Maternal and Paternal Disciplinary Styles: Relations with Preschoolers'' Playground Behavioral Orientations and Peer Status

To explore relations among parents' self-reported disciplinary styles, preschoolers' playground behavioral orientations, and peer status, 106 mothers and fathers of preschool-age children (age range = 40-71 months) participated in home disciplinary style interviews. Observations of their children's playground behavior in preschool settings and measures of sociometric status were also obtained. Results indicated that children of more inductive mothers and fathers (i.e., less power assertive) exhibited fewer disruptive playground behaviors. In addition, daughters and older preschoolers of inductive mothers exhibited more prosocial behavior. Children of inductive mothers were also more preferred by peers. Few significant relations were found between paternal discipline and child behavior/peer status. Age-related patterns of behavior also indicated that older preschoolers who engaged in more prosocial and less antisocial and disruptive playground behavior were more preferred by peers. In addition, child behaviors were found to mediate maternal discipline and peer status.     

Validating the Watson Glaser Critical Thinking Appraisal

This study validated the Watson Glaser Critical Thinking Appraisal (WGCTA) on a sample of 273 private university students in Lebanon. For that purpose, evidence for construct validation was investigated through identifying the test’s factor structure and subscale total correlations, in addition to differences in scores by gender, different levels, and streams using a series of ANOVA tests. Evidence for the test’s reliability and concurrent validity was also collected. Moreover, students in five courses that emphasize critical thinking were pre–post tested using the WGCTA. Exploratory factor analysis revealed a unidimensional factor while results showed no significant differences in scores on the WGCTA between males and females or between students at different levels except for graduate students in the Business stream. Furthermore, results revealed significant differences for the senior students between different streams. Finally, results showed no statistically significant changes in the mean scores of students who were pre- and post-tested except for nursing students. The test’s significant correlations with various criterion measures provided evidence of its convergent and divergent validities. The results were discussed in terms of the nature of the construct itself, and the effects of training and effective instructional strategies on growth of critical thinking. Recommendations for future research were proposed.     

Agents of aspiration: the (often unintended) benefits to university students working in outreach programmes

Background: Universities in many countries increasingly deliver outreach programmes to raise aspirations and encourage participation in higher education. At the University of Canberra in Australia, these programmes target schools that have been identified as having a large number of students from rural/regional, financially disadvantaged and/or Aboriginal and Torres Strait Islander backgrounds – groups that continue to be underrepresented in higher education. Involved in the delivery of these programmes are current university students – at the University of Canberra termed ‘Aspiration Agents’ – many of whom come from similar backgrounds to the students with whom they work. Although not the focus of the outreach programmes, the Aspiration Agents themselves also derive benefits from the experience.

Purpose: This research aimed to explore the reasons why students choose to become Aspiration Agents, and the perceived benefits of the mentoring/ambassador role.

Sample, Design and Methods: The data collection comprised two small-scale exploratory questionnaire studies (N = 12; N = 20). Qualitative methods were used to investigate participants’ self-reported motivations for, and experiences of being Aspiration Agents.

Findings: Findings suggest that students perceived benefits in personal, student-related and future professional domains. Dominating all these areas, however, was the recurring theme that the students were both motivated to, and derived satisfaction from, helping others. These findings are discussed in terms of the specific role of the Aspiration Agent and how this form of employment can positively, rather than negatively, impact on the student’s own university experience.     

(Un)learning the city through crisis: lessons from Cape Town

ABSTRACT

Scholarly research has shown the importance of moments of crisis, in particular the direct aftermath of urban crises, as opportunities to learn about urban vulnerabilities. However, if it is widely assumed that learning is important, in particular for resilience-building, we still know very little about how such learning occurs in a moment of crisis. This paper starts addressing this gap, arguing that moments of crisis constitute a specific type of ‘learning space’. This proposition is taken forward through the analysis of a large-scale (social and humanitarian) urban crisis in the city of Cape Town. The paper maps out the emergence of multi-stakeholder knowledge networks throughout the crisis management process and explores the extent to which these were embedded into city-wide learning infrastructures after the crisis. It shows that moments of crisis represent an opportunity for ephemeral transsectorial knowledge coalitions to come about around issues that are made visible through the crisis itself. This can also be seen as an opportunity for potential learning spaces to open up.     

贯彻《规程》精神 挖掘图书馆职能

介绍了兴隆县教育局贯彻落实教育部颁发的《中小学图书馆(室)规程(修订)》精神，以卓有成效的举措挖潜图书馆职能，促进学生健康发展的实践与体会。     

The pragmatics of virtual worlds for K-12 educators: investigating the affordances and constraints of ActiveWorlds and SecondLife with K-12 in-service teachers

The purpose of this study is to address the pragmatics of integrating virtual worlds for teaching and learning for K-12 education. Specifically this qualitative investigation focuses on a reflective dialogue gathered from a group of K-12 (primary and secondary school) educators about their experiences using both Active Worlds Educational Universe and Second Life. Reflections consist of both their experiences as (a) a learner within both applications, (b) developing instructional content in both applications, and (c) perceptions of value of each application for teaching and learning. The goal of this research is to investigate how K-12 teachers’ perceptions of virtual worlds may impact the integration of new tools for teaching and learning.     

Reflections on the “Push for Your Baby” Campaign

In this editorial, a board member of Lamaze International describes the “Push for Your Baby” campaign to urge women to advocate for more evidence-based practice for better births. She also reflects on her hopes and worries about the “Push for Your Baby” campaign launched by Lamaze in May 2012. Discussing the realities of current maternity care practice, she asks how we can work with obstetric nurses and providers to have them support what most women value—vaginal birth.     

Encouraging College Student Active Engagement in Learning: The Influence of Response Methods

The purpose of this study was to examine the use of two student response methods within selected college lecture halls. Kinesiology majors from three universities were asked to respond to questions during two consecutive lectures, one using “clickers” and the other using hand-raising. Participation and comprehension rates were statistically significantly different following the use of the different response methods. Participant survey responses revealed insight into student participation, question presentation, perceived cognitive engagement, and overall learning in traditional lecture settings using the response methods.     

Institutional barriers for adults’ participation in higher education in thirteen European countries

As the demand for international education increases, middle-income non-English speaking countries, such as South Korea, play an increasing role in hosting the world’s students. This mixed-methods study compares the different motivations and experiences of international students within and outside the East Asian region. Based on findings, this paper suggests the possibility of Korea developing its position as a regional hub for education in East Asia. It also discusses related issues such as English-Medium Instruction in Korean higher education as well as strategies for international student recruitment.