Individual Differences in Sibling Teaching in Early and Middle Childhood

Research Findings: Sibling teaching and learning behaviors were investigated in 2 studies of children in early and middle childhood. Study 1 addressed individual differences in teaching/learning and associations with dyadic age, age gap, gender, birth order, and relationship quality in 71 middle-class dyads (firstborns M age = 81.54 months; second-borns M age = 56.27 months). Half of the firstborn and half of the second-born siblings were assigned the role of teacher. Regression analyses indicated that dyadic age and age gap made unique contributions to teacher and learner behavior. Few birth order differences in approaches to teaching/learning were revealed. Findings highlight the reciprocal nature of sibling teaching and learning. Study 2 investigated longitudinal associations between sibling relationship quality and teaching in a second sample (at Time 1 firstborns = 46.8 months; second-borns = 14 months). Positive sibling interaction (including play) at Time 1 was associated with teaching/learning behaviors 4 years later. Practice or Policy: Findings are discussed in light of recent social constructivist notions that children's development is facilitated in the context of intimate relationships.     

Decreased sympathetic cardiovascular influences and hormone-physiological changes in response to Covid-19-related adaptations under different learning environments

To examine the implications of the transition from face-to-face to online learning from a psychobiological perspective, this study investigated potential differences in physiological stress parameters of students engaged in online or face-to-face learning and determined whether these can be identified as possible mediators between learning experience and achievement emotions. In a randomized experimental field study, medical students (n = 82) attended either regular face-to-face classes of the microscopic anatomy course or the same practical course online using Zoom videoconferencing platform. The present study investigated Heart Rate Variability (HRV) and salivary cortisol concentration as stress correlates, within the contexts of online and face-to-face learning and compared these parameters with a control group that was measured at rest. Additionally, participants completed a standardized questionnaire about their experienced emotions in relation to task achievement and subjective stress levels. A significant reduction in HRV was found in face-to-face learning, suggesting stronger stress responses in the face-to-face learning environment (η² = 0.421, P < 0.001). Furthermore, participants engaged in face-to-face learning showed significantly higher cortisol concentrations (η² = 0.115, P = 0.032). Additionally, increased sympathetic activation correlated with the discrete positive emotion of enjoyment exclusively within the face-to-face condition (r = 0.365, P = 0.043). These results indicate that the transfer of a face-to-face practical course in microscopic anatomy to an online learning environment is associated with decreased sympathetic and enhanced vagal cardiovascular influences, together with lower cortisol concentrations in healthy medical students.     

论英语移就的生成理据

移就属于一种超常规搭配的修辞方法。这种超常规搭配看似有违常理，实际有自己的生成规则。移就的生成规则主要体现在四个方面：1、以心理的重建为基础；2、依赖于句子的深层结构；3、修饰词与被修饰词之间相互关联；4、与新的语境相适应。     

Asking queer(er) questions: epistemological and methodological implications for qualitative inquirers

This collection of distinct scholarly essays deliberatively turns to queer experience and theorizing as a resource for constructing vibrant qualitative research designs. Queer theory offers a breadth of epistemological and methodological possibilities for qualitative projects that are too frequently overlooked for many reasons. These reasons include frequently strict association of queer theory with queer research topics and researchers, as well as a concurrent reluctance to interrogate the representational needs of heterosexist culture served by the metaphor of the ‘closet.’ Queer theory also compels inquiry that takes up the unique circumstances of queer subjects. Locating educational inquiry within globally complex socio-historical dynamics and a post-Obergefell/post-2016 election U.S. context, this article poses multiple trajectories through which various scholars explore queer(er) qualitative inquiry in educational studies. These perspectives invite researchers to rethink qualitative inquiry designs through engagement with the queer, inclusive of research topics not initially perceived to be queer.     

Twenty Years of University Report Cards

Over 20 years ago, the first university rankings entered public attention in the United States. Since then, there have been numerous other efforts to rank or rate universities or university departments. University report cards have become both popular with the public and increasingly important for academic institutions. A detailed examination of 10 report cards from around the world, which evaluate and focus on either undergraduate choice or overall standing, finds that the various schemes share broad principles and approaches but differ considerably in details. Many of these variations are attributable to differences in aims, higher education systems and cultures, and the availability and reliability of data.     

Parents as Trainers About Disability in Low Income Countries

A 5-day workshop is described which was designed specifically to prepare parents to act as trainers for other parents with a child who has a disability. It also aimed to build their confidence and competence in training community groups as well as professional workers such as teachers. Data gathered at the end of the workshop confirmed that these aims were broadly met. Twelve months later, the participants had organised 19 training events throughout Lesotho for families and community groups and they were able to report a variety of tangible outcomes resulting from their training. The key elements to the success of these training initiatives are discussed. This training model could be replicated in other places and resources for doing this are available.     

Effects of a 6‐week,co‐taught literacy unit on preservice special educators' literacy‐education knowledge

For special education preservice teachers to be prepared to assist students with disabilities to achieve their maximum potential in literacy, an innovative, co‐taught literacy unit was implemented within existing methods courses. The intensive, 6‐week unit was created to prepare all candidates in both mild interventions and severe interventions licensure programs to meet the literacy needs of diverse learners. The curriculum was designed around the National Reading Panel's five critical components of reading (phonemic awareness, phonics, fluency, vocabulary, comprehension) in addition to the topics of emergent literacy and writing. Pre‐ and posttests were administered, revealing a significant growth in participant knowledge related to literacy assessment and instruction. Implications for future efforts to improve literacy outcomes for students with disabilities by improving teachers' knowledge and skills related to literacy instruction are discussed. © 2010 Wiley Periodicals, Inc.