Ageing and learning: What do they mean to elders themselves?

This paper is about a quantitative study which has examined and elucidated the conceptualizations of ageing and learning by a group of elders in Hong Kong. In more specific terms, the study has investigated how this group of older people understood the meaning of successful ageing and elder learning in the context of their later lives. Based on the ‘Learning and Ageing Survey 2013’ with a sample of 519 older adults in Hong Kong, the study aimed, first, to describe and conceptualize the meaning of ageing and learning as elders experienced it in later life; second, to investigate why and how elders engaged or did not engage, in organized learning, by comparing the differences between the ‘learning’ and ‘non-learning’ groups in terms of their personal characteristics, conceptualizations of learning, and the barriers to participation; third, to identify important learning issues for older learners, including their interests, needs, motivations, and learning preferences; and finally, to investigate the relationship between learning and successful ageing, and between learning and the overall well-being and satisfaction of elders in their later lives. The research findings and outcomes of the study provide insights into the experience and views of elders concerning ageing and learning, which contribute to the global understanding and knowledge base for elder learning and successful ageing; and which serve to inform the development of policy and practice geared to the planning and provision of programmes for learning in older age.     

Listening to Mothers II: Report of the Second National U.S. Survey of Women's Childbearing Experiences: Conducted January–February 2006 for Childbirth Connection by Harris Interactive? in partnership with Lamaze International*

With permission from Childbirth Connection, the “Executive Summary” for the Listening to Mothers II survey is reprinted, here. The landmark Listening to Mothers I report, published in 2002, described the first national U.S. survey of women''s maternity experiences. It offered an unprecedented opportunity to understand attitudes, feelings, knowledge, use of obstetric practices, outcomes, and other dimensions of the maternity experience. Listening to Mothers II, a national survey of U.S. women who gave birth in 2005 that was published in 2006, continues to break new ground. Although continuing to document many core items measured in the first survey, the second survey includes much new content, exploring earlier topics in greater depth, as well as some new and timely topics.     

Early Education Essentials: Validation of Surveys Measuring Early Education Organizational Conditions

Research Findings: The Early Education Essentials surveys use teacher and parent perceptions to measure 6 organizational conditions of early childhood education programs, extending and complementing existing measures of early childhood care and education (ECE) quality constructs. This study tests the reliability and concurrent validity of the Early Education Essentials in 81 school- and community-based ECE sites in a large Midwestern city selected using a stratified random sampling method. Using a Rasch item response theory model, scales were created; theory and exploratory factor analyses combined scales into higher level constructs called essentials. Multilevel models took into account individual measurement error to create site-level essential scores and assessed relationships between programs’ essential scores and site-level teacher–child interactions scores and student attendance. Findings suggest that the Early Education Essentials is reliable in multiple ECE settings; it is sensitive to site-level differences; and some, but not all, organizational conditions measured are associated in expected directions with site-level metrics indicative of center-based ECE quality. Practice or Policy: The Early Education Essentials has the potential to provide leaders and practitioners with actionable data about organizational supports that enable ECE practitioners to be more effective in their daily work with children and families.     

Development and data for UK versions of an author and title recognition test for adults

Author and book title recognition tests have been used extensively in reading‐related research with both children and adults. The present paper reports the development of a book title and author recognition test and data from a UK sample of adults. Higher scores were obtained on the Author test than on the Title test. It is suggested that the tests are suitable for use with the United Kingdom adult population.     

Systematic risk‐taking

This article describes systematic risk‐taking, a strategy designed to develop skills and increase self‐esteem, confidence and courage in gifted youth. The six steps of systematic risk‐taking include understanding the benefits; initial self‐assessment of risk‐taking categories; identifying personal needs; determining a risk to take; taking the risk; and processing the experience. Examples are included to illustrate the benefits.     

Speaking and listening across the primary curriculum: an entry to improved learning and a focus for CPD

This paper reports on the initial stage of an exploratory project based in six primary schools in Newcastle upon Tyne (UK) – and on plans for its extension. The potential value of the project as a curricular initiative is set out, from both practical and research perspectives. Its framing as a vehicle for the continuous professional development (CPD) of the teachers involved is also outlined. The first phase of the project itself is then described in some detail and its results discussed. Outcomes are also identified in order to provide pointers to the continuation stage. Finally, the value of the CPD model adopted is discussed, with particular regard to the choice of the present specific curricular focus.     

ADULTS IN EXPANDED GRANDPARENT ROLES: CONSIDERATIONS FOR PRACTICE,POLICY, AND RESEARCH

The number of middle-aged and older adults assuming primary caregiver roles to their grandchildren has dramatically increased in the past decade due to a myriad of serious family-related problems. Gerontology professionals in human service and mental health positions as well as policy makers and researchers can play important roles in helping these women and men function effectively in their expanded grandparent roles. The primary goal of this article is to provide a representative picture of (1) the circumstances surrounding grandparents' acquisition of the surrogate parent role; (2) the consequences of the caregiving roles for the older generation (positive as well as negative outcomes); and (3) recommendations of types of support (socioemotional and instrumental) that would be most helpful for grandparents raising their grandchildren. Recommendations for future programs, policies, and research on this growing population of family caregivers are also provided.