Early Literacy Predictors and Second-Grade Outcomes in Children Who Are Hard of Hearing

This study contrasted the early literacy outcomes of children who are hard of hearing (CHH) with children with normal hearing (CNH). At age 5, prereading skills of oral language, phonological processing, and print knowledge were examined in CHH (N = 180) and CNH (N = 80). The CHH had poorer oral language and phonological processing abilities than the CNH but comparable knowledge of print. At age 8, measures of word reading, and reading comprehension yielded no differences between CHH (N = 108) and CNH (N = 62) except for reading comprehension for the moderately severe CHH. Reading achievement in CHH was found to exceed predictions based on prereading performance. This resilience was associated with gains in oral language during the early school years.     

The Influence of Social Norms on Korean Wives’ Intention to Talk with Their Husbands about the Equal Division of Housework

Currently, Korean males see the equal division of housework more positively than in the past. However, a large gap still exists between the attitude and the actual behaviour of the equal amount of housework. Interpersonal communication can be used to reduce this gap. The theory of planned behaviour and social norms approach are the theoretical frameworks that guide the study. The purpose of the study is to examine how social norms are influencing Korean wives’ intention to talk to their husbands about the equal division of housework.     

Teacher preferences for collaborative relationships: Relationship to efficacy for teaching in prevention-related domains

Recent movements in educational reform call for increased collaborative activities among school personnel. The present study examines student and practicing teacher preferences for modes of working on a variety of student-related concerns and relationships with personal and general efficacy for teaching in prevention-related areas. Elementary and secondary student teachers and practicing teachers were asked to rate their preference for working on student academic, behavioral, and self-esteem problems. The range of working preferences included working with other professionals (collaborative), letting other professionals handle the problem (expert), and working alone. These working preferences were found to vary according to teacher level of experience and grade level of teaching. Significant relationships were found between collaborative work preferences and personal teaching efficacy.     

Student Plagiarism in Universities: What are we Doing About it?

Student plagiarism subverts the system of course evaluation, debases qualifications and offends against academic integrity. Research findings from the U.S.A. and the U.K. indicate the widespread nature of student plagiarism in universities. Opportunities for plagiarism among university students appear to be on the increase but there is evidence to suggest that official policies, procedures and responses on the part of some universities and academic staff may be inconsistent and inequitable. Universities need to be more proactive in: developing strategies to raise student awareness of the unacceptability of student plagiarism; developing and enforcing policies aimed at controlling student plagiarism; and setting up programmes to promote academic integrity. A continuum consisting of seven plagiarism behaviours linked to a suggested set of procedures and penalties can be used by academic staff to classify instances of plagiarism and deal with individual cases in a fairer, more consistent manner.     

Middle school behavioral profiles of antisocial and at‐risk control boys: Descriptive and predictive outcomes

Abstract

In this investigation we report two studies of the school behavior adjustment status of two groups of middle school‐age boys—an antisocial group (N = 39) and an at‐risk control group (N = 41). In study one, we compared the two groups on a series of behavioral measures across grades five, six, and seven that included (1) teacher ratings of social skills, (2) classroom observations, (3) playground observations, and (4) school archival records. Results indicated extremely problematic behavioral profiles for the antisocial subjects and much more favorable profiles for the at‐risk control students. The behavioral profiles for the two groups appeared to be quite consistent and stable across the middle school years with the exception that several variables (social skills ratings, attendance, math achievement, and school discipline contacts) tended to show gradually increasing negative trends for the antisocial subjects. In the second study, we used a series of selected fifth‐grade variables, derived from the four major clusters of study measures, as predictors in regression analyses of subjects' status on a series of seventh‐grade criterion measures of school success or failure. The criterion measures predicted in these analyses were reading and math achievement, school discipline contacts, attendance, and time spent within a nonregular classroom. There were low multiple Rs for reading achievement and time spent in a nonregular classroom setting. The multiple Rs for math achievement, school discipline contacts, and attendance were moderate to moderately high.     

A Promise Unfulfilled: Social Skills Training With At-Risk and Antisocial Children and Youth

Antisocial behavior exhibited by children and youth has been an issue of concern for societies throughout history. Events of recent years in the United States (e.g., school shootings, increases in criminal adjudication among children and youth, escalation in violent behavior within this age group) have galvanized public concern and raised antisocial behavior among children and youth to a national health care issue. The purpose of this article is to briefly review the social skills training knowledge base and describe social skills training considerations for at-risk and antisocial children and youth at 3 grade levels: (a) preschool and elementary, (b) middle school, and (c) high school. Characteristics of students, composition of model social skills interventions, and, where possible, efficacy data are reviewed and discussed. We conclude the article by discussing recommendations for future research in this area.     

Exploring intercultural competence through the lens of self-authorship

Intercultural competence among educators has long been recognised as important, especially in contexts characterised by growing and shifting cultural diversity such as Australia. However, the capacity to be interculturally competent has only recently been enshrined in teacher standards in Australia, and research into this field among early childhood educators is fledgling. Through the theoretical lens of self-authorship, this case study integrated a developmental model of intercultural maturity with a compositional model of intercultural competence. Combining these two models allowed for a holistic exploration of the complexities of intercultural experiences in an early childhood educational setting. This new integrated framework is applied to a case study that focuses on Heidi, an early childhood educator in a culturally diverse kindergarten. Data were collected through interviews, classroom observations and analysis of philosophy, policy and observational documents. The findings indicated the importance of critical reflection and internal meaning making, as part of a self-authored identity, in relation to intercultural competence. Implications are discussed with a focus on the potential significance of the integrated framework to explore as well as enhance educators’ critical reflection about their intercultural experiences.