The influence of home on learning to read

Large scale investigations into home variables and educational success frequently demonstrate relationships between global factors such as socio-economic status, education of parents, etc. and general educational achievement, of which attainment in reading is often taken as an index. This paper reports a small but detailed study of home influences on the early stages of learning to read within the context of the Bristol Longitudinal Language Development Research Programme. Data were derived from three sources: interviews with the parents when the children were aged 5 and 7 years; regular recordings of spontaneous conversation at home between 3 %and 5 years; assessments of reading at 5 and 7 years. Attainment in reading at age 7 was found to be strongly predicted by knowledge of literacy on entry to school, and this in turn to be predicted by parental interest in literacy and quality of verbal interaction with the child in the preschool years. The child's own pre-school interest in literacy was not found to be strongly associated with later success. The significance of these findings is discussed.     

The relationship between attitudes toward science and science achievement

This study investigated the relationship between elementary pupils' attitudes toward science and their science achievement. Residualized gain scores were used to analyze the data. By using residualized gain scores, the effects of individual differences can be minimized. In addition to controlling for these differences, residualized gain scores do not possess the measurement errors that are normally associated with simple change scores. The subjects of this study were 583 intermediate elementary pupils. The average class size was 21. A pretest-posttest design was used. To insure consistency in the teaching of the lesson, each teacher was given an identical detailed science lesson that included all the instructions and materials needed for the activity. The pupils were pre- and posttested. The pupils' science achievement was assessed by a test, the “Hough Pupil Process Test.” It consisted of multiple choice and fill-in questions. The attitude instrument, the “Hough Attitude Inventory,” was given to the elementary pupils involved in this study. It was field tested and found to discern attitudes. The instrument consisted of six statements to which the subjects responded by circling either yes, I don't know, or no. The analysis revealed that there was a significant relationship between the pupils' residualized gain scores on the “Hough Pupil Process Test” and their residualized gain scores on the “Hough Attitude Inventory” (r = 0.45).     

A NATIONAL INVESTIGATION OF SCHOOL PSYCHOLOGY TRAINERS’ ATTITUDES AND BELIEFS ABOUT EVIDENCE‐BASED PRACTICES

The present investigation examined 460 school psychology trainers’ attitudes and beliefs about the conditions for the education and training of evidence‐based practices (i.e., assessments and interventions) in training programs in the United States and Canada using an online survey. Trainer attitudes and beliefs about education and training in evidence‐based practices were measured using a 24‐item five‐point Likert scale. Overall, trainers had positive views of evidence‐based practices, as well as program and organizational support for such training. However, trainers rated the education and training of evidence‐based assessments more favorably than evidence‐based interventions. In general, trainer characteristics nor program accreditation status, model, or type of degree offered were found to influence trainers’ perceptions about evidence‐based practices. However, trainers with prior experience teaching evidence‐based intervention courses were found to have more supportive views of evidence‐based assessments and interventions than those without such experience. Implications for future training and school practice are discussed.     

Explaining the effects of communities of pastoral care for students

This article explains how communities of pastoral care work. It presents an empirically forged theory in action. We examined theoretical and empirical work across the targeted area of personalization for students. We also completed what Hallinger (2012) refers to as “exhaustive review” of the field of school improvement writ large. We treated the literature as qualitative data, inductively developing macro-level constructs, mid-level elements, and micro-level practices. We find that pastoral care for students has important effects on student learning. We conclude that the impact is mediated through two critical variables, institutional affiliation and student engagement.     

Ethnicity and Psychosocial Factors in Alcohol and Tobacco Use in Adolescence

Research on ethnic group differences has suggested that (a) adolescents from various groups differ on a number of dimensions that have been related to risk for substance use initiation, and (b) adolescents of different groups choose different substances. However, there is little consensus regarding the reasons for such differences. There is an especially high rate of alcohol use among Hispanic adolescents, and Hispanics are at high risk for alcohol abuse. In light of ethnic group differences in both substance use and the precursors of substance use in adolescence, this study examined differences among black, Anglo, Puerto Rican, and Dominican adolescents in the relation between cigarette and alcohol use and psychosocial functioning. Comparisons between the Puerto Rican and Dominican subjects were of special interest due to preexisting differences between these groups that may be attributed to acculturation. Results provided evidence of the importance of acculturation in modifying psychosocial vulnerability, especially for alcohol use, with the Dominican group at highest risk.