed language and literacy skills between children who experienced consistently high- and consistently low-quality instructional support. This was true after just 1 year, and gains were even greater for children who experienced high levels of instructional support over 2 years. Emotional support and classroom organization were not associated with children’s academic learning. Practice or Policy: Although children experience cumulative benefits in response to high-quality instructional supports over 2 years, relatively few children have access to such opportunities. We discuss these results in light of limited consistency in children’s experiences over the early school years and the presence of selection bias.     

Why do students drop out? Turning points and long-term experiences

Understanding the reasons that individuals drop out of high school is fundamental to improving intervention efforts to promote graduation. The authors present a mixed methods analysis of the reasons individuals drop out of high school before graduating. Using a survey methodology with young adults who left school before graduating (N?=?1,047, M age?=?21.5?years, SD?=?2.2 years, age range =18–25 years), the authors assessed ongoing life stressors, as well as the turning points individuals identified as the top reason for why they left school. Qualitative analysis provided seven categories of turning points: mobility, family, peers, school engagement and environment, health, crime, and multiple categories. More than half of respondents indicated that the reason they dropped out was related to school engagement and environment. Results showed differences across profiles of lived experiences, reported turning points, and sex.     

Co-Researching the Concept of 'Noticing and Adjusting' in Monitoring Literacy Learning

The present article describes the rationale, development and initial evaluation of a framework for enquiry that enabled a team of educational psychologists from four local education authorities to co-research the concept of 'noticing and adjusting' in relation to children's literacy progress. The work is based on reflective practice where psychologists and teachers considered the usefulness of the framework in developing interactive assessment and teaching approaches in the classroom. The collaborative work helped us to focus on teacher practice and innovative thinking rather than child, teacher or resource/environmental deficits.     

Gender differences in national assessment of educational progress science items: What does “i don't know” really mean?

The National Assessment of Educational Progress Science Assessment has consistently revealed small gender differences on science content items but not on science inquiry items. This assessment differs from others in that respondents can choose “I don't know” rather than guessing. This paper examines explanations for the gender differences including (a) differential prior instruction, (b) differential response to uncertainty and use of the “I don't know” response, (c) differential response to figurally presented items, and (d) different attitudes towards science. Of these possible explanations, the first two received support. Females are more likely to use the “I don't know” response, especially for items with physical science content or masculine themes such as football. To ameliorate this situation we need more effective science instruction and more gender-neutral assessment items.     

Taking WGU Seriously: Implications of the Western Governors University

After much attention during its development, the continued importance of the Western Governors University (WGU) has not been significantly addressed since it opened in 1998. While certainly not dominating the higher education environment as predicted by its founders, it has nonetheless demonstrated a new competency-based distance education model for higher education. For that reason, the implications of WGU should be taken seriously. Three potential implications for colleges and universities are outlined: accreditation policies, organizational models, and faculty roles. While its survival as an institution is questionable, the concepts behind WGU remain important in changes in American higher education.     

Missing the Mark: A New Form of Honorary Authorship Motivated by Desires for Inclusion

As scientific teams in academia have become increasingly large, interdisciplinary, and diverse, more attention has been paid to honorary authorship (i.e., giving authorship to those not making a significant contribution). Our study examined whether honorary authorship occurs because of the desire to include all or many team members. Interviews with project principal investigators (n?=?6) and early-career project members (n?=?6) from 6 interdisciplinary environmental science research teams revealed that principal investigators frequently employed inclusion-motivated honorary authorship but that this practice had some negative impacts on early-career team members with less power and status, thereby undermining true inclusion of those from underrepresented groups. We believe our findings are of import not only for environmental scientists, but also for scholars who are interested in issues of authorship decision-making regardless of disciplinary affiliation.     

You don’t always get what you pay for: User experiences of engaging with contract cheating sites

Abstract

Contract cheating sites advertise that they provide high quality, undetectable, bespoke work delivered in a timely manner to students purchasing their assignments. This paper tests contract cheating sites’ promises about the products they sell. We built on previous reported research examining contract cheating sites’ persuasive features which were mapped into three major dimensions. In this study, we explore how those dimensions are realised in practice. By purchasing 54 assignments from 18 different contract cheating sites across a range of disciplines, we found contract cheating sites’ promises flawed. Many sites do not deliver assignments on time, or at all; they provide variable quality assignments (including fail grade work), and do not necessarily respond rapidly to user queries. When markers graded work, 52% of cheated tasks failed to meet the university pass standard. Furthermore, many contract cheating sites retain the right to share personal details with third parties under their privacy clauses and require levels of personal identification that leave users vulnerable. Students need to be aware that contract cheating sites’ slick advertising is not necessarily borne out in reality. Universities can draw on this study’s findings for student awareness and deterrence campaigns pointing out the risks of using contract cheating sites.