Initial teacher education and trauma and violence informed care in the classroom: Preliminary results from an online teacher education course

A trauma-and-violence-informed-care (TVIC) system within an educational setting provides a framework of practice that enables schools to become safe and inclusive places for some of the most vulnerable students. Initial teacher education may provide the opportunity to prepare teachers to create classrooms and learning experiences that are safe, equitable, and meet students' needs. A mandatory mental health literacy course for second year teacher candidates in a Bachelor of Education program (n = 287) at a large Canadian university introduced TVIC concepts. A case study approach was used to illustrate both the challenges that students exposed to trauma and/or violence can experience, as well as strategies and knowledge that teachers can use to support these students. This program evaluation used a repeated measures design to survey both attitudes toward trauma informed care for teachers and self-efficacy for teaching using inclusive practices before and after the course. A significant effect of time on both measures revealed an increase in both participants' attitudes toward TVIC and their self-efficacy in using inclusive teaching practices. These findings provide support for the inclusion of these important topics for all teacher candidates. Implications for practice and policy are discussed.     

Developmental Trends in Sexual Attraction Among Puerto Rican Early Adolescents in Two Contexts

Sexual attraction (SA), the earliest stage of sexual orientation, is scarcely studied. This prospective study examined, over 3 years, prevalence, changes in SA, and the role of context, among 946 Puerto Rican youth, aged 11–13 years at initial assessment in the South Bronx (SBx), New York City, and Puerto Rico (PR). Overall, 98.1% of boys and 95.3% of girls reported opposite-sex only SA at some point, whereas 13.8% of girls and 12.0% of boys reported any-same SA. Opposite-sex only SA increased over time, whereas other SAs decreased except for any same-sex SA among SBx girls. Girls in the SBx and younger youth in PR reported more any same-sex SA. Context and culture may play a role in the developmental trajectories of adolescents’ SA.     

Indoor 16.1-km time-trial performance in cyclists aged 25- 63 years

In this study, we assessed age-related changes in indoor 16.1-km cycling time-trial performance in 40 competitive male cyclists aged 25-63 years. Participants completed two tests: (1) a maximal ramped Kingcycle ergometer test, with maximal ramped minute power (RMPmax, W) recorded as the highest mean external power during any 60 s and maximal heart rate (HRmax, beats min(-1)) as the highest value during the test; and (2) an indoor Kingcycle 16.1-km time-trial with mean external power output (W), heart rate (beats min(-1)), and pedal cadence (rev min(-1)) recorded throughout the event. Results revealed age-related declines (P < 0.05) in absolute and relative time-trial external power output [(24 W (7.0%) per decade], heart rate [7 beats min(-1) (3.87%) per decade], and cadence [3 rev min(-1) (3.1%) per decade]. No relationships (P > 0.05) were observed for mean power output and heart rate recorded during the time-trial versus age when expressed relative to maximal ramped minute power and maximal heart rate respectively. Strong relationships (P < 0.05) were observed for maximal ramped minute power and time-trial power (r= 0.95) and for maximal heart rate and time-trial heart rate (r= 0.95). Our results show that indoor 16.1-km time-trial performance declines with age but relative exercise intensity (%RMPmax and %HRmax) does not change.     

Adding Virtual Technology to the Curriculum ‐ a Fictional Example

Abstract

Curriculum needs can be identified and curriculum developed using the instructional design process. The fictional scenario and instructional design components given in the article offer some guidance and ideas for those educators interested in incorporating virtual reality into the curriculum.     

Children learning to use technologies through play: A Digital Play Framework

Digital technologies are increasingly acknowledged as an important aspect of early childhood education. A significant problem for early childhood education has been how to understand the pedagogical use of technologies in a sector that values play‐based learning. This paper presents a new framework to understand how children learn to use technologies through play. The Digital Play Framework is based on the sociocultural concept of tool mediation and Corrine Hutt's work regarding epistemic and ludic activity as basis for understanding play. The Digital Play Framework presents a series of indicators for how children learn to use technologies as cultural tools, first by exploring the functionality of technologies through epistemic activity, and second by generating new content through ludic activity.     

English Reading Effects of Small‐Group Intensive Intervention in Spanish for K–1 English Learners

In this article we report small, but statistically significant, effects of brief supplemental instruction on English reading by Spanish‐speaking kindergartners (N = 37) who performed poorly on a bilingual battery of phonological‐processing tasks. Intervention design was compatible with the Reading First initiative and with research on use of multitiered intervention strategies for preventing reading failure among young monolingual students (e.g., L. S. Fuchs & Vaughn, 2003). We describe a Core Intervention Model (CIM) comprised of specific instructional behaviors that teachers might easily learn and employ regardless of curriculum, and discuss implications of our findings for building multitiered preventative instruction for young English learners.     

To Cook or to Conjugate: gender and class in the adult curriculum 1865‐1900 in Bristol,United Kingdom

The paper compares and contrasts two historical moments in the education of women in Bristol (UK) in the period 1865‐1900. It first traces the university extension movement and the admitting of women to the new University College in 1876. Then, evening classes founded in the 1880s are discussed, where, in contrast to the university curriculum, women and girls were taught domestic skills. These different curricula are related to the social class background of the students. The paper concludes by discussing the predominance of the domestic curriculum in women's adult education today, suggesting that vocational training for working‐class girls has been transformed into leisure education for middle‐class women.