The Fate of Early Experience Following Developmental Change: Longitudinal Approaches to Individual Adaptation in Childhood

2 strategies were used to investigate the continued impact of early experience and adaptation given subsequent experience and/or developmental change in a poverty sample (N = 190). Groups were defined whose adaptation was similar during the preschool years but consistently different earlier; then these 2 groups were compared in elementary school. In addition, a series of regression analyses was performed in which variance accounted for by near-in or contemporary predictors of adaptation in middle childhood was removed before adding earlier adaptation in subsequent steps. Children showing positive adaptation in the infant/toddler period showed greater rebound in the elementary school years, despite poor functioning in the preschool period. Regression analyses revealed some incremental power of early predictors with intermediate predictors removed. The results were interpreted as supporting Bowlby's thesis that adaptation is always a product of both developmental history and current circumstances. While this research cannot resolve such a complicated issue, it does point to the need for complex formulations to guide research on individual development.     

Markets and the English: rethinking educational restructuring as institutional design

This paper analyses the concerns, parameters and silences emerging in the field of English research on contemporary educational restructuring. The research effort oriented to the investigation of Thatcherism and the marketisation of education is documented. Its strong emphasis on markets and processes of marketisation and its neglect of alternatives to Thatcherism is noted. This pattern of emphases and silences in research seems to have arisen as a result of changes in the research‐policy context, and because of the way Thatcherism has been conceptualised in educational research. I argue that these developments have encouraged a narrowing of both research and political horizons in education. I suggest that a more comprehensive framework for analysing educational restructuring can be developed by recontextualising Thatcherism and drawing on recent social science research on institutional design. Such a framework would appear to offer a basis for tackling the empirical and normative work of assessing probable futures and the possibilities of preferred futures in the practical work of education reform.     

Distance Learning Course Design Expectations in China and the United Kingdom

This article provides insight into different expectations between Chinese and British academic culture for distance learning. The article is based on a pedagogic research project, a case study, and is centered on a distance learning course in maritime law proposed by a British university for a university in China. Some important commonalities and gps between perceptions of deliverers and receivers of the proposed course were identified. There were important differences between Chinese and UK respondents about the value of open educational resources, the sequential access to course materials, the type of technologies that were important for delivery of content and for communication, the value of peer assessment, and the time expectations for feedback. Recommendations are suggested for bridging the cultural gaps in distance learning between a British and Chinese context.     

Temporal cuing of runs in series of reward events reduces interevent anticipation

In Experiment 1, a group of rats were runway trained on each of two reward series for 32 days. The two series consisted of three runs, the first two of which were, respectively, rewarded and nonrewarded; the third run was rewarded in one series but nonrewarded in the other. A 40-min interval separated the two series; the first and second runs within the series were separated by a 10-min interval, whereas the second and third runs were separated by a 30-sec interval. The reward (and nonreward) events and temporal cues of the two series are designated R-NR/R-NN. A second group was similarly trained, with the exception that the 10-min interval separated the second and third runs (RN-R/RN-N). Both groups developed appropriate differential running on the third run of the two series, and the RN-R/RN-N animals ran appropriately (slowly) on the second run of both series. Appropriate Run 2 performance appeared in one half of the R-NR/R-NN animals (depending upon order of series presentation); the remaining half ran faster on Run 2 of the R-NR series than on the same run of the R-NN series, an effect currently termed interevent anticipation. A cue shift phase in which all within-series intervals were 30 sec showed that the temporal intervals were controlling performance before the shift. Experiment 2 showed that interevent anticipation appears when all within-series intervals are either 10 min or 30 sec from the beginning of training, suggesting that the elimination of interevent anticipation in Experiment 1 was due to the differential cuing of runs by the temporal intervals rather than the particular interval duration. The overall findings suggest that the similarity of Run 2 and Run 3 performance termed interevent anticipation may be due to a failure to discriminate the ordinal position of runs within a series.     

Regulatory Contributors to Children's Kindergarten Achievement

The present study sought to examine whether preschool children's emotion regulation, problem behaviors, and kindergarten behavioral self-regulation in the classroom were predictors of kindergarten achievement scores. The children (N = 122, 47% male and 63% European American) who were participating in an ongoing longitudinal study, were seen at both a preschool and kindergarten assessment. The present study examined the relation between parent report, teacher report, and laboratory measures of regulation and children's achievement test scores. Children's emotion regulation and behavioral self-regulation in the classroom were related to all measures of achievement. The relation between preschool emotion regulation and kindergarten achievement was mediated by behavioral self-regulation in the kindergarten classroom. In addition, all measures of regulation were correlated, suggesting that some children who have difficulty regulating their behavior in one setting (such as home) may also have difficulty with regulation in other settings (such as school).     

Low‐Income Ethnically Diverse Children's Engagement as a Predictor of School Readiness Above Preschool Classroom Quality

This study examined whether children's observed individual engagement with teachers, peers, and tasks related to their school readiness after controlling for observed preschool classroom quality and children's baseline skills. The sample included 211 predominately low‐income, racially/ethnically diverse 4‐year‐old children in 49 preschool classrooms in one medium‐sized U.S. city. Results indicated that children's positive engagement with (a) teachers related to improved literacy skills; (b) peers related to improved language and self‐regulatory skills; and (c) tasks related to closer relationships with teachers. Children's negative engagement was associated with lower language, literacy, and self‐regulatory skills, and more conflict and closeness with teachers. Effect sizes were small to medium in magnitude, and some expected relations between positive engagement and school readiness were not found.     

A Library and a Radio Show: The Story of a Successful Partnership at 10 Years and Counting

Your Health® Radio is a weekly one-hour radio show about consumer health produced by the University of North Carolina at Chapel Hill Department of Family Medicine. It provides practical, health-related news and information to listeners in an easy to understand style. Hosted by a family medicine physician faculty member and co-hosted by other health professionals, it airs on a local radio station. Since 2009, Health Sciences librarians have collaborated on the show, bringing their expertise in information discovery and organization, consumer health, and health literacy to this consumer health endeavor. In the process, the librarians and libraries have also benefitted.     

The Use of Health Related Quality of Life Measurement in Cardiovascular and Pulmonary Physical Therapy Practice: An Exploratory Study

Background: The American Association of Cardiovascular and Pulmonary Rehabilitation (AACVPR) recommends health related quality of life (HRQL) measurement with all cardiovascular and pulmonary patients. The current pattern of use of HRQL measurement among cardiovascular and pulmonary physical therapists is unknown. Objective: The purpose of this study was to evaluate the pattern of use of HRQL measurement among cardiovascular and pulmonary physical therapists. Design: The study used a semi-structured interview format within the context of 3 focus groups. Methods: Eleven physical therapists participated in this study and all were members of the Cardiovascular and Pulmonary Section of the American Physical Therapy Association (APTA). Participants participated in a conference call and were provided a question tree to guide discussion. Results: Several primary themes emerged, including decreased knowledge, barriers, and poor indicators of patient status. In addition, several subthemes developed including lack of familiarity, lack of use, administrative and cost limitations, inappropriateness of tool for patient population, correlation between function and quality of life, and suggestions for future outcome measures. Conclusions: A lack of familiarity and use of HRQL measurement and barriers to their use were established. In addition, ideas for future research on HRQL measurements with specific patient populations in physical therapy practice were defined.Key Words: health related quality of life, outcomes measurement