Development of emotional and behavioral regulation in children born extremely preterm and very preterm: biological and social influences

This study describes the development of emotional and behavioral regulation in a regional cohort of children born extremely preterm (<28 weeks gestational age, n = 39), very preterm (<34 weeks gestational age, n = 56), and full term (n = 103). At 2 and 4 years, children born at younger gestational ages demonstrated poorer self-regulation across multiple contexts spanning observed interactions, formal cognitive testing, and parental report of child behavior at home. Among children born preterm, the 2 strongest predictors of impairments in self-regulation were the presence of moderate-to-severe cerebral white matter abnormalities on neonatal magnetic resonance and a less sensitive parenting style when children were aged 2 years. Findings support the importance of early neurological development and parenting for developing regulation in children born very preterm.     

Disentangling the Role of Domain-Specific Knowledge in Student Modeling

Research in Science Education - This study explores the role of domain-specific knowledge in students’ modeling practice and how this knowledge interacts with two domain-general modeling...     

Succeeding in the city: Challenges and best practices on urban commuter campuses

Students who make the daily commute to urban campuses face academic and nonacademic issues not typically experienced by their suburban or rural counterparts. A veteran of multiple types of campus environments offers insight into the lives of these students and suggests strategies for helping college urbanites thrive.     

In the shadow of Sputnik: a transnational approach to Menzies support for science education in Australia, 1957–1964

Abstract

This paper examines prime minister Robert Menzies decision to support science education in Australian schools in 1963. This was a landmark shift in policy for the federal government, but in many ways mirrors the decision of Eisenhower who brought down the National Defense Education Act (NDEA) in 1958. The paper uses a transnational approach to offer a new way of looking at the 1963 decision by focusing on the need for science education and the environment which supported science advocacy rather than the traditional interpretation of political expediency to court the Catholic vote.     

Real education in non-real time: The use of electronic message systems for instruction

Education in different communication media takes place with functional differences that have consequences for the course of instructional interaction. In this paper, we examine instructional interaction among people using a computer-based electronic message system, contrasting it with conventional face-to-face discussion in a college level class. Interaction via the non-real time message system contained multiple “threads of discourse,” a higher proportion of student turns to teacher turns, and other deviations from the “initiation-response-evaluation” sequences usually found in face-to-face classroom interactions. Based on the results of our contrast, we describe ways to organize instruction using electronic message systems to take advantage of new properties and to avoid shortcomings of these new instructional media.     

English Proficiency,Identity, Anxiety,and Intergroup Attitudes: US Americans’ Perceptions of Chinese

Guided by the Common Ingroup Identity Model and Berry’s acculturation framework, this study examined the roles that perceptions of language proficiency, cultural identity, and communication anxiety had on intergroup attitudes and stereotypes in the American–Chinese contact context. Serial mediation analyses with 10,000 bootstrap samples revealed that perceived English proficiency of a Chinese contact had significant indirect effects on affective and behavioral attitudes toward Chinese through American participants’ perceptions of their contact’s host and home culture identification and communication anxiety. Perceived English proficiency had an indirect effect only on positive stereotypes through the Chinese contact’s perceived identification with home culture.