Understanding the Transfer Deficit: Contextual Mismatch,Proactive Interference,and Working Memory Affect Toddlers’ Video‐Based Transfer

Researchers tested the impact of contextual mismatch, proactive interference, and working memory (WM) on toddlers’ transfer across contexts. Forty‐two toddlers (27–34 months) completed four object‐retrieval trials, requiring memory updating on Trials 2–4. Participants watched hiding events on a tablet computer. Search performance was tested using another tablet (match) or a felt board (mismatch). WM was assessed. On earlier search trials, WM predicted transfer in both conditions, and toddlers in the match condition outperformed those in the mismatch condition; however, the benefit of contextual match and WM decreased over trials. Contextual match apparently increased proactive interference on later trials. Findings are interpreted within existing accounts of the transfer deficit, and a combined account is proposed.     

‘I make sure I am safe and I make sure I have myself in every way possible’: African-American youth perspectives on sexuality education

High rates of pregnancy and sexually transmitted infections play a major role in the physical, mental, and emotional health of young people. Despite efforts to provide sexuality education through diverse channels, we know little about the ways in which young people perceive school- and community-based efforts to educate them about sexual health. Forty-eight African-American young people participated in six focus groups to discuss their sexuality education experiences. Three major themes emerged that highlight experiences and perspectives on optimal strategies for promoting sexual health. These themes were: (1) experiences with school-based sexuality education (SBSE), (2) seeking information outside of schools, and (3) general principles of youth-centred sexuality education. Young people in the focus groups expressed their varying satisfaction with SBSE due to the restricted content covered and lack of comfort with the instruction methods. Participants described how they reached outside of SBSE for sexuality education, turning to those in the community, including local organisations, health care providers, and peers, also expressing variability in satisfaction with these sources. Finally, participants identified three important principles for youth-centred sexuality education: trust and confidentiality, credibility, and self-determination. These findings give voice to the often-unheard perspectives of African-American young people. Based on their responses, it is possible to gain a better understanding of the optimal combination of school-, family-, peer-, and community-based efforts to support young people as they move towards adulthood.     

Destroy Your Classroom! Re-conceptualizing the Instructor/Student Model in Academic Libraries

ASBTRACT

Pedagogies and technologies evolve, yet academic library learning spaces are unable to keep up with the change. Budgetary and space limitations, traditional teaching practices, and staid attitudes all contribute to tethered spaces hindering active learning. This is a documentation of the authors’ urgent need to break free from tradition while providing students and faculty interactive equipment meeting pedagogical needs in an un-tethered, flexible learning space in three library and non-library spaces at the University of Florida's George A. Smathers Libraries Education and Architecture and Fine Arts Libraries.     

A Revised Endpoint for Ceramics Desalination at the Archaeological Site of Gordion,Turkey

Summary

At the archaeological site of Gordion, Turkey, all registered ceramics are routinely desalinated. The standard desalination treatment was investigated by the author with a view to minimizing damage to the ceramics, as well as the amount of water used and the time taken for desalination. An equation that standardizes conductivity measurements in disparate desalination situations is presented. A series of experiments was performed to clarify the behavior of salts at Gordion. Two variables which directly affect the amount of water needed for desalination were considered: the frequency of water changes and the weight-to-volume ratio. The experimental results were compared to on-site experience, and a revised endpoint for desalination is proposed.     

The Effect of Television Viewing on Adolescents' Civic Participation: Political Efficacy as a Mediating Mechanism

Pundits, parents, and scholars express concern about youth attention to late-night political comedy shows, such as The Daily Show, suggesting that such viewing is deleterious for an active, efficacious citizenry. Yet as civic participation declines among adults, it appears to be growing among adolescents. This study assessed the effects of television viewing on high school students' civic participation. Results demonstrate that viewing late-night TV and local TV news had a positive, significant effect on civic participation, and this relationship was mediated by political efficacy. Implications for the study of late-night TV and applications to research on political socialization are discussed.     

Dyadic Curve-of-Factors Model: An Introduction and Illustration of a Model for Longitudinal Nonexchangeable Dyadic Data

The analysis of longitudinal data collected from nonexchangeable dyads presents a challenge for applied researchers for various reasons. This article introduces the dyadic curve-of-factors model (D–COFM), which extends the curve-of-factors model (COFM) proposed by McArdle (1988) for use with nonexchangeable dyadic data. The D–COFM overcomes problems with modeling composite scores across time and instead permits examination of the growth in latent constructs over time. The D–COFM also appropriately models the interdependency among nonexchangeable dyads. Different parameterizations of the D–COFM are illustrated and discussed using a real data set to aid applied researchers when analyzing dyadic longitudinal data.     

Student-Produced Action Research in Early Childhood Teacher Education

This article describes how preservice teachers accomplish and write up action research projects as part of their teacher preparation at one university in the United States. The paper is divided into four major sections. In the first section, the instructor describes how teacher research is introduced to teacher education students and how they are guided through the processes of conceptualizing, doing, and writing up their projects. The next two sections are the stories of two 1st-year teachers who describe and reflect on what they learned from completing action research projects under the direction of the instructor. The concluding section offers generalizations that synthesize lessons learned by the authors.     

EVOLUTION,NOT REVOLUTION: SCHOOL PSYCHOLOGISTS’ CHANGING PRACTICES IN DETERMINING SPECIFIC LEARNING DISABILITIES

The profession of school psychology has been impacted by the response to intervention (RTI) model in various ways. RTI data are being used to make decisions regarding academic and behavioral interventions and to make eligibility determinations in comprehensive evaluations conducted by multidisciplinary teams. A survey of almost 400 school psychologist practitioners reveals a changing landscape in terms of school psychologists’ methods of determining eligibility for specific learning disabilities (SLD) in RTI site and non‐RTI site schools. The survey also brings to light differences between numbers of initial evaluations and levels of challenge and job satisfaction. Implications of these changes and future directions for research are discussed.     

Does Homeschooling “Work”? A Critique of the Empirical Claims and Agenda of Advocacy Organizations

The phenomenal growth of homeschooling in recent years demonstrates not only the appeal of this educational approach but also the notable policy acumen of the homeschooling movement's leading advocates. This analysis examines and critiques the empirical claims made by homeschooling proponents to justify further expansion and deregulation of the movement, and sheds light on the homeschool advocacy agenda explicit in those claims. Advocates often strongly suggest a causal connection between homeschooling and academic success, postsecondary attainment, and even enjoyment of life. Seemingly, these benefits are experienced all at a reduced cost per student. It is through such claims that homeschooling advocates have expanded the practice of homeschooling and have pressed for fewer state regulations and less oversight. This article outlines and challenges those claims, showing the tenuous basis for such conclusions. Instead, in an era when policymakers demand evidence of effective educational practices, we note the remarkable lack of empirical evidence on the effectiveness of this popular approach and suggest that continued efforts to claim such evidence exists indicates the desire of advocates to further advance what is largely an ideological agenda of deregulation as an end in itself.     

Technical determinants of tackle and ruck performance in International rugby union

The most frequently occurring contact events in rugby union are the tackle and ruck. The ability repeatedly to engage and win the tackle and ruck has been associated with team success. To win the tackle and ruck, players have to perform specific techniques. These techniques have not been studied at the highest level of rugby union. Therefore, the purpose of this study was to identify technical determinants of tackle and ruck performance at the highest level of rugby union. A total of 4479 tackle and 2914 ruck events were coded for the Six Nations and Championship competitions. Relative risk ratio (RR), the ratio of the probability of an outcome occurring when a characteristic was observed (versus the non-observed characteristic), was determined using multinomial logistic regression. Executing front-on tackles reduced the likelihood of offloads and tackle breaks in both competitions (Six Nations RR 3.0 Behind tackle, 95% confidence interval [95% CI]: 1.9–4.6, effect size [ES] = large, P < 0.001); Championship RR 2.9 Jersey tackle, 95% CI: 1.3–6.4, ES = moderate, P = 0.01). Fending during contact increased the chances of offloading and breaking the tackle in both competitions (Six Nations RR 4.5 Strong, 95% CI: 2.2–9.2, ES = large, P = P < 0.001; Championship RR 5.1 Moderate, 95% CI: 3.5–7.4, ES = large, P < 0.001). For the ruck, actively placing the ball increased the probability of maintaining possession (Six Nations RR 2.2, 95% CI: 1.1–4.3, ES = moderate, P = 0.03); Championship RR 4.0, 95% CI: 1.3–11.8, ES = large, P = 0.01). The techniques identified in this study should be incorporated and emphasised during training to prepare players for competition. Furthermore, these techniques need to be added to coaching manuals for the tackle and ruck.