Differential Effects of Maternal Sensitivity to Infant Distress and Nondistress on Social-Emotional Functioning

Associations between maternal sensitivity to infant distress and nondistress and infant social-emotional adjustment were examined in a subset of dyads from the NICHD Study of Early Child Care ( N = 376). Mothers reported on infant temperament at 1 and 6 months postpartum, and maternal sensitivity to distress and nondistress were observed at 6 months. Child behavior problems, social competence, and affect dysregulation were measured at 24 and 36 months. Maternal sensitivity to distress but not to nondistress was related to fewer behavioral problems and higher social competence. In addition, for temperamentally reactive infants, maternal sensitivity to distress was associated with less affect dysregulation. Sensitivity to nondistress only prevented affect dysregulation if sensitivity to distress was also high.     

French-Arab students and verbal intellectual performance: Do they really suffer from a negative intellectual stereotype?

Stigmatized group membership leads to deleterious consequences for individuals. More specifically, according to stereotype threat literature, the awareness of negative intellectual stereotypes can impair stereotyped group members’ performance. Based on this framework, two studies were designed to explain the lower grades obtained by French-Arab students, compared to French students. An Implicit Association Test (Study 1) revealed that native French students automatically expressed a negative stereotype regarding French-Arab students’ intellectual abilities. The second study (Study 2) examined whether this negative stereotype could alter French-Arab students’ intellectual performance in a threatening context. As expected, French-Arab students underperformed when the verbal task was presented as a measure of intellectual ability, compared to French students. When the task was presented as non-diagnostic, their performance equaled that of French students. The discussion herein addressed implications of these results in terms of discrimination against the French-Arab population.     

Moving Toward a Comprehensive Assessment System: A Framework for Considering Interim Assessments

Local assessment systems are being marketed as formative, benchmark, predictive, and a host of other terms. Many so-called formative assessments are not at all similar to the types of assessments and strategies studied by   Black and Wiliam (1998)   but instead are interim assessments. In this article, we clarify the definition and uses of interim assessments and argue that they can be an important piece of a comprehensive assessment system that includes formative, interim, and summative assessments. Interim assessments are given on a larger scale than formative assessments, have less flexibility, and are aggregated to the school or district level to help inform policy. Interim assessments are driven by their purpose, which fall into the categories of instructional, evaluative, or predictive. Our intent is to provide a specific definition for these "interim assessments" and to develop a framework that district and state leaders can use to evaluate these systems for purchase or development. The discussion lays out some concerns with the current state of these assessments as well as hopes for future directions and suggestions for further research.     

Developing Adaptive Teaching Competency through coaching

The research project Adaptive Teaching Competency seeks to conceptualise the processes of tuning teaching to individual students' learning needs and to empirically test, within the field of science teaching, to what extent Adaptive Teaching Competency can be fostered through teacher education. 32 primary and secondary teachers took part in an intervention to foster their Adaptive Teaching Competency based on content-focused coaching whilst 18 teachers formed the control group. Teachers receiving the coaching increased their Adaptive Teaching Competency with regard to planning and their students showed a higher learning outcome compared to the control group.     

FROM NEAR‐RUBBLE TO REBIRTH: A FORMER CHURCH BUILDING AS A CENTERPIECE OF COLLABORATION FOR CHILDREN

This article describes the collaborative efforts of multiple organizations and individuals in transforming a doomed church in a large urban community into an exemplary public Pre‐k through Grade 2 laboratory school. Central to this emerging facility was the commitment of all cooperating parties to focus upon meeting the educational, health, and social needs of each child through school, home and community involvement. Unique to this collaboration has been the continual involvement of higher education institutions in Western New York in the planning, organization and implementation of this project. Further, infusion of the latest in computer and video technology with distance learning capability supported cross‐fertilization and friendships among higher education professionals and their students from a variety of related disciplines.     

Effectiveness of a liaison program in meeting information needs of college of pharmacy faculty

This article describes the creation and implementation of focus groups to evaluate the effectiveness of a health sciences library's liaison program of the College of Pharmacy faculty and to better understand the faculty's information needs in order to design new and improved library services. The liaison services support the teaching and research needs of faculty and students through literature research, classroom teaching, and an extensive library collection of pharmacy literature. Focus group results demonstrated a high level of satisfaction with library liaison services and collections. Opportunities exist for expanded interaction with graduate students and greater marketing of library services to increase faculty awareness of specific library programs.