Children's insecure representations of the interparental relationship and their school adjustment: the mediating role of attention difficulties

This study examined the role of attention difficulties as a mediator of associations between children's insecure representations of the interparental relationship and their school adjustment in a sample of two hundred and sixteen 6-year-old children. Consistent with hypotheses, findings from structural equation models indicated that observer ratings of children's insecure representations of interparental relationships in a story completion task predicted computerized task assessments and parent reports of children's attention difficulties 1 year later. Children's attention difficulties, in turn, were associated with concurrent levels of school problems and increases in school problems over a 1-year period as indexed by teacher reports. Attention difficulties accounted for an average of 34% of the association between insecure internal representations and school problems.     

Coordination costs and project outcomes in multi-university collaborations

Multi-university collaborations draw on diverse resources and expertise, but they impose coordination costs for bridging institutional differences and geographic distance. We report a study of the coordination activities and project outcomes of 491 research collaborations funded by the US National Science Foundation. Coordination activities, especially division of responsibility for tasks and knowledge transfer among investigators, predicted project outcomes (e.g., producing new knowledge, creating new tools, and training students). However, more universities involved in a collaboration predicted fewer coordination activities and fewer project outcomes. A statistical mediation analysis showed that insufficient coordination explained the negative relationship between multi-university collaboration and project outcomes.     

Teaching the Use of Library of Congress Subject Headings as a Research Strategy for Undergraduate Students

Library of Congress subject headings (LCSH) are such a powerful tool that ACRL recognized them in the Information Literacy Competency Standards. The Standards state that the information-literate student should be able to select discipline-specific controlled vocabulary and construct a search strategy. The authors, recognizing this often-forgotten Standard, surveyed instruction librarians to determine if LCSH are still taught in the library instruction classroom, and, if so, which strategies are used for identifying relevant subject headings. Survey results were mixed. While teaching the use of controlled vocabulary has clearly fallen from popularity, it is still recognized as a valuable tool.     

Challenges and Accomplishments of Practicing Formative Assessment: a Case Study of College Biology Instructors’ Classrooms

International Journal of Science and Mathematics Education - This study presents a glimpse into the private classrooms of biology instructors and the way they practice formative assessments within...     

Impact of hostility and withdrawal in interparental conflict on parental emotional unavailability and children's adjustment difficulties

This multimethod, prospective study examined the nature of pathways between interparental hostility and withdrawal, parental emotional unavailability, and subsequent changes in children's internalizing and externalizing behaviors, and school adjustment difficulties over a 3-year period in a sample of 210 mothers, fathers, and 6-year-old children. The results of autoregressive structural equation models indicated that interparental withdrawal had a detrimental impact on all areas of children's adjustment, whereas interparental hostility had an indirect effect on subsequent changes in child adjustment. An intermediary role of parental emotional unavailability in links between interparental withdrawal and hostility and child outcomes was indicated, with specific, differential effects observed for fathers and mothers.