The Role of Teacher Epistemic Cognition, Epistemic Beliefs, and Calibration in Instruction

This review examines the literature on teacher epistemic cognition, epistemic beliefs, and calibration to consider the relation between these constructs and instruction that emerged from empirical studies. In considering how this body of literature can enhance understanding of how students become masters of their learning processes, we will briefly review how different theoretical frameworks have conceptualized the relation between epistemic cognition, epistemic beliefs, calibration and metacognition, self-regulation, and self-regulated learning. Implications for research include a more nuanced conceptualization of epistemic beliefs and a theoretical integration of these constructs. Implications for practice regard the reciprocal relations between teachers’ knowledge, experience, epistemic cognition, epistemic beliefs, and calibration and their effects on pedagogical practices. The role of teachers’ education and professional development is discussed. Electronic supplementary material  The online version of this article (doi:) contains supplementary material, which is available to authorized users.     

Seeking Help in a Foreign Land: International Students' Use Patterns for a U.S. University Counseling Center

This archival study examined the use of a university counseling center's services by international students during a 5‐year period. Variables analyzed included clients' presenting concerns, students' demographic characteristics, number of counseling sessions attended, and reasons for termination. Implications for counselor training, outreach activities, and counseling services on college campuses are discussed.     

Fit for a Bayesian: An Evaluation of PPP and DIC for Structural Equation Modeling

Despite its importance to structural equation modeling, model evaluation remains underdeveloped in the Bayesian SEM framework. Posterior predictive p-values (PPP) and deviance information criteria (DIC) are now available in popular software for Bayesian model evaluation, but they remain underutilized. This is largely due to the lack of recommendations for their use. To address this problem, PPP and DIC were evaluated in a series of Monte Carlo simulation studies. The results show that both PPP and DIC are influenced by severity of model misspecification, sample size, model size, and choice of prior. The cutoffs PPP < 0.10 and ?DIC > 7 work best in the conditions and models tested here to maintain low false detection rates and misspecified model selection rates, respectively. The recommendations provided in this study will help researchers evaluate their models in a Bayesian SEM analysis and set the stage for future development and evaluation of Bayesian SEM fit indices.     

Analyzing service-learning reflections through Fink's taxonomy

Reflection is an increasingly essential component of experience-based learning in higher education to encourage students to draw connections between theoretical and practical knowledge and experiences. This qualitative study examines the reflections of undergraduate students in a service-learning course for secondary English teacher candidates. The authors use Fink's taxonomy of significant learning as a lens through which to examine the learning within and critical natures of students’ reflections. Findings from this study suggest that to consider and extend students’ academic content knowledge and to move students toward new and critical understandings of their service work, reflections should direct students toward more explicit considerations of academic course content over a period of time. To help students write critical reflections that achieve both academic and personal growth learning goals, the authors recommend explicitly teaching the reflective mode, introducing students to Fink's taxonomy, and instructing students to include course content in their reflections.     

Special Education Advocacy in the Juvenile Justice System: Perspectives from Probation Officers

Although students with disabilities are over-represented in the juvenile justice system and frequently receive poor educational services, few studies have examined strategies to increase compliance with student needs and individualized education programs. In this study, we conducted interviews with eight probation officers in the Advocacy Unit of a juvenile justice system in a large Midwestern city. We examined the advocacy strategies used by the probation officers as well as the barriers they faced in ensuring court-involved youth received appropriate educational supports. Advocacy strategies included: documentation, collaboration with other stakeholders, and assertive but not aggressive communication. Probation officers also mentioned more creative advocacy strategies. Barriers to effective advocacy included: poor working relationships with schools, older age of youth, and obstacles to parent involvement. We discuss implications for research and practice.     

Finding the Hook: Computer Science Education in Elementary Contexts

The purpose of this study was to investigate how elementary teachers with little knowledge of computer science (CS) and project-based learning (PBL) experienced integrating CS through PBL as a part of a standards-based elementary curriculum in Grades 3–5. The researchers used qualitative constant comparison methods on field notes and reflections to describe the teachers' participation in professional development to create CS-infused projects to be implemented with their students. Categories that emerged included standards integration, student autonomy, and challenges of infrastructure and time. The data are from the first 6 months of a 3-year, National Science Foundation-funded project. (Keywords: computer science, project-based learning, integration, elementary curriculum)     

Adolescent caregiving success as a predictor of social functioning from ages 13 to 33

Adolescent success providing satisfying support in response to a close friend's call in a caregiving task was examined as a potentially fundamental developmental competence likely to predict future social functioning, adult caregiving security, and physical health. Adolescents (86 males, 98 females; 58% White, 29% African American, 8% mixed race/ethnicity, 5% other) were followed from ages 13 to 33 (1998–2021) using multiple methods and reporters. Early caregiving success was found to predict greater self- and partner-reported caregiving security, lower negativity in adult relationships, and higher adult vagal tone. Results are interpreted as advancing our understanding beyond simply recognizing that adolescent friendships have long-term import, to now identifying specific capacities within friendships that are linked to longer-term outcomes.