Relations Between Effective Emotional Self-Regulation, Attentional Control, and Low-Income Preschoolers' Social Competence with Peers

Relations between children's emotional self-regulation, attentional control, and peer social competence (as reported by both teachers and peers) were examined for 51 low-income, preschool-aged children enrolled in Head Start. Using a short delay-of-gratification task administered at Head Start sites, children's use of self- distraction was found to be positively associated with their success in handling the delay, replicating previous, laboratory-based research. Contrary to our expectations, children's use of self-distraction was found to be unrelated to their attentional control, as assessed during a computer task. Hierarchical regression analyses revealed that children's use of self-distraction predicted significant variance in both peer- and teacher-reports of childrem's competence with peers, even after children's attentional control was statistically taken into account. These findings are discussed in light of current models of reactivity and regulation in predicting young children's social behavior, as well as in the context of early intervention efforts for children facing socioeconomic risk.     

In the quest for knowledge: Traveling the back roads of Iowa

Summary Three factors have contributed to the level of technology integration achieved at this school. First, administrative support for technology is very evident. Though neither the principal nor the superintendent perceived themselves as possessing a high level of technological literacy, they both had a vision of technology use by both teachers and students. This translated into a strong technology plan as well as support for innovative uses of technology     

Walking for health in pregnancy: assessment by indirect calorimetry and accelerometry

The purpose of this study was to examine RT3 accelerometer activity counts and activity energy expenditure of 36 pregnant women at 20 and 32 weeks' gestation during treadmill walking and free-living conditions. During treadmill walking, oxygen consumption was collected, and activity energy expenditure was estimated for a 30-min walk at a self-selected walking pace. The number of min it would take a pregnant woman to meet exercise recommendations (i.e., kcal/week) were calculated. Preliminary activity count cut points at a self-selected walking pace were then estimated and applied in interpreting free-living data. For the treadmill walking condition, the self-selected walking pace significantly decreased from 20 to 32 weeks' gestation. Additionally, few women (< 12% each day) met physical activity guidelines in the free-living condition. Encouraging pregnant women to walk for 30-40 min per day at a self-selected walking pace may be an appropriate public health recommendation.     

Educational personnel's perceptions of mainstreaming and resource room effectiveness

Equivalent forms of a questionnaire were administered to elementary classroom and resource room teachers. The questionnaires were designed to elicit teachers' attitudes and perceptions as to the effectiveness and appropriateness of mainstreaming, regular classroom teachers' level of skill competency, assistance from the resource room, and communication between the resource room and regular classroom teachers. Results indicated that resource and regular teachers evidenced differential perceptions as to all factors investigated. Educational implications of the findings were discussed and specific recommendations were proposed.     

Minority status,sex, and school psychological services

The sex and minority status of 355 students referred for psychological services from a random sample of schools in an urban school system were examined in relation to the frequency of referral, type of problem, and the nature of subsequent psychological services. A significantly higher percentage of both minority students and males were referred for psychological services; males were referred approximately twice as often as females. When referral problems were categorized as either academic or behavior problems, there were no differences between majority and minority students nor between males and females on percentage referred for each type of problem. Parent contacts were made significantly more often for majority students and for females, and recommendations to parents of majority students were more varied than those made to parents of minority students. Special Education resource services were recommended significantly more often for minority students. Possible reasons and implications of these findings are discussed.     

Making the Connection Between Formal Human Resource Diversity Practices and Organizational Effectiveness: Behind Management Fashion

ABSTRACT : Formal human resource diversity programs have experienced rapid growth; yet research on how these initiatives influence organizational effectiveness remains insufficient. This research explores formal diversity programs' influence on organizational effectiveness using universalistic and contingency frameworks. Our findings show that universally, diversity practices strongly and negatively relate to turnover. Organizations with innovative strategies coupled with formal diversity practices had improved productivity and market performance supporting contingency notions. Future research should employ both the universalistic and contingency theories in combination for a more in-depth understanding of construct relationships.     

Look to the East to Gain a New Perspective, Understand Cultural Differences, and Appreciate Cultural Diversity

Childrearing and educational practices accurately reflect cultural values. Cross-cultural experiences highlight some ways attitudes about early childhood, parenting, and teaching are influenced by cultural experiences and expectations. The author's experiences in China illustrate interesting ways these programs are very different from their American counterparts. Some of the differences revolve around practices such as residential programs for young children, the nature of classroom interactions, and contrasting approaches to teaching the arts. Identifying and understanding the reasons for some of those differences can sensitize readers to broader issues of cultural pluralism and help teachers celebrate cultural diversity as they work with families from varied backgrounds.