Antiracism defined as equitable sociocultural interactions in prekindergarten: Classroom racial composition makes a difference

This study used secondary data from the My Teaching Partner-Math/Science 2013–2016 randomized control trial to explore whether equitable sociocultural classroom interactions (see Curenton et al., 2019) were associated with the skills of 105 four- and five-year-olds (52% boys; drawn from 20 unique video recordings of preschool teachers/classrooms; 43% were Black, Latine, Asian, or other racially marginalized learners). Equitable interactions predicted children's skills with effect sizes ranging from small (0.01–0.44) to large (1.00). Moderation analyses revealed that when classrooms had more racially marginalized learners, teachers’ use of equitable disciplinary and personalized learning practices were associated with higher executive functioning gains across prekindergarten. Findings illustrate how classroom composition can be a key indicator between equitable classroom interactions and young children's early skills.     

Analysing Creative Design Process: A Set of Tools to Understand Activity in its Socio-cultural and Historic Context

Previous theoretical frameworks used to research and explain creative design processes tend to privilege individual expression and not address the context in which the process occurs. This is problematic due to the ways in which creative activities are embedded in and shaped by socio-cultural and historic contexts. In this article we focus on the ways in which cultural historic activity theory (CHAT) and its analytical activity systems can be used to reveal creative processes in context. We draw on the tools and concepts of CHAT and data from a study of visual communication design (VCD) students and lecturers situated within a transnational higher education (TNHE) context at a university in China. An analytical framework was constructed to research practices used in creative design process learning. The dynamic nature of CHAT offers design process research methods a set of analytical tools to capture the powerful parts played by artifacts and interactions within specific sociocultural and historic learning contexts.     

The roots of reading for pleasure: Recollections of reading and current habits

Children's early literacy experiences are critical, yet it remains unclear whether memories of early reading instruction continue to be associated with reading habits into adulthood. We examined the association between recollections of reading experiences and present-day reading habits in an adult population. University students responded in writing to three open-ended prompts asking about their memories of reading during early childhood, elementary school and high school. They also completed two questionnaires inquiring about reading enjoyment and frequency in elementary school and high school. For the concurrent measures of reading, participants described their current reading habits in an open-ended prompt and completed an author recognition test. Results showed positive links between favourable memories of reading during elementary and high school years and present-day reading habits. Conversely, unfavourable memories during high school were associated with unenthusiastic present-day reading habits. We found that reading instruction in school forms long-lasting memories, and these memories are linked in meaningful ways with print exposure during adulthood.     

Barriers to domestic violence education in Northern Ireland: Pupils' views and experiences

Domestic violence (DV) in adult and young people's intimate partner relationships is a social and public health problem across the globe. Education can play an important and unique role in addressing DV; however, it remains relatively under-investigated. The aim of this qualitative study set in Northern Ireland, the first of its kind, was to explore young people's views and experiences of DV education. Focus groups were conducted with 188 pupils (97 males and 91 females) aged 16 to 18 attending post-primary school. The data were analysed using thematic analysis and reveal five barriers to DV education: (1) absence of DV teaching and learning; (2) DV is a taboo topic; (3) lack of teacher training and expertise on DV; (4) religious influence; (5) prioritisation of academic achievement over pupil wellbeing. The results demonstrate that changes are needed in schools to improve the role of schools in addressing DV. From this qualitative study, we make recommendations for how school-based DV education may help prevent and protect young people against intimate partner violence.