Children of Lesbian and Gay Parents

This paper reviews research evidence regarding the personal and social development of children with gay and lesbian parents. Beginning with estimates of the numbers of such children, sociocultural, theoretical, and legal reasons for attention to their development are then outlined. In this context, research studies on sexual identity, personal development, and social relationships among these children are then reviewed. These studies include assessment of possible differences between children with gay or lesbian versus heterosexual parents as well as research on sources of diversity among children of gay and lesbian parents. Research on these topics is relatively new, and many important questions have yet to be addressed. To date, however, there is no evidence that the development of children with lesbian or gay parents is compromised in any significant respect relative to that among children of heterosexual parents in otherwise comparable circumstances. Having begun to respond to heterosexist and homophobic questions posed by psychological theory, judicial opinion, and popular prejudice, child development researchers are now in a position also to explore a broader range of issues raised by the emergence of different kinds of gay and lesbian families.     

Psychosocial adjustment, school outcomes, and romantic relationships of adolescents with same-sex parents

This study examined associations among family type (same-sex vs. opposite-sex parents); family and relationship variables; and the psychosocial adjustment, school outcomes, and romantic attractions and behaviors of adolescents. Participants included 44 12- to 18-year-old adolescents parented by same-sex couples and 44 same-aged adolescents parented by opposite-sex couples, matched on demographic characteristics and drawn from a national sample. Normative analyses indicated that, on measures of psychosocial adjustment and school outcomes, adolescents were functioning well, and their adjustment was not generally associated with family type. Assessments of romantic relationships and sexual behavior were not associated with family type. Regardless of family type, adolescents whose parents described closer relationships with them reported better school adjustment.     

Demographic and psychological predictors of grade point average (GPA) in North-Norway: a particular analysis of cognitive/school-related and literacy problems

Approximately 30% of students drop out from Norwegian upper secondary schools. Academic achievement, as indexed by grade point average (GPA), is one of the strongest predictors of dropout. The present study aimed to examine the role of cognitive, school-related and affective/psychological predictors of GPA. In addition, we examined the psychometric properties of a new scale for literacy problems (LP), as well as its role for GPA. Analyses showed that the scale had favourable psychometric properties. Multivariable regression analyses showed that study track choice, task solving skills, gender, lack of educational plans and LP predicted GPA in descending order. The major implication of the study was that GPA is related to a multiple number of demographic, cognitive and psychosocial factors, and that any interventions addressing GPA will be less effective if not addressing psychosocial in addition to cognitive/school-related factors.     

Teachers’ direct and indirect promotion of self-regulated learning in primary and secondary school mathematics classes – insights from video-based classroom observations and teacher interviews

Self-regulated learning has a positive effect on academic outcomes; however, little is known about whether and how teachers at various education levels promote it in their classes. Video-based classroom observations were conducted to assess primary and secondary school mathematics teachers’ direct and indirect promotion of self-regulated learning (SRL). Teachers’ implicit and explicit instruction of SRL strategies (direct promotion of SRL) and the learning environment they created (indirect promotion of SRL) were rated according to how conducive they were to self-regulation. In addition, semi-structured interviews were conducted with the secondary school teachers to gain insight into their subjective views on SRL. Although the teachers’ instructional practices could foster SRL, teachers spent little time explicitly teaching SRL strategies. Moreover, they taught mainly cognitive strategies and very few metacognitive strategies. These results were more pronounced at the primary level than at the secondary level. Primary school teachers provided learning environments conducive to self-regulation more often than secondary school teachers did. The interviews revealed that the teachers lacked knowledge about metacognition as an important component of SRL and were rather reluctant to promote it; however, most of them valued cognitive and motivational components of SRL. Primary and secondary school teachers need training to enhance their direct and indirect instruction of SRL. They could benefit in particular from learning about explicit instruction of SRL strategies and metacognition.     

Knowledge and attitudes towards attention-deficit hyperactivity disorder (ADHD): a comparison of teachers and teaching assistants

ABSTRACT

Attention-deficit hyperactivity disorder (ADHD) rates in classrooms have increased considerably in recent years. Previous literature has acknowledged the significance of teachers’ knowledge and attitudes towards ADHD when making referral and intervention decisions. Using Mulholland, Cumming and Jung’s (2015) knowledge (SASK) and attitude (SASA) scales, ADHD training and perceived support were compared across public school teachers (n = 165) and teaching assistants (TAs) (n = 157) in the UK. Results indicated that teachers and TAs displayed adequate levels of knowledge, and TAs held better knowledge and more positive feelings towards ADHD than teachers. Training increased knowledge for TAs, but not for teachers, and training and support appeared important for both the teachers and TAs’ attitudes. Both teachers and TAs reported inadequate training and expressed a desire for further ADHD training, and a significant association was found between knowledge and attitudes for teachers only. The implications for these findings are discussed.     

Teaching and learning One-Course-At-A-Time

In 1978 Cornell College in Mount Vernon, Iowa, adopted the One-Course-At-A-Time calendar, under which professors teach and students take one course only for three-and-a-half week terms. This paper examines the impact of the calendar on overall faculty workload and student performance and development. It also considers faculty attitudes concerning the effects of the intensive format on teaching effectiveness and student learning, along with the types of courses and teaching methods best suited to the calendar. Faculty and student satisfaction with the calendar is high.Charlotte Vaughan received a B.A. from Northwestern University, a Masters of Science in Teaching from Illinois Institute of Technology, and a Ph.D. in sociology from the University of Chicago. She is a professor emerita in sociology at Cornell College and is currently the college's Director of Institutional Research. She is interested in research in higher education. Christopher Carlson received a B.A. from the University of California at Davis, an M.A. in sociology from the University of Illinois at Chicago, and a Ph.D. in sociology from the University of Oregon. He is an associate professor of sociology at Cornell College and currently serves as the college's Affirmative Action Officer. He is interested in the family, gender roles, and social change.     

Parental Sexual Orientation and Children's Psychological Well-Being: 2013–2015 National Health Interview Survey

Debate persists about whether parental sexual orientation affects children's well-being. This study utilized information from the 2013 to 2015 U.S., population-based National Health Interview Survey to examine associations between parental sexual orientation and children's well-being. Parents reported their children's (aged 4–17 years old, N = 21,103) emotional and mental health difficulties using the short form Strengths and Difficulties Questionnaire (SDQ). Children of bisexual parents had higher SDQ scores than children of heterosexual parents. Adjusting for parental psychological distress (a minority stress indicator) eliminated this difference. Children of lesbian and gay parents did not differ from children of heterosexual parents in emotional and mental health difficulties, yet, the results among children of bisexual parents warrant more research examining the impact of minority stress on families.     

Adapting the Assessing British Sign Language Development: Receptive Skills Test into American sign language

Signed languages continue to be a key element of deaf education programs that incorporate a bilingual approach to teaching and learning. In order to monitor the success of bilingual deaf education programs, and in particular to monitor the progress of children acquiring signed language, it is essential to develop an assessment tool of signed language skills. Although researchers have developed some checklists and experimental tests related to American Sign Language (ASL) assessment, at this time a standardized measure of ASL does not exist. There have been tests developed in other signed languages, for example, British Sign Language, that can serve as models in this area. The purpose of this study was to adapt the Assessing British Sign Language Development: Receptive Skills Test for use in ASL in order to begin the process of developing a standardized measure of ASL skills. The results suggest that collaboration between researchers in different signed languages can provide a valuable contribution toward filling the gap in the area of signed language assessment.     

Preserved nodal number effects under equal reinforcement

The present set of experiments tested the hypothesis that the nodal number effects observed in previous studies of stimulus equivalence were due to the confounding factor of training structure that resulted in unequal reinforcement across trial types. In Experiment 1, two 5-member equivalence classes were trained across equal and unequal reinforcement conditions, both with and without a limited hold. A significant nodal effect, as measured by response speed, was found in the equal reinforcement, no-limited-hold condition. In Experiment 2, two 6-member equivalence classes were trained in equal and unequal reinforcement conditions without limited hold. In a transfer-of-function test, clear nodal effects were observed in the equal reinforcement condition. Experiment 3 replicated and extended the findings of Experiments 1 and 2 with an increased number of baseline training trials. The results of the present study suggest that the effects of nodal number are independent of differential reinforcement. Furthermore, a transfer-of-function test was most sensitive to nodal effects, response speed was the next most sensitive measure, and response accuracy was the least sensitive measure of nodal effects.