Psychosocial and behavioral factors related to the post-partum placements of infants born to cocaine-using women

OBJECTIVE: One objective was to determine if cocaine-using women who did not maintain infant custody (NMC) would report more psychological distress, domestic violence, negative coping skills, lower social support and more childhood trauma than cocaine-using women who maintained custody (MC) of their infant. A second objective was to evaluate the relative contribution of psychosocial factors to infant placement. METHODS: Psychosocial profiles of MC women (n=144) were compared with NMC (n=66) cocaine-using women. Subjects were low income, urban, African-American women who delivered an infant at a county teaching hospital. The Brief Symptom Inventory (BSI), an assessment of coping strategies (COPE), Multidimensional Scale of Perceived Social Support (MSPSS), Conflict Tactics Scale (CTS) and Childhood Trauma Questionnaire (CTQ) were administered. The associations of infant placement status to demographic factors, drug use and psychosocial measures were evaluated. RESULTS: The NMC group reported greater overall psychological distress, psychoticism, somatization, anxiety and hostility than the MC group. The NMC group had more childhood neglect and physical abuse and used more negative coping strategies than the MC group. Lack of prenatal care [OR=.83, CI (.75-.91), p<.0001], heavier prenatal cocaine use [OR=2.55, CI (1.13-4.34), p<.007], greater psychological distress [OR=2.21, CI (1.13-4.34), p<.02] and a childhood history of emotional neglect [OR=1.10, CI (1.02-1.19), p<.02] were associated with increased likelihood of loss of infant custody after control for other substance use and demographic variables. CONCLUSIONS: NMC women have more negative psychological and behavioral functioning post-partum than MC women. Less prenatal care and greater cocaine use, psychological distress and maternal childhood emotional neglect are associated with the post-partum placement of infants born to cocaine-using women. PRACTICE IMPLICATIONS: Results of this study indicate that poor, urban women who use cocaine prenatally display several measurable differences on psychosocial and behavioral risk factors based on child placement status. Among these risk factors heavier cocaine use, lack of prenatal care, more severe psychological symptoms and early childhood experiences of emotional neglect increase the likelihood of loss of infant custody. Routine, objective assessments of psychosocial and behavioral characteristics of women who use cocaine during pregnancy can aid Child Protective Service workers and clinicians by providing baseline data from which to tailor interventions and set improvement criteria for mother-child reunification.     

Measuring general and specific stress causes and stress responses among beginning secondary school teachers in the Netherlands

The main aim of this study was to adjust the Questionnaire on the Experience and Evaluation of Work (QEEW) in order to measure stress causes and stress responses of beginning secondary school teachers in the Netherlands. First, the suitability of the original QEEW stress scales for use in the beginning teachers (BTs) context was investigated using a sample of 356 beginning teachers from 52 different secondary school locations in the Netherlands. Confirmatory Factor Analyses, Principal Component Analyses and Mokken scaling item reduction was applied to create high concise and precise scales. Hereafter, based on the teacher stress literature, additional teacher specific stress items were added, resulting in the adjusted version of the measure, the Questionnaire on the Experience and Evaluation of Work – Beginning Teachers (QEEW-BT, study 1). To cross-validate the results and to examine the internal consistency and validity of the adjusted instrument a different sample of 143 beginning teachers from 61 different secondary school locations in the Netherlands was used (study 2). The present findings provide adequate support that the QEEW-BT is a reliable and valid instrument to measure stress causes and responses for beginning secondary school teachers in the Netherlands.     

Personal and Situational Factors Influencing Intrinsic Interest of Adolescent Girls in School Physical Education: a structural equation modelling analysis

This study assessed the influence of individual and contextual factors on adolescent girls’ interest in school physical education (PE). Specifically, girls (N = 700) were assessed on: (a), perceptions of their PE class climate, using the Perceived Motivational Climate Scale (PMCS, Cury et al., 1994; (b) dispositional achievement goal orientations, using the French version of the Perception of Success Questionnaire (POSQ, Durand et alM in press; and (c) the interest and competence subscales from the French version of the Intrinsic Motivation Inventory (IMI, Cury et al., 1994a). Structural equation modelling analysis, using LISREL VII, showed an excellent fit with the hypothesised model. Specifically, situational class climate was found to be more important than individual goals in influencing pupil interest in PE. However, perceived competence also influenced interest, as did a mastery goal orientation. Results are discussed in the context of theoretical propositions of goal perspectives theory and practical issues of enhancing adolescent girls’ interest in physical education.     

Dreaming and immanence: rejecting the dogmatic image of thought in science education

In this article, we, a multivocal-thinking-assemblage, trouble what we feel is the dogmatic image of thought in science education. Beginning with Lars Bang’s (Cult Stud Sci Educ, 2017) dramatic and disruptive imagery of the Ouroboros as a means to challenge scientific literacy we explore the importance of dreams, thinking with both virtual and actual entities, and immanent thinking to science education scholarship. Dreaming as movement away from a dogmatic image of thought takes the authors in multiple directions as they attempt to open Deleuzian horizons of difference, immanence, and self-exploration.     

Employee Perspectives on MOOCs for Workplace Learning

Massive Open Online Courses (MOOCs) can be considered a rather novel method in digital workplace learning, and there is as yet little empirical evidence on the acceptance and effectiveness of MOOCs in professional learning. In addition to existing findings on employers’ attitudes, this study seeks to investigate the employee perspective towards MOOCs in professional contexts and to further explore the acceptance of MOOCs for workplace learning. In a survey study, N?=?119 employees from a wide range of enterprises were questioned with regard to motivation, credentials, and incentives related to participation in MOOCs. Findings indicate a high importance of on-the-job and career development learning purposes as well as a general interest in MOOC topics. Credentials are deemed necessary, yet their acceptance among the relevant stakeholders is considered rather low. Implications for design and implementation of MOOCs in digital workplace learning and for further research are discussed.     

Effects of Processing Time on Comprehension and Calibration in Print and Digital Mediums

This study explored the effects of processing texts in print or digitally on readers' comprehension, processing time, and calibration. Eighty-six undergraduates read print and digital versions of book excerpts about childhood ailments presented in counterbalanced order. Comprehension was tested at three levels (i.e., main idea, key points, and other relevant information). Direct comparisons between print and digital reading demonstrated a significant advantage for reading in print on students' recall of key points and other relevant information but not the main idea. When processing time was added as a mediator variable, it significantly affected the relation between medium and comprehension for all question levels. In terms of calibration, students read more quickly and judged their performance higher when engaged digitally, although their actual performance was much better when reading in print. Implications of these findings for subsequent research are considered.     

Cross-linguistic analysis of vocabulary in young children: spanish, dutch, French, hebrew, italian, korean, and american english

The composition of young children's vocabularies in 7 contrasting linguistic communities was investigated. Mothers of 269 twenty-month-olds in Argentina, Belgium, France, Israel, Italy, the Republic of Korea, and the United States completed comparable vocabulary checklists for their children. In each language and vocabulary size grouping (except for children just learning to talk), children's vocabularies contained relatively greater proportions of nouns than other word classes. Each word class was consistently positively correlated with every other class in each language and for children with smaller and larger vocabularies. Noun prevalence in the vocabularies of young children and the merits of several theories that may account for this pattern are discussed.     

Latent Variable Analysis: A New Approach to University Ranking

This study applies a Bayesian latent variable analysis to the task of determining rankings of universities in the UK and US, on the basis of a set of quality‐related measures. It estimates the degree of uncertainty in the rankings and permits the assessment of statistically significant differences across universities. It also provides a methodology for determining the weighting of various measures that is based on the patterns embedded in the data and compares the latent variable rankings with traditional weight‐and‐sum rankings. Overall, the methodology contributes to a better understanding of ranking efforts and illustrates the need for caution in interpreting distinctions published in traditional ranking systems.     

Teaching strategies to promote concept learning by design challenges

Background: This study is the second study of a design-based research, organised around four studies, that aims to improve student learning, teaching skills and teacher training concerning the design-based learning approach called Learning by Design (LBD).

Purpose: LBD uses the context of design challenges to learn, among other things, science. Previous research shows that this approach to subject integration is quite successful but provides little profit on (scientific) concept learning. For this, a lack of (knowledge of) proper teaching strategies is suggested as an important reason. This study explores these strategies and more specific the interaction with concept learning.

Sample: Six Dutch first-year bachelor’s degree science student teachers, between the ages of 16 and 18, and two science teacher trainers (principal investigators included) were involved.

Design and methods: A mixed methods study was used to study LBD’s teaching practice in depth. Based on a theoretical framework of (concept) learning-related teaching strategies video recordings of a guided LBD challenge were analysed to unravel teacher handling in detail. Complemented by questionnaire and interview data and students’ learning outcomes (pre- and post-exam) the effectiveness of teaching strategies was established and shortcomings were distracted.

Results: Students reached medium overall learning gains where the highest gains were strongly task-related. Teacher handling was dominated by providing feedback and stimulating collaboration and only 13% of all teacher interventions concerned direct explication of underlying science. And especially these explicit teaching strategies were highly appreciated by students to learn about science.

Conclusions: In accordance with insights about knowledge transfer, LBD needs to be enriched with explicit teaching strategies, interludes according to poor-related science content important for cohesive understanding and de- and recontextualisation of concepts for deeper understanding.