Managers Making Sense of Millennials: Perceptions of a Generational Cohort

The study of generational cohorts has seen an increase in popularity in scholarly and popular literature. Millennials comprise the newest cohort to enter the workplace. This study explores how managers use social categorization to make sense of their Millennial-generation employees. Data were collected through interviews conducted with managers in order to learn how they viewed and described Millennials. Twenty-five managers in the hospitality industry were interviewed. Data were analyzed by searching for membership categorization devices (MCDs), then patterns in usage and meaning of the devices were explored. Three patterns were identified in using MCDs to reference Millennials: “kids”, “age group,” and “Millennials”/variations of the term. These findings are examined in reference to how they may inform managerial behavior as well as guide further study of generational cohorts.     

Formatively assessing prospective teachers’ skills in leading mathematics discussions

Educational Studies in Mathematics - Mathematics discussions are important for helping students to develop conceptual understanding and to learn disciplinary norms and practices. In recent years,...     

Teaching Through Collaboration: Flexibility and Diversity in Caregiver–Child Interaction Across Cultures

Teaching supports the high-fidelity transmission of knowledge and skills. This study examined similarities and differences in caregiver teaching practices in the United States and Vanuatu (N = 125 caregiver and 3- to 8-year-old child pairs) during a collaborative problem-solving task. Caregivers used diverse verbal and nonverbal teaching practices and adjusted their behaviors in response to task difficulty and child age in both populations. U.S. caregivers used practices consistent with a direct active teaching style typical of formal education, including guiding children’s participation, frequent praise, and facilitation. In contrast, Ni-Vanuatu caregivers used practices associated with informal education and divided tasks with children based on difficulty. The implications of these findings for claims about the universality and diversity of caregiver teaching are discussed.     

“It was smart when:” Supporting prospective teachers’ noticing of students’ mathematical strengths

Learning to name and notice students’ mathematical strengths is a challenging process requiring time and multiple iterations of practice for prospective teachers (PTs) to adopt. Mathematics teacher educators (MTEs) can approximate and decompose the complex practice of naming and noticing students’ mathematical strengths so PTs learn to teach mathematics while emphasizing what students know and can do. This study uses two tools MTEs can use to support PTs as they learn to name and notice students’ mathematical strengths: A LessonSketch experience, a digital platform with comic-based storyboards showing children engaged in a mathematics task, and a strengths-based sentence frame. Our study presents the findings from the 111 noticing statements from 18 PTs as they engaged in the LessonSketch digital experience and practiced making noticing statements about what children know about mathematics. The study found that after a sentence-frame intervention, the PTs are more likely to use strengths-based language and more likely to identify mathematical evidence in their noticing statements. Uncommitted language (statements that do not align with a strength- or deficit-based coding scheme), suggests a fruitful, yet complex space for supporting more PTs as they learn to name and notice students’ mathematical strengths. The paper concludes with implications for future research in teacher education.

     

The Development of a Curriculum Toolkit with American Indian and Alaska Native Communities

This article explains the creation of the Growing and Learning with Young Native Children curriculum toolkit. The curriculum toolkit was designed to give American Indian and Alaska Native early childhood educators who work in a variety of settings the framework for developing a research-based, developmentally appropriate, tribally specific curriculum to use with Native children aged 0–3. The curriculum toolkit should assist Native people in preserving and maintaining their unique culture and language. Challenges specific to the implementation of an early childhood program in Indian Country have been explained. A brief historical overview of Indian education has been included. The contents of this article were developed under Grant #P116Z05-0056 from the US Department of Education. However, the contents do not necessarily represent the policy of the US Department of Education and the reader should not assume endorsement by the Federal Government.     

Reasoning in Young Children: Fantasy and Information Retrieval

The present article examines 2 predictions concerning conditional reasoning in children derived from Markovits's model of conditional reasoning. The first claims that children under 12 years of age should be able to respond correctly to uncertain logical forms if the premises and context enable them to access pertinent counterexamples from memory. The second concerns the effect of reasoning in a fantasy context. Previous studies have established that young children can correctly respond to certain reasoning problems with empirically false premises when these are presented in a fantasy context. However, this model of reasoning predicts that presenting empirically true premises in a fantasy context should decrease performance on the 2 uncertain logical forms. In Study 1, a total of 48 8-year-olds, 78 10-year-olds, and 74 12-year-olds were given 4 reasoning problems involving familiar premises. These problems were embedded in either a fantasy or a realistic context and presented via video tape. Results were consistent with the predictions made. Study 2 attempted to determine whether these results could be due to context or problem formulation. A total of 40 7-year-olds and 46 8-year-olds were given reasoning problems with either no context or with a visual image preceding the problems. Results showed that children did equally well in these conditions, and that providing an image did not improve performance.     

Predicting Graduation Rates at 4-year Broad Access Institutions Using a Bayesian Modeling Approach

This study models graduation rates at 4-year broad access institutions (BAIs). We examine the student body, structural-demographic, and financial characteristics that best predict 6-year graduation rates across two time periods (2008–2009 and 2014–2015). A Bayesian model averaging approach is utilized to account for uncertainty in variable selection in modeling graduation rates. Evidence suggests that graduation rates can be predicted by religious affiliation, proportion of students enrolled full-time, socioeconomic status of the student body, enrollment size and institutional revenue and expenditures. Findings also demonstrate that relatively fewer variables predict institutional graduation rates for Latina/o and African American students at 4-year BAIs. We conclude with implications for policy and key recommendations for research focused on 4-year BAIs.     

The impact of a Framework‐aligned science professional development program on literacy and mathematics achievement of K‐3 students

This study investigates the effect of a Framework‐aligned professional development program at the PreK‐3 level. The NSF funded program integrated science with literacy and mathematics learning and provided teacher professional development, along with materials and programming for parents to encourage science investigations and discourse around science in the home. This quasi‐experimental study used a three‐level hierarchical linear model to compare the Renaissance STAR Early Literacy, Reading, and Mathematics scores from 2015 to 2016 of K‐3 students in treatment and control classrooms in a large Midwestern urban school district. The statistically significant results indicate that, on average, every year that a student has a program teacher adds 8.6 points to a student's spring STAR Early Literacy score, 17.0 points to a student's STAR Mathematics score, and 41.4 points to a student's STAR Reading score compared to control students. Implications for early elementary teacher education and policy are discussed. © 2017 Wiley Periodicals, Inc. J Res Sci Teach 54:1174–1196, 2017     

Computer‐Based Counselor‐in‐Training Supervision: Ethical and Practical Implications for Counselor Educators and Supervisors

Computer‐based clinical supervision of counselors‐in‐training is becoming more prevalent (M. Reisch & L. Jarman‐Rohde, 2000); however, its use is still in its infancy, and ethical standards have not been established regarding its practice. There exists a dearth of literature focusing on the ethical practice and development of supervisees when using computer‐based supervision. This article (a) explores ethical practice when using technology to facilitate counselor supervision, (b) reviews specific types of computer‐based applications, (c) presents potential advantages and disadvantages of computer‐based supervision, and (d) offers implications for counselor educators and supervisors.