ICT in French Primary Education,Twenty Years Later: Infusion or Transformation?

Twenty years have elapsed since ICT has been introduced on a large scale in French primary schools. Since then many developments have occurred, many of them outside of the technical sphere (for example decentralization has much progressed), new issues have appeared. This paper briefly analyzes changes and trends in the field of ICT in French primary education. It suggests that the development of ICT, still uncomplete, does not seem to have brought much change in the system. However, new ideas and activities have emerged, that deserve further research and invite to international comparisons. First contextual elements about France and the situation of primary education are recalled. Then issues linked with the development of ICT are analysed, taking into account the situation of both pupils and teachers.     

The relationship between perceived social support and maladjustment for students at risk

This study examines the relationship between adolescents' (N = 125) perceived social support and self‐reported (mal)adjustment indicators in a sample of predominantly at risk: Hispanic students in an urban middle school. The instruments used to collect data were the Child and Adolescent Social Support Scale (Malecki, Demaray, & Elliott, 2000) and the Behavior Assessment System for Children, Self Report of Personality (Reynolds & Kamphaus, 1998). Results indicated significant relationships in the expected direction between overall social support and clinical and school (mal)adjustment indicators. Parent and classmate support were most strongly related to clinical and interpersonal indicators whereas parent, teacher, and school support were related to school‐related indicators. © 2002 Wiley Periodicals, Inc.     

Computer assisted learning in Singapore

Many nations are now using computers in order to provide their peoples with improved educational opportunities and a competitive edge in developing an effective workforce. In 198 7, the author visited Singapore in order to assess (a) how effectively computer assisted learning techniques are being used within its educational system, and (b) how other nations might benefit from Singapore's experience. This article reports observations from this visit.     

A meta-analysis of the relationship of child sexual abuse to HIV risk behavior among women

OBJECTIVE: This study is a meta-analysis of the literature exploring the relationship between child sexual abuse (CSA) and HIV risk behavior among women. Four outcome variables were tested: unprotected sex; sex with multiple partners; sex trading; and adult sexual revictimization. METHOD: Forty-six studies met the inclusion criteria and were included in the analysis, and separate meta-analyses were performed for each of the four dependent variables described above. RESULTS: Using the correlation coefficient r as an effect size estimate, results indicate an average effect size of .05 for the unprotected sex meta-analysis (N = 16 studies), .13 for the sex with multiple partners meta-analysis (N = 23 studies), .12 for the sex trading meta-analysis (N = 23 studies), and .17 for the adult sexual revictimization meta-analysis (N = 21 studies). We conducted a test of three potential moderator variables (source of sample, definition of CSA based on type of contact, and definition of CSA based on maximum age of victim). Results did not support the hypothesis that these three variables explain a significant amount of variability in effect sizes with one exception: Studies that define CSA more broadly to include adolescent victims (e.g., victims up to 17 years of age) had larger and more homogenous effect sizes for the sex trading meta-analysis than those that defined CSA as having occurred at younger ages. CONCLUSIONS: These findings suggest a small positive relationship between CSA and subsequent HIV risk behavior among women that varies as a function of how CSA and HIV risk behavior are operationalized.     

Measuring general and specific stress causes and stress responses among beginning secondary school teachers in the Netherlands

The main aim of this study was to adjust the Questionnaire on the Experience and Evaluation of Work (QEEW) in order to measure stress causes and stress responses of beginning secondary school teachers in the Netherlands. First, the suitability of the original QEEW stress scales for use in the beginning teachers (BTs) context was investigated using a sample of 356 beginning teachers from 52 different secondary school locations in the Netherlands. Confirmatory Factor Analyses, Principal Component Analyses and Mokken scaling item reduction was applied to create high concise and precise scales. Hereafter, based on the teacher stress literature, additional teacher specific stress items were added, resulting in the adjusted version of the measure, the Questionnaire on the Experience and Evaluation of Work – Beginning Teachers (QEEW-BT, study 1). To cross-validate the results and to examine the internal consistency and validity of the adjusted instrument a different sample of 143 beginning teachers from 61 different secondary school locations in the Netherlands was used (study 2). The present findings provide adequate support that the QEEW-BT is a reliable and valid instrument to measure stress causes and responses for beginning secondary school teachers in the Netherlands.     

The Role of a Caring-Based Intervention in a Physical Activity Setting

This preliminary study examined the effect of a caring-based versus a traditionally-focused physical activity intervention on underserved adolescents’ perceptions of the caring climate, the motivational climate, empathetic concern, enjoyment, and future anticipated participation. Multiethnic youth (N = 353) aged 9 to 17 involved in two National Youth Sports Program (NYSP) sites participated in the study. The Caring Group (n = 90) participated in a program infused with themes of caring while the Traditional Group (n = 263) followed prototypical NYSP training, practices, and procedures. Self report assessments were gathered after 5 weeks in either setting. After accounting for demographic differences findings revealed that the Caring Group perceived significantly higher levels of a caring climate, empathetic concern, future expected participation, and lower levels of perceptions of an ego-involving motivational climate. The relevance of these findings with respect to the optimal development of youth is discussed. Dr. Maria Newton is a faculty member in the Department of Exercise and Sport Science at the University of Utah. She is interested in optimizing the impact of physical activity on the psychosocial and social-emotional development of underserved youth. She teaches courses in sport psychology, motivation, and character development. Dr. Doris Watson is an Associate Professor in the Department of Sports Education Leadership at the University of Nevada Las Vegas. Dr. Lori Gano-Overway is an Assistant Professor in the Department of Health and Exercise Science at Bridgewater College. Dr. May Fry is affiliated with Department of Health, Sport and Exercise Sciences, The University of Kansas, Lawrence. Dr. Mi-Sook Kim is an Associate Professor in the Department of Kinesiology at San Francisco State University and Dr. Michelle Magyar is an Assistant Professor in the Department of Kinesiology at CSU-Long Beach. Bio and teaching/research interests available upon request.     

The relationship between beginning teachers’ stress causes,stress responses,teaching behaviour and attrition

In this study, the relationships between beginning teachers’ perceived stress causes, stress responses, observed teaching behaviour and attrition is investigated employing structural equation modelling (SEM). A total of 143 BTs were surveyed using the Questionnaire on the Experience and Evaluation of Work-BTs (QEEW-BT). Teaching behaviour was observed using the ICALT observation instrument. Results show that BTs’ perceived negative pupil aspects relate positively to the stress responses perceived tension, discontent and negative emotions. Negative emotions, in turn, are negatively associated with observed teaching behaviour. This study also shows that discontent positively relates to attrition. Additionally, this study provides important cues to improve professional support programmes for BTs.     

Resilience at University: the development and testing of a new measure

While measures of resilience have been applied in university settings, progress has been hindered by the lack of a consistent measure of resilience. Additionally, results from these measures cannot be easily translated into practical curriculum-based initiatives which support resilience development. Resilience is linked to student mental health and well-being, as well as academic engagement and achievement. This positions resilience as a key skill for students. A survey was administered to 410 Australian undergraduate students. The survey consisted of an adapted version of the Resilience at Work (RAW) scale, the Subjective Happiness Scale and the Depression, Anxiety and Stress Scale. Data were subject to principal component analysis and scale reliability analysis. Results yielded a six-factor structure which closely replicated the seven-factor structure of the RAW scale. The research contributes to the development of a reliable and valid instrument of resilience for use in university. The new Resilience at University (RAU) scale shows promise as a valid and reliable measure of student resilience. Development and validation of the RAU scale is in its early stages and further research is required to explore the psychometric properties of the scale to ascertain whether it can be usefully applied in a university setting.     

The Effects of an Intervention on the Gross and Fine Motor Skills of Hispanic Pre-K Children from Low SES Backgrounds

The purpose of this study was to examine the effects of a motor skill intervention on gross and fine motor skill performance of Hispanic pre-K children from low SES backgrounds. One hundred and forty-nine pre-K children were randomly assigned to an intervention group (n?=?74) and control group (n?=?75). All children were assessed on fine and gross motor skills using the Peabody Developmental Motor Scales-2 before and after a 16-week intervention. The children in the experimental group received 800 min of skills-based instruction to target gross and fine motor skills. The control group children received 800 min of play-based lessons with no instruction provided. A repeated measures analysis of variance revealed a significant difference between the experimental and control group children on stationary and visual-motor subtests after the 16-week intervention. These results suggested that children in the treatment group benefited from a planned motor intervention program on their gross and fine motor skills. The findings of this study have implications for delivery of instruction for motor skills for young children. Educators and practitioners should provide structured lessons with feedback to promote the development of these important skills.