Longitudinal Trajectories of Family Functioning Among Recent Immigrant Adolescents and Parents: Links With Adolescent and Parent Cultural Stress,Emotional Well-Being,and Behavioral Health

This study examined longitudinal effects of adolescent and parent cultural stress on adolescent and parent emotional well-being and health behaviors via trajectories of adolescent and parent family functioning. Recent immigrant Latino adolescents (M_age = 14.51) and parents (M_age = 41.09; N = 302) completed measures of these constructs. Latent growth modeling indicated that adolescent and parent family functioning remained stable over time. Early levels of family functioning predicted adolescent and parent outcomes. Baseline adolescent cultural stress predicted lower positive adolescent and parent family functioning. Latent class growth analyses produced a two-class solution for family functioning. Adolescents and parents in the low family functioning class reported low family functioning over time. Adolescents and parents in the high family functioning class experienced increases in family functioning.     

The worlds’ game: collective language manipulation as a space to develop logical abilities in a primary school classroom

European Journal of Psychology of Education - This paper presents a Vygotskian research device that focuses on collaborative activities based on the manipulation of linguistic objects in a primary...     

Technology supported early literacy learning in a multilingual community preschool

There is conflicting research on the value of using digital technology with young children. This study investigated how an app, used in conjunction with dual language picture books, can support the social, emotional, and literacy learning of bi/multilingual children. Twenty-one children used the app Talking Stickers at home and school for four weeks. The classroom was observed and the educators and parents were interviewed and surveyed. The findings indicated that children had enhanced opportunities to practice social, cognitive, and multi-lingual literacy skills, and bonds between home and school were strengthened. The research has implications for classroom practice and home-school programmes.     

Data Privacy and Academic Libraries: Non-PII,PII, and Librarians’ Reflections (Part 1)

In this editorial, we discuss the benefits and challenges of working with library data that contains non-Personally Identifiable Information. Despite not containing identifiable information, non-PII data can still be analyzed and used to inform decision making. We are presently using several non-PII data points to inform decision-making in our library: Gate Count, Book Checkouts, Customer Searches, Search Terms Reports, Article and Abstract Downloads, Customer Service Interactions, and One Question Surveys. While non-PII data can inform decision-making in libraries, we have found this type of data to be limited in the ways we outline in this editorial.     

Identification, assessment, and intervention strategies for deaf and hard of hearing students with learning disabilities

The purpose of the study was to ascertain methods of identification used by teachers of the deaf and hard of hearing who were working with students with learning disabilities, the training these teachers had received, and the accommodations and modifications they had implemented for their students. A 10-item survey was designed to solicit opinions and implementation procedures. Surveys went to teachers in a four-state region of the Midwest; 91 responded. Teachers indicated the use of various criteria to identify deaf and hard of hearing students with learning disabilities, and indicted that they incorporated a variety of accommodations to meet these students' needs. The survey showed that 50% of respondents did not feel adequately prepared to teach deaf and hard of hearing students with learning disabilities. Teachers expressed a desire for more training in identification, assessment, and intervention.     

Where the two shall meet: Exploring the relationship between teacher professional culture and student learning culture

This study focuses on the understudied connection between teachers’ and students’ perceptions of school culture. Utilizing a longitudinal sample of approximately 130,000 students and 9000 teachers in 225 New York City traditional public schools, we investigate how professional culture among teachers intersects with students’ collective emotional engagement—that is, the extent students together view the school environment as trusting and respectful, both between teachers and students and among students (i.e., student learning culture). We find that when the teachers report a strong collaborative culture, believe they have adequate materials, and feel physically safe, students report a stronger and more positive learning culture. Our results thus fill a gap in prior research on school change that has looked at either teacher or student perceptions of school culture but not the two together. Here, because our results demonstrate such a positive relationship between the collective views of teachers and the collective views of students regarding the environment in which these groups work, they suggest new avenues for research to examine how such subcultures within a school may, together, act as critical and interdependent levers for school change.     

Developmental and Intervention-Related Change in Autobiographical Memory Specificity in Maltreated Children: Indirect Effects of Maternal Reminiscing

This study examined the development of autobiographical memory specificity (AMS) in a longitudinal randomized controlled trial of 242 maltreated and nonmaltreated children (aged 36–86 months; 50.4% male; 39.7% Black, 25.9% White, 34.5% Latinx/other) and their mothers. Half of the maltreated families were randomized to receive an intervention to improve maternal reminiscing. The effects of maltreatment and the intervention on children’s AMS via two indices of maternal reminiscing, sensitive guidance, and elaboration, were evaluated. Bidirectional associations between AMS and child maladjustment were also examined. Intervention-related improvement in maternal sensitive guidance 6-month postintervention (b* = .36) related to greater AMS among maltreated children 1 year later (b* = .19). These findings underscore the role of maternal sensitive guidance in facilitating AMS.     

Attitudes and self-efficacy as significant predictors of intention of secondary school teachers towards the implementation of inclusive education in Ghana

European Journal of Psychology of Education - The intention of teachers towards adopting inclusive practices is vital to determining teaching behaviour in classrooms. Although some previous studies...     

An evaluation of adaptive filtering in the context of realistic task-based information exploration

Exploratory search increasingly becomes an important research topic. Our interests focus on task-based information exploration, a specific type of exploratory search performed by a range of professional users, such as intelligence analysts. In this paper, we present an evaluation framework designed specifically for assessing and comparing performance of innovative information access tools created to support the work of intelligence analysts in the context of task-based information exploration. The motivation for the development of this framework came from our needs for testing systems in task-based information exploration, which cannot be satisfied by existing frameworks. The new framework is closely tied with the kind of tasks that intelligence analysts perform: complex, dynamic, and multiple facets and multiple stages. It views the user rather than the information system as the center of the evaluation, and examines how well users are served by the systems in their tasks. The evaluation framework examines the support of the systems at users’ major information access stages, such as information foraging and sense-making. The framework is accompanied by a reference test collection that has 18 tasks scenarios and corresponding passage-level ground truth annotations. To demonstrate the usage of the framework and the reference test collection, we present a specific evaluation study on CAFÉ, an adaptive filtering engine designed for supporting task-based information exploration. This study is a successful use case of the framework, and the study indeed revealed various aspects of the information systems and their roles in supporting task-based information exploration.