Improving data systems about juvenile victimization in the United States

OBJECTIVE: To suggest improvements to 13 data sets and systems that collect information about juvenile victimization in United States. METHOD: The suggestions were gathered from a variety of sources, including data system users and administrators, as well as a special meeting convened on the topic by the National Consortium on Children, Families and the Law in Washington, DC (December 2000). RESULTS: Key areas of improvement were identified for each of 13 US data systems and possible solutions were identified. CONCLUSIONS: This paper suggests three broad categories of improvements that apply to a number of data systems. First, data systems could expand the coverage of the systems to include more jurisdictions or other segments of the population. Second, in order to be more comprehensive and specific to child victimization, the systems need to create more specific data items, questions, or response categories. Finally, the data systems need to be modified to provide continuity and interrelationships among systems, either by using uniform definitions, or integrating data systems to facilitate the tracking of children across systems.     

Racial Formation and Success among Korean High School Students

This article ethnographically examines the relationship between success, racial identity, and racial formation among Korean students in one New Jersey public high school. Using Racial Formation theory (Omi & Winant, [1986. Racial formation in the United States from the 1960s to the 1990s. New York: Routledge]; Winant, [1994. Racial conditions: Politics, theory, comparisons. Minneapolis, MN: University of Minnesota Press]), the author demonstrates how students at this particular high school use competing racial projects of neutrality and visibility to embrace and/or contest the dominant, white notion of what it means to be an academically successful student. The findings emphasize the need to look beyond cultural explanations of success and failure to include an analysis of the ways that schools themselves affect the constantly shifting terrain of racial formation. Melissa Marinari is a PhD candidate at Teachers College, Columbia University in the Department of International and Transcultural Studies. She has also been a high-school teacher of Spanish since 1992     

Results From a Randomized Controlled Trial of the Motheread/Fatheread Early Literacy Intervention: Evidence of Impact in a Rural Community

Research Findings. A randomized controlled trial evaluated the impact of Motheread/Fatheread Colorado (MFC), an early childhood literacy intervention, on parent reading behaviors and their preschool-aged children’s literacy skills. Parents in the experimental condition participated in MFC; control parents did not. Dependent variables included measures of parental behavior supportive of reading in the home, and parent- and teacher-reported child literacy outcomes. Parents in the intervention group reported spending significantly more time reading with their children and a significantly greater use of interactive reading skills than parents in the control condition. Children in the intervention group scored significantly higher than children in the control group on parent-reported language and reading skills immediately following the intervention. There was no significant difference in immediate post-intervention teacher reports of child literacy skills. However, up to 15-months after program completion, children in the intervention condition had greater gains in teacher-reported language skills than children in the control condition. Results suggest that MFC is a promising intervention for changing the home literacy environment and children’s literacy outcomes. Practice/Policy. Motheread/Fatheread may be a good fit for organizations interested in implementing interventions aimed at improving home literacy for preschool-aged children.     

Examination of peer-group contextual effects on aggression during early adolescence

Peer group contextual effects of aggressive behavior among middle school students (6th-8th graders) were examined using a short-term longitudinal design. More specifically, the homophily hypothesis that peer group membership influences individual-level bullying and fighting was evaluated with multilevel sex-specific models of individual- and peer-level aggression scores. Peer groups were identified via social network analysis. Intraclass correlation coefficients yielded through hierarchical linear modeling demonstrated substantial within-group similarity on self-reported bullying and fighting, suggesting that students affiliate with individuals who bully and fight at the same frequency. Peer group bullying and fighting was associated with individual-level behavior, even after controlling individual baseline levels for males and females. However, peer contextual effects explained more variance in individual bullying than individual fighting. This differential impact of peer group membership suggests that future studies consider peer relations across subtypes of aggression.     

Smart girls traversing assemblages of gender and class in Australian secondary mathematics classrooms

I examine experiences of former Australian schoolgirls in relation to mathematics during secondary school. This research scrutinises misunderstandings about success and impact on subject choice that can result in post-schooling trajectories that limit what girls can do in their lives beyond school. I examine ways affective relationality, as a sense of embodied belonging, may influence participation in subjects. I frame the discussion using the Baradian concept of intra-action, a co-production that engages an ethic of non-coincidence. For these participants, a reductive high-stakes testing environment and aspirations to become a master subject evoke a powerful not good enough assemblage. The responsibility to achieve enough success incites a soliciting of a particular self in affective regulation. The dread of not excelling in mathematics was often too much to endure thus participants chose to discontinue studying mathematics. They understood this as a sensible solution to prevent vulnerability, as not good enough.     

Preschoolers mistrust ignorant and inaccurate speakers

Being able to evaluate the accuracy of an informant is essential to communication. Three experiments explored preschoolers' (N=119) understanding that, in cases of conflict, information from reliable informants is preferable to information from unreliable informants. In Experiment 1, children were presented with previously accurate and inaccurate informants who presented conflicting names for novel objects. 4-year-olds-but not 3-year-olds-predicted whether an informant would be accurate in the future, sought, and endorsed information from the accurate over the inaccurate informant. In Experiment 2, both age groups displayed trust in knowledgeable over ignorant speakers. In Experiment 3, children extended selective trust when learning both verbal and nonverbal information. These experiments demonstrate that preschoolers have a key strategy for assessing the reliability of information.     

Differential symptom pattern of post-traumatic stress disorder (PTSD) in maltreated children with and without concurrent depression

OBJECTIVE: The present study attempted to examine specific differences in the Post-Traumatic Stress Disorder (PTSD) symptomatology among abused children with and without concurrent depression. METHOD: PTSD and depressive symptoms were identified that discriminate between 98 children divided into three groups: (1) abused children with PTSD, (2) nonabused children who meet criteria for Major Depressive Disorder (MDD), and (3) abused children with both PTSD and MDD. RESULTS: Analyses revealed that nine items reflecting depressive symptomatology, primarily vegetative symptoms, differentiated the diagnostic groups (PTSD-only, MDD-only, and the combined group). A discriminant analysis revealed that the sum of responses to the nine significant items adequately predicted diagnostic classification for those with PTSD and depression, but did not correctly diagnose any in the combined group. Analyses also revealed that three post-trauma symptoms, including psychological amnesia, flashbacks/reenactments, and sleep difficulties, discriminated between the groups. The PTSD-only group reported more episodes of psychological amnesia while the PTSD and MDD group experienced more flashbacks. CONCLUSIONS: For the sample of abused children examined, these results illuminate differences with respect to PTSD symptom presentation for those children with PTSD who have a concurrent depressive disorder and their nondepressed counterparts. Children with PTSD who have a concurrent depression report greater levels of intrusive PTSD-related symptoms.     

Design Recommendations for Self-Paced Online Faculty Development Courses

An increased need for self-paced, online professional development opportunities in higher education has emerged from a variety of factors including dispersed geographic locations of faculty, full teaching loads, and institutional evaluation requirements. This article is a report of ?the examination of the design and evaluation of a self-paced online faculty development course about rubrics. A mixed-methods research design was implemented to collect quantitative and qualitative data from faculty members upon completion. Data obtained from an evaluation questionnaire, rubric artifact, self-reflections, and teaching improvement plan revealed that faculty viewed the course as a positive and useful experience. Specific design recommendations for instructional designers and faculty developers of self-paced online courses are provided. These design recommendations emphasize adult learning principles and transformative learning through self-reflection.