Associations between Profiles of Maternal Strengths and Positive Parenting Practices among Mothers Experiencing Adversity

SYNOPSIS

Objective . Few studies have explored associations between strength-based factors and positive parenting among mothers experiencing adversity. Adopting a person-centered statistical approach, we examined how patterns of maternal strengths relate to positive parenting practices. Design . Participants were 188 female primary caregivers (71% African American) who experienced intimate partner violence and/or were living with HIV. Women were recruited from community organizations in the Mid-Southern United States and completed measures of adaptability, spirituality, ethnic identity, social support, parent-child communication, community cohesion, and parenting practices. Latent profile analysis was used to generate classes of individual (adaptability, spirituality, education), relational (family support, friend support, parent-child communication about Substance Abuse, Violence, and AIDS/HIV), and contextual (ethnic identity, community cohesion) factors, in line with the social-ecological model of resilience. Associations between the classes and positive parenting practices were examined. Results . Three classes emerged: (1) Low Individual, Relational, & Contextual (LIRC; n = 18); (2) Low SAVA Communication (LSC; n = 30); and (3) High Individual, Relational, & Contextual (HIRC; n = 140). Mothers in the LIRC class reported lower parental involvement and less positive parenting practices than those in the HIRC class. Conclusions . Mothers who endorse increased individual, relational, and contextual factors utilize more positive parenting practices. Optimal clinical approaches to enhance parenting should target supports at multiple levels.     

Peer tutoring in reading in Scotland: thinking big

A large‐scale randomised‐controlled trial of reading tutoring in 80 schools in Scotland used the Paired Reading (PR) technique. On long‐term evaluation, cross‐age PR was significantly better than regular teaching, but same‐age was not. On short‐term evaluation, PR pupils did significantly better than control pupils in both years, and cross‐age and same‐age were similarly effective. Low socio‐economic pupils, lower reading ability pupils, girls and reading with maths tutoring groups did significantly better. Implementation was good in parts, but some important aspects of technique were rare. Reading gains were significantly greater for those with mistakes about every 2 minutes and those who stopped reading to talk every 5 to 7 minutes. Significant gains in self‐esteem were seen in same‐age and cross‐age groups, and for tutees and tutors, but not for controls. The relationship of achievement gain to quality of technique and socio‐emotional gains is discussed, with implications for practice.     

The Link Between Middle School Mathematics Course Placement and Achievement

The proportion of eighth graders in United States public schools enrolled in algebra or a more advanced mathematics course doubled between 1990 and 2011. This article uses Early Childhood Longitudinal Study's Kindergarten Cohort data to consider the selection process into advanced middle school mathematics courses and estimate the effects of advanced courses on students’ mathematics achievement (n = 6,425; mean age at eighth grade = 13.7). Eighth‐grade algebra and geometry course placements are academically selective, but considerable between‐school variation exists in students’ odds of taking these advanced courses. While analyses indicate that advanced middle school mathematics courses boost student achievement, these effects are most pronounced in content areas closely related to class content and may be contingent on student academic readiness.     

The development of a Children's Implant Profile

The decision to provide a child with a cochlear implant is quite complex, as it must include consideration not only of the implant itself but also of the habilitative services necessary following the surgical procedure. To provide a systematic means of selecting hearing-impaired children for cochlear implants, a team at Children's Hearing Institute, Manhattan Eye, Ear and Throat Hospital, developed the Children's Implant Profile (ChIP). There is no one profile of a successful implant user--at least 11 factors appear to contribute to successful implantation. In the ChIP, each factor is evaluated on a three-point scale: (1) no concern, (2) mild-to-moderate concern, and (3) great concern. A profile showing "no concern" on all 11 factors denotes clear acceptability of the child as an implant candidate. A profile including several ratings in the "mild-to-moderate concern" category suggests a need for further study to determine if improvements could be made in projected outcomes before initiating surgical procedures. Finally, ratings of "great concern," especially on more than one factor, indicate a very limited probability of successful implant outcomes, at least at the time of evaluation. A case study is presented to demonstrate the relationship between the evaluated factors and to show how the profile is used to address and remedy areas of concern.     

Failing at Remediation? College Remedial Coursetaking,Failure and Long-Term Student Outcomes

Research in Higher Education - Colleges offer remedial coursework to help students enrolling in post-secondary education who are not adequately prepared to succeed in college-level courses. Despite...