The two faces of adolescents' success with peers: adolescent popularity, social adaptation, and deviant behavior

This study assessed the hypothesis that popularity in adolescence takes on a twofold role, marking high levels of concurrent adaptation but predicting increases over time in both positive and negative behaviors sanctioned by peer norms. Multimethod, longitudinal data, on a diverse community sample of 185 adolescents (13 to 14 years), addressed these hypotheses. As hypothesized, popular adolescents displayed higher concurrent levels of ego development, secure attachment, and more adaptive interactions with mothers and best friends. Longitudinal analyses supported a popularity-socialization hypothesis, however, in which popular adolescents were more likely to increase behaviors that receive approval in the peer group (e.g., minor levels of drug use and delinquency) and decrease behaviors unlikely to be well received by peers (e.g., hostile behavior with peers).     

Looking others in the eye: rights and gender in South African education policy

In this paper we examine relations between education policy and local practice. Situating our work within the literature on the local implementation of education policy, we develop a pedagogical perspective for understanding relations between policy and local practice. We argue that policy‐makers’ attempts to enact policy can be viewed as a form of teaching and that local educators can be seen as learners from policy. This pedagogical perspective provides a theoretical frame for the papers in this volume. We trace the evolution of this pedagogical perspective in our work, and we preview the contribution the papers in this volume make to developing this frame. We also present details of our research methods.

     

Professionals' and Families' Perceptions of Family-Centered Practices in Infant-Toddler Services

The purposes of this study were to determine the extent of family-centered practices, professionals' and families' values about the practices, and the extent to which selected characteristics of participants explained variance in the practices. Professionals (N = 198) and families (N = 118) completed two questionnaires. Professionals tended to report more family-centered typical practice than did families, but ideal practices generally did not vary between groups. Agency type and the Setting x Experience interaction predicted professionals' ideal-practice scores and their self-ratings of the frequency of implementing family-centered practices: Home-based services were most predictive of frequent reports of these practices. The frequency with which families reported receiving these practices was predicted by the amount of time the family had been in early intervention: The longer, the more frequently families experienced the practices.     

EQUITY FOR WOMEN ADMINISTRATORS OF COLOR IN 2-YEAR COLLEGES: PROGRESS AND PROSPECTS

The study reported here involved trend and predictive analyses to examine changes in the proportional representation of women administrators by race/ethnicity from 1991 to 1997 in a sample of 1,030 matched 2-year colleges. Hispanic-serving, urban, California 2-year colleges, and the percentage of women faculty of color entered as significant positive predictors of change in the proportional representation of women administrators of color. These findings open the door not only to new ways of informing policy development and practice, but also to future research that can uncover new understandings of gender and race-equitable practices in 2-year colleges.     

Post-Knowledge of Results Delay: Effects of Interpolated Activity on Learning and Performance

Abstract

The present experiment investigated the effects of interpolated processing activity (IPA) during the post knowledge of results (KR) interval. The study attempted to correct some of the problems inherent in previous research by using a ballistic timing criterion task and assessing the effects of interpolated processing activity (IPA) on both acquisition and No KR transfer trials. To insure that the efficacy of the IPA manipulation, a paced task was used and performance was assessed. Two levels of post-KR delay (5 and 10 s) were factorially combined with two levels of IPA (IPA or No IPA) to yield four experimental groups. Each subject completed 30 KR acquisition trials and 20 No KR transfer trials. Interresponse interval was held constant. In contrast to many previous studies, IPA interfered with the subjects' ability to learn and perform the criterion movement time of 150 ms. Both the memory trace and the perceptual trace were similarly affected. The detrimental effects of IPA on absolute error and objective-subjective error differences found during acquisition persisted during KR withdrawal.     

The past in the present: historicising contemporary debates about gender and education

History is often embedded, explicitly or implicitly, in discourses on contemporary aspects of gender and education, but relatively few scholars engage critically with history as they grapple with current issues. This article posits ‘historical sensibility’ as a means of engaging constructively with the past when scrutinising and working on current issues in gender and education. Four features of historical sensibility are mapped out and compared with established ways of approaching the relationship between the present and past. The utility of historical sensibility is demonstrated with reference to ongoing debates about the feminisation of schooling, the sexualisation of children and the leisure pursuits of young women.     

Do we connect?: A staff development programme

Staff development as opposed to staff training demands a different kind of learning approach. Library staff who are accustomed to the passive learning of technical skills, often equating training with instruction, can be less confident in an active learning environment. The paper describes the design and delivery of a staff development programme which focussed on issues of customer care, interpersonal skills and rules and procedures. Group interactions and outcomes of the programme are analysed and modifications considered. It is concluded that the benefits of a staff development programme both to the service and to individuals within it can be considerable but that success depends on the willingness of individuals to take responsibility for their own development and on the commitment of management.     

国内四大城市“双创”政策分析

为对中央政府及核心城市群施行科学有效的"双创"政策提出建议,以部分地方政府对"双创"政策的关注特征为切入点,收集国内四大城市2015-2019年共245份"双创"政策文本,通过共词分析和主题模型分析归纳各地方政府"双创"政策的注意力焦点和区域特点,文本分析结果表明,各地方政府"双创"政策的注意力焦点主要呈现在财政资金、成果转化和平台搭建3个方面;政策特征与城市及城市群的主体功能定位紧密联系.由此提出"十四五"时期我国区域创新体系要做好顶层设计、因城施策的展望.