Context-sensitive regularities in English vowel spelling

The predictive value of rime spellings in English was compared directly to other types of regularities beyond the level of the single letter. A computer-assisted analysis of a list of twenty-four thousand written words, each paired with its corresponding pronunciation, reveals that only a small number of rime spellings are highly regular in their pronunciations. The conventional division of vowel letter pronunciations into short and long in closed and open written syllables is the most reliable key to English pronunciation. Our findings support the notion that English spelling is based at least in part on syllable structure. In addition, prefixes and suffixes provide very reliable clues to pronunciation, which suggests that their regularity should be exploited in the teaching of reading.     

Can creative destruction be destroyed? Military IR&D and destruction along the value-added chain

We elaborate a supply chain innovation matrix that can be applied to both commercial and military supply chains. By shifting the analysis from a focal firm to industry structure, we argue that the market structure of the entire supply chain functions as a major moderating variable in determining both the timing and adoption of innovations, both for commercial and military markets. We extend work on supply chain resource dependency by drawing a distinction between market-structure-induced resource dependency and supplier over-reliance on a customer in a competitive market. This has policy implications for the organization of military industrial research and development (IR&D). Joint service research and development (Jointness) will certainly bring about innovation, but it will be incremental, reinforcing established military hierarchies. Policy makers may need to add this probable consequence when comparing Jointness and inter-service rivalry. The cost savings inherent in Jointness may unwittingly sustain a military force unready for fighting the next war.     

Journal publishing systems: outsource or in‐house?

This article describes a framework to help publishers decide whether they should develop and host their own proprietary online journal system, or whether they should outsource this activity. We also suggest a practical high‐level checklist for comparing journal systems.     

Providing Bottom-Up Support to Middle School Science Teachers’ Reform Efforts in Using Inquiry-Based Kits

Middle grades science teachers need professional support in practice as they implement new inquiry-based science. Professional development schools can provide this bottom-up support through connecting preservice and inservice teacher education programs in classroom practice. In this study, coteaching arrangements with secondary science education majors provided additional teachers in the classroom to support a materials-rich curriculum and the needed associated pedagogies. Science education majors provided needed assistance in troubleshooting difficulties with the new curriculum. They also provided needed content knowledge to support inquiry, along with creating moments and space for teachers to reflect on inquiry practice. Ongoing assistance by preservice teachers allowed inservice teachers to progress from logistical concerns in implementing kit curriculum to concerns regarding student learning and the supporting professional development.

Scaffolding learning of language structures with visual-syntactic text formatting

The current study examines the effects of digital scaffolding on the English literacy of fourth- and sixth-grade students. A total of 1085 native English-speaking and language minority students from 25 treatment classes and 20 control classes across three school districts participated in this study for one school year. Treatment students read their English language arts and social studies text in visual-syntactic text format (VSTF) on their laptops and control students read the regular block format of the textbook either on their laptops or in print. Observations and interviews revealed that VSTF reading facilitated instruction processes and student learning in reading activities. The results of California Standard Tests (CST) before and after the treatment revealed that sixth-graders who received syntactic scaffolding outperformed control students on the composite CST score. In particular, reading in VSTF benefited the treatment students in three CST sub-categories: word analysis, written conventions and writing strategies. This study suggests that future research should investigate instructional strategies that support reading and writing development of adolescents, including at-risk students, using syntactic scaffolding.     

Brief Report on PROSPER Academic Outcomes: Extended Model of Crossover Effects on Young Adult College Success

This study examines crossover effects of adolescent substance misuse preventive interventions on academic success in college. It evaluates pathways of influence on college grades, via effects on school engagement, problem-solving skills, and substance misuse in high school. Data were collected as part of an Randomized Controlled Trial (RCT) evaluating a multicomponent intervention conducted in 28 school districts with middle school students. At age 19, study participants (N = 1,488) enrolled in college reported on college grades. The model fit the data, supporting hypothesized pathways of intervention impacts. Inclusion of a significant direct effect on college grades further improved model fit. Results support the potential for universal substance misuse preventive interventions delivered by community partnerships during middle school to yield effects on long-term academic success.     

School psychology graduate education retention research characteristics: Implications for diversity initiatives in the profession

Lack of racial and ethnic diversity in the school psychology workforce has been a concern since the profession's inception. One solution is to graduate more racially and ethnically diverse individuals from school psychology programs. This structured review explored the characteristics of studies published from 1994 to 2017 that investigated graduate student retention and school psychology. An electronic search that included specified databases, subject terms, and study inclusion criteria along with a manual search of 10 school psychology journals yielded two published, peer‐reviewed studies focused primarily on graduate student retention and school psychology over the 23‐year span. Two researchers coded the studies using a rigorous coding process with high inter‐rater reliability. Findings suggest that mostly Black and White individuals served as participants, undergraduate students represented the largest group sampled, and key school psychology stakeholders’ views were missing. Additionally, programs interested in retaining racially and ethnically diverse students should have a commitment to multicultural issues, expose students to diverse professional networks and mentorship, and cultivate an inclusive program environment. Implications point to a need for more studies focused on school psychology graduate student retention in general and in specific relation to retaining racial and ethnic minoritized students.     

Next Steps for Mind,Brain, and Education: Strengthening Early‐Career Development

An increasing number of scholars are being trained in the field of mind, brain, and education (MBE), yet discussions of trainees' needs and how to meet them are rare. We, the inaugural International Mind, Brain, and Education Society (IMBES) Trainee Board, identify three broad needs of MBE trainees: guidance and support, greater access to and connections among the MBE community, and professional development. We report a first step to address these needs: a daylong trainee conference, which included sessions to foster connections among trainees, provide mentorship from MBE leaders, and provide knowledge and skill building for careers. Attendees' survey results suggest the conference successfully supported trainees' development. As substantial trainee needs remain, we offer specific ways that principal investigators, institutions, funding agencies, future IMBES trainee boards, and the MBE community can further address trainees' needs to support early‐career development and strengthen the MBE field generally.