Why relationships matter: parent and early childhood teacher perspectives about the provisions afforded by young children's relationships

This study investigated the perspectives of early childhood teachers and parents regarding the importance of provisions afforded by child–teacher and peer relationships in early childhood centres. Participants were 200 parents and 71 teachers of children aged 0–5 years who responded to an online survey containing a series of relationship function statements that were rated according to their perceived importance. Results demonstrate that most functions were rated as more important in the context of child–teacher relationships than peer relationships, although statements reflecting the provision of friendship were regarded as more important in the domain of peer relationships. Ratings for particular provisions of infant relationships were significantly lower than those for older children; a result generated largely by variation in the ratings of teachers in comparison to those of parents. Findings are discussed in relation to differences between parent and teacher perspectives and implications for the development of inclusive, relationship-based pedagogies.     

Developing mathematical thinking in the primary classroom: liberating students and teachers as learners of mathematics

This paper reports on a research study conducted with a group of practising primary school teachers (n = 24) in North East Scotland during 2011–2012. The teachers were all participants in a newly developed Masters course that had been designed with the aim of promoting the development of mathematical thinking in the primary classroom as part of project supported by the Scottish Government. The paper presents the background for this initiative within the context of the Scottish Curriculum for Excellence reform. Particular attention is given to the epistemological positioning of the researchers as this influenced both the curriculum design process and also the theoretical framing of the research study which are both described. The project was set up within a design research framework, which aimed to promote classroom-based action research on the part of participants through the course and also research by the university researchers into the process of curriculum development. The research questions focused on the teachers’ confidence, competence, attitudes and beliefs in relation to mathematics and their expectations and experiences of the impact on pupil learning arising from this course. Empirical data were drawn from pre- and post-course surveys, interviews and observations of the discussion forums in the online environment. Findings from this study highlight the way the course had a transformational and emancipatory impact on these teachers. They also highlight ways in which the ‘framing’ of particular aspects of the curriculum had an oppressive impact on learners in the ways that suppressed creativity and limited the exercise of learner autonomy. Furthermore, they highlight the ways in which a number of these teachers had experienced mathematics as a school subject in very negative ways, involving high levels of ‘symbolic violence’ and of being ‘labelled’.     

The ‘dissertation marathon’ in doctoral distance education

Participation in “communities of practice” is often depicted as a central feature of various theoretical understandings of the social nature of learning. How are such communities of practice to be enacted in distance education, which, by definition, implies spatial detachment? This article reflects on the dimensions of communities of practice experienced by four students undertaking doctoral studies by distance education, working in different countries than the one in which the institution of their studies is based, and at four different phases of their doctoral program. In each writer’s experience, community of practice involvement was identified as critical in program completion, yet the source of the learning community was in each case outside of institutional provision.     

Evaluation of retirement planning programs: A qualitative analysis of methodologies and efficacy

ABSTRACT

The objective of this integrative literature review was to evaluate the quality of retirement planning programs described in the extant literature. This was accomplished through a qualitative analysis of methodological and efficacy criteria as described by Flay et al. (2005), Kazdin (2010, 2011 and Murta (2005). Several databases were consulted in searching for retirement program articles including: Academic Search Premier, Medline, PsycInfo, and Web of Science, among others. Retirement planning intervention articles published in English, Portuguese, and Spanish were considered, with a focus on their evaluation methods and results. Eleven studies were identified that described the procedures for both program implementation and intervention evaluation. Results revealed methodological shortcomings in the papers reviewed, with concerns being related to a lack of experimental or quasiexperimental approaches, a failure to use previously validated measurement instruments and longitudinal assessments, and insufficiently robust data analysis procedures. That said, however, there was evidence from multiple investigations that the intervention programs examined led to increases in knowledge, positive changes in attitudes linked to retirement, and an increase in retirement-linked planning and preparation behaviors. Identification of strengths and weaknesses in the methods used and efficacy of these interventions could facilitate the construction of a research agenda aimed at promoting more favorable research designs. Use of more rigorous designs would stand to improve the internal validity of these retirement programs and, consequently, progress in this field.     

How to unring the bell: A meta-analytic approach to correction of misinformation

The study reports on a meta-analysis of attempts to correct misinformation (k?=?65). Results indicate that corrective messages have a moderate influence on belief in misinformation (r?=?.35); however, it is more difficult to correct for misinformation in the context of politics (r?=?.15) and marketing (r?=?.18) than health (r?=?.27). Correction of real-world misinformation is more challenging (r?=?.14), as opposed to constructed misinformation (r?=?.48). Rebuttals (r?=?.38) are more effective than forewarnings (r?=?.16), and appeals to coherence (r?=?.55) outperform fact-checking (r?=?.25), and appeals to credibility (r?=?.14).     

Assessing coping in children and adolescents: Research and practice

Although standardized and psychometrically-sound instruments for assessing children's coping are essential to both clinical practice and theory development, there have been few systematic efforts to design such measures. This review of assessment instruments compatible with the Lazarus and Folkman (1984) formulation of coping reveals a limited number of instruments but great diversity in the types of techniques employed to assess the coping of children and adolescents. Types of measures critiqued include projective techniques, interviews, questionnaires, and behavioral observation scales. A comprehensive assessment procedure is proposed and suggestions for future research are discussed.