Psychometric Properties of the ECERS-R Among an Epidemiological Sample of Preschools

Research Findings: The Early Childhood Environment Rating Scale–Revised (ECERS-R) is widely used to evaluate the quality of early childhood education and its association with child development. However, the psychometric properties of the ECERS-R are not well established. Consequently, in this study we tested 3 different factor solutions of the ECERS-R using models sourced from the existing literature (featuring 1-, 2-, and 3-correlated-factor solutions) and applying confirmatory factor analysis to data from the epidemiological sample of the Embu Pre-school Mental Health Study (n = 1,292 children). Alternative measures of child education quality (such as teacher-to-child ratio) were also analyzed. The confirmatory factor analysis returned good fit indices for both the unidimensional and 3-correlated-factor solution models. Practice or Policy: This study showcases different applications of the ECERS-R, both the full and shortened versions. These findings are particularly important for improving ECERS-R guidelines for researchers, professionals, and policymakers.     

Extended structural relevance framework: a framework for evaluating structured document retrieval

A structured document retrieval (SDR) system aims to minimize the effort users spend to locate relevant information by retrieving parts of documents. To evaluate the range of SDR tasks, from element to passage to tree retrieval, numerous task-specific measures have been proposed. This has resulted in SDR evaluation measures that cannot easily be compared with respect to each other and across tasks. In previous work, we defined the SDR task of tree retrieval where passage and element are special cases. In this paper, we look in greater detail into tree retrieval to identify the main components of SDR evaluation: relevance, navigation, and redundancy. Our goal is to evaluate SDR within a single probabilistic framework based on these components. This framework, called Extended Structural Relevance (ESR), calculates user expected gain in relevant information depending on whether it is seen via hits (relevant results retrieved), unseen via misses (relevant results not retrieved), or possibly seen via near-misses (relevant results accessed via navigation). We use these expectations as parameters to formulate evaluation measures for tree retrieval. We then demonstrate how existing task-specific measures, if viewed as tree retrieval, can be formulated, computed and compared using our framework. Finally, we experimentally validate ESR across a range of SDR tasks.     

Education permanente: Le cas des Instituts de Technologie en Algerie

Conclusion Les Instituts de Technologie ont répondu à leurs objectifs et l'économie algérienne commence à recevoir les premiers bénéfices de cette innovation éducative. Il est maintenant important de se préoccuper du devenir de ces institutions. En effet, le rapport général du Plan Quadriennal 1970–1973 prévoyait explicitement la disparition à terme des Instituts de Technologie pour lesquels l'objectif de réponse massive aux besoins se serait estompé. En réalité, outre que la permanence de certains besoins justifient le maintien de certains Instituts (Santé et Education en particulier), il serait dommage et nuisible même pour l'ensemble du système éducatif algérien que disparaisse cet élément important de rénovation que constitue l'idée même de base des Instituts. Il faut donc prévoir à la fois des mécanismes de rénovation pédagogique permanente associés aux mécanismes de formation des formateurs et un dispositif permanent d'évaluation des besoins de la production et de la formation assurant aux Instituts leur souplesse d'adaptation. Dans ces conditions, ils resteront l'exemple qu'ils sont déjà l'évolution des systèmes formels d'éducation vers une conception et un cadre plus large d'éducation permanente.     

Deterioration of building materials and artworks in the ‘Santa Maria della Stella’ church,Saluzzo (Italy): Causes of decay and possible remedies

An in-depth scientific survey revealed the deterioration mechanisms affecting the ‘Santa Maria della Stella’ church in Saluzzo, Italy, where various salt crystallization processes are strongly damaging the building materials and artworks. Rainwater seepage permeates the vault and interior, causing: (1) epsomite growth as interstitial columnar crystals (resulting in pictorial coating detachment) or superficial, powdery efflorescence; (2) formation of nesquehonite/hydromagnesite crusts on wall paintings; and (3) nitratine growth causing pigment staining and detachment. These processes involve selective Mg²⁺ mobilization from magnesian-lime mortars and bacterial-induced formation of nitrates from guano, with consequent precipitation of degrading salts. The study confirms how characterization of all deterioration agents is fundamental to planning a viable cultural heritage conservation and restoration programme.     

Perception of boys’ mother-son social interactions: Disruptive boys’ behaviors and involvement in learning tasks

This study focused on the relationship between social perception and children’s involvement in learning tasks. The interaction between disruptive boys’ (n=32) perception of the competence attributed to them by their mother, the mother’s behavior (verbal and physical intrusion) and the child’s involvement in learning tasks was observed in a laboratory setting. Boys were asked to solve easy and difficult tasks on a personnal computer under the supervision of their mother. Observations of mother-child interactions showed that disruptive boys with a negative perception of the competence attributed to them by their mother, were less involved in the difficult task than boys who had a positive perception. Mothers of the boys with a negative perception showed more verbal intrusions in the easy task and more physical intrusions in the difficult task than the mothers of boys with a positive perception. Mothers’ verbal intrusion, physical intrusion and boys’ involvement in the task discriminated 75% of the boys with a negative social perception. These results seem to indicate that disruptive boys do not constitute an homogeneous group and that a significant variation in their involvement in a learning task is related to their perception of the competence attributed to them by their mother.     

Same As It Ever Was: The Nexus of Race,Ability, and Place in One Urban School District

Lack of access to general education for students with disabilities, particularly students with extensive support needs, students of color, and students from low-income households, reflects continued educational inequities for multiply marginalized students. Here, we present findings of a geospatial analysis of the intersections of race, socioeconomic status, disability labels, and levels of inclusion for students with disabilities in an urban school district, serving primarily students of color. Findings show trends in segregated placements mirroring historical redlining practices, suggesting the persistence of racial segregation that is enacted systematically and systemically via special education placements, disability categories, and geography. Results suggest the need to examine student-level placement data in the context of race, class, disability label, and space to identify and address inequities in access to inclusive schooling.