Changing Teacher–Child Dyadic Interactions to Improve Preschool Children's Externalizing Behaviors

A randomized controlled trial was used to examine the impact of an attachment‐based, teacher–child, dyadic intervention (Banking Time) to improve children's externalizing behavior. Participants included 183 teachers and 470 preschool children (3–4 years of age). Classrooms were randomly assigned to Banking Time, child time, or business as usual (BAU). Sparse evidence was found for main effects on child behavior. Teachers in Banking Time demonstrated lower negativity and fewer positive interactions with children compared to BAU teachers at post assessment. The impacts of Banking Time and child time on reductions of parent‐ and teacher‐reported externalizing behavior were greater when teachers evidenced higher‐quality, classroom‐level, teacher–child interactions at baseline. An opposite moderating effect was found for children's positive engagement with teachers.     

Predicting shifts in generalization gradients with perceptrons

Perceptron models have been used extensively to model perceptual learning and the effects of discrimination training on generalization, as well as to explore natural classification mechanisms. Here, we assess the ability of existing models to account for the time course of generalization shifts that occur when individuals learn to distinguish sounds. A set of simulations demonstrates that commonly used single-layer and multilayer perceptron networks do not predict transitory shifts in generalization over the course of training but that such dynamics can be accounted for when the output functions of these networks are modified to mimic the properties of cortical tuning curves. The simulations further suggest that prudent selection of stimuli and training criteria can allow for more precise predictions of learning-related shifts in generalization gradients in behavioral experiments. In particular, the simulations predict that individuals will show maximal peak shift after different numbers of trials, that easier contrasts will lead to slower development of shifted peaks, and that whether generalization shifts persist or dissipate will depend on which stimulus dimensions individuals use to distinguish stimuli and how those dimensions are neurally encoded.     

A systematic review and meta-analysis of implicit theory research in sport,physical activity,and physical education

The purpose of this systematic review and meta-analysis was to gather, catalogue, assess, and evaluate the available evidence examining implicit beliefs about ability in the sport, physical activity, and physical education contexts. A total of 43 studies were found, of which 39 were subjected to meta analyses. With only 7 experimental studies, the strength of evidence is moderate, and the field would benefit from greater experimental work. Overall, incremental beliefs were moderately associated with a small group of theoretically derived correlates, while entity beliefs were only weakly associated. The field would benefit from expanding these outcomes to include a wider range of pertinent outcomes. Researchers should focus their efforts on systematically exploring the most powerful ways of inducing adaptive implicit beliefs with the aim of providing solutions to significant problems such as preventing dropout from organised sports, improving academic grades in and beyond physical education, and increasing levels of physical activity.     

Implementing Quality Service-Learning Programs in Community Colleges

This cross-case comparative study at Western Community College and the University of the Coast explored through a constructive lens the characteristics that lead to sustainable, high quality service-learning programs and how they are implemented at institutions of higher education. The researchers determined that both Western Community College and the University of the Coast (a) have diverse collaborative partnerships that promote excellent communication between all of the entities, (b) offer a wide variety of service-learning courses to connect curricular and cocurricular experiences, (c) have a stable funding base, (d) provide the necessary resources, (e) have continuity in staffing, and (f) incorporate feedback and assessment into their respective service-learning programs. The findings from this study, based on one-on-one interviews, focus groups, observations, and document analysis, serve as a model on how to create quality and sustainable service-learning programs that combine academic scholarship, off-campus learning discoveries, reflection, civic engagement, and meaningful community service. The research may be applicable for educators at community colleges at various stages in developing service-learning programs, or who are transforming faltering programs, trying to make them sustainable.     

Performance Technology,Performance Support,and the Future of Training: A Commentary

How close is the relationship between performance technology, performance support, and training? Very close, actually. Both performance technology and electronic performance support (EPS) have their roots in education and training, but in many ways they have transcended their be ginnings and have evolved beyond where training leaves off. This commentary offers a performance technologist's view of EPS and suggests not only that a performance technology perspective is a requirement for the development of EPS, but that involvement in building and implementing an EPS can help people shift their paradigm from training to performance. Implications for the education and training field now and in the future are also proposed.     

Plain language summaries: Enabling increased diversity,equity, inclusion and accessibility in scholarly publishing

• Plain language summaries (PLS) are accessible, short, peer-reviewed summaries of scholarly journal articles written in non-technical language.
• The aim of PLS is to enable a broader audience of experts and non-experts to understand the original article.
• Here, we outline the evidence base for the value and impact of PLS and how they can enable diversity, equity, inclusion and accessibility in scholarly publishing.
• PLS can diversify readership and authorship, address information inequity, include typically under-represented stakeholders and provide an accessible route into scholarly literature.