Why relationships matter: parent and early childhood teacher perspectives about the provisions afforded by young children's relationships

This study investigated the perspectives of early childhood teachers and parents regarding the importance of provisions afforded by child–teacher and peer relationships in early childhood centres. Participants were 200 parents and 71 teachers of children aged 0–5 years who responded to an online survey containing a series of relationship function statements that were rated according to their perceived importance. Results demonstrate that most functions were rated as more important in the context of child–teacher relationships than peer relationships, although statements reflecting the provision of friendship were regarded as more important in the domain of peer relationships. Ratings for particular provisions of infant relationships were significantly lower than those for older children; a result generated largely by variation in the ratings of teachers in comparison to those of parents. Findings are discussed in relation to differences between parent and teacher perspectives and implications for the development of inclusive, relationship-based pedagogies.     

Content Validation of the Community College Student Success Program Inventory

This study reports on the content validation of the Community College Student Success Program Inventory (CCSSPI), a structured interview protocol for program personnel, designed to serve as a tool for researchers and practitioners alike to account for critical features of various types of student success programs in detailed and comparable ways across multiple sites. In all, 20 subject matter experts (SMEs) rated the relevancy and clarity of each item to ascertain essential program features. Content validity index (CVI) and scale-level index scores (S-CVI) were calculated. Results showed high to moderately high validity for items related to course goals, logistics, skills-focused curricular items, and academic and student services. Other contingent facets—collaborative and contextualized learning, co-curricular and community activities, ancillary instruction, and instructor role—were rated as less valid, depending on program goals. The instrument is recommended for use in multisite qualitative or mixed-methods research and institutional improvement.     

Follow-up of postsecondary-age rural learning disabled graduates and dropouts

This article reports the dropout rates, basic skills competency levels, and employment status of a group of semi-rural learning disabled postsecondary-age youth and a control group of nonlearning disabled same-age peers. Findings indicated significantly higher dropout rates and significantly lower basic skills competency levels among learning disabled youth. Learning disabled graduates and dropouts were not different in how they fared in the employment market for the group, nor were they different compared to peers. Educational implications of these findings and future suggestions for follow-up research are discussed.     

The developmental and professional activities of female international soccer players from five high-performing nations

ABSTRACT

We study the developmental and professional activities engaged in by 86 female adult soccer players from the senior national teams of Australia, Canada, England, Sweden, and the United States of America. Players completed the Participation History Questionnaire (PHQ) to elicit the amount and type of activities engaged in across their developmental and professional years, including milestones, soccer-specific activity and engagement in other sport activity. Greater specialisation than diversification characterised their childhood developmental activities, including all players starting in soccer in childhood and accumulating more hours in soccer activity than other sports during this period. However, interindividual variation further characterised these childhood activities, with a proportion of players diversifying into other sports and/or soccer play to a greater or lesser degree during childhood when compared to the other players. The amount of coach-led soccer practice increased for all players across their development culminating in an average of 15–16 h/wk across a 40-week season in early adulthood. In contrast, the amount of engagement in other sports and soccer peer-led play varied between players but generally decreased across adolescence to negligible amounts in late adolescence. Findings are commensurate with the deliberate practice framework and early engagement.     

Testing Alternative Hypotheses Regarding the Association Between Behavioral Inhibition and Language Development in Toddlerhood

Studies have reported an inverse association between language development and behavioral inhibition or shyness across childhood, but the direction of this association remains unclear. This study tested alternative hypotheses regarding this association in a large sample of toddlers. Data on behavioral inhibition and expressive and receptive language abilities were collected from 816 twins at ages 14, 20, and 24 months. Growth and regression models were fit to the data to assess the longitudinal associations between behavioral inhibition and language development from 14 to 24 months. Overall, there were significant associations between behavioral inhibition and expressive language, and minimal associations with receptive language, indicating that the association is better explained by reticence to respond rather than deficient language development.     

Using Focus Groups to Examine the Consequential Aspect of validity

How can focus groups be used to examine issues of consequential validity in large-scale assessment? In relation to a new large-scale assessment, what are teacher concerns, and how do these concerns differ by type of school district? What are the strengths and weaknesses in this approach to looking at consequential validity?