Designing Personalized Online Teaching Professional Development through Self-Assessment

Many institutions use a one-size-fits-all approach to faculty development for online teaching, which does not meet the needs of faculty who often have different levels of experience, skill, and self-efficacy in online teaching and learning. To address these issues, the [university name removed] [center name removed] designed and implemented an online teaching readiness self-assessment. The instrument was developed based on key attributes and skills needed for proficiency in online teaching, in three areas: online teaching experience and attitudes, learning management system proficiency, and access to technology. The self-assessment was distributed through a web-based survey tool to faculty who were identified to develop new online courses. Individual results were used to create personalized frameworks of professional development offerings (workshops, institutes, videos, and consultations) and just-in-time resources to support faculty in their development process.     

Evaluating the validity of the Automated Working Memory Assessment

The aim of the present study was to investigate the construct stability and diagnostic validity of a standardised computerised tool for assessing working memory: the Automated Working Memory Assessment (AWMA). The purpose of the AWMA is to provide educators with a quick and effective tool to screen for and support those with memory impairments. Findings indicate that working memory skills in children with memory impairments are relatively stable over the course of the school year. There was also a high degree of convergence in performance between the AWMA and the WISC‐IV Working Memory Index. The educational implications are discussed.     

Democracy-Appealing Partisanship: A Situated Ideal of Citizenship

This study develops a context-grounded ideal about how citizens ought to communicate in legislative hearings about contentious issues. We begin with an overview of the dominant model of good citizen discourse, democratic deliberation, and argue why it is an inappropriate norm for public hearings in state legislative bodies. After overviewing grounded practical theory (GPT), the meta-theoretical approach used, and providing background on the demands of public meetings, we describe the public hearing that is the focal data. That hearing was the 18-hour, 2009 Hawaii hearing on a bill that proposed to recognize committed relationships of same-sex couples through civil unions. The analysis of citizen testimony evidences a discourse strategy, democracy-appealing partisanship, which speakers on both sides of the issue used to manage the challenges they confronted in speaking out. This strategy involved advocating strongly for one viewpoint as an appeal to either majority rule or minority rights and/or either freedom of religion or separation of church and state were made. In concluding, we describe the problem to which this strategy is responsive, justify the norm of democracy-appealing partisanship, and offer implications for future studies using GPT.     

An investigation of cognitive skills and behavior in high ability students

The purpose of this study was to investigate the cognitive and behavioral profiles of high ability students. Performance on measures of verbal and visuo-spatial working memory and general ability (vocabulary and block design) was compared across the following groups: high, average, and low ability students. The behavioral profile of high ability students was also compared with those with a clinical diagnosis of ADHD. The working memory performance was superior in the high ability students compared to the low and average ability groups, though the relationship between working memory and IQ weakens as a function of increasing ability. The findings are discussed in light of Spearman's law of diminishing returns. The behavioral profile of this group indicates similar features in some respects to those with a clinical diagnosis of ADHD, however, underlying explanations may differ and should be taken into consideration in future research on dual needs in high ability students.     

White children's prosocial behavior toward White versus Black peers: The role of children's effortful control and parents' implicit racial attitudes

White children's effortful control (EC), parents' implicit racial attitudes, and their interaction were examined as predictors of children's prosocial behavior toward White versus Black recipients. Data were collected from 171 White children (55% male, M_age = 7.13 years, SD = 0.92) and their parent in 2017. Prosocial behavior toward White peers was predicted by children's higher EC. When predicting prosocial behavior toward Black peers and prosocial disparity (the difference between White and Black recipients), parents' implicit racial attitudes moderated the relation between children's EC and children's prosocial behavior. Specifically, children's EC was positively associated with prosocial behavior toward Black peers (and negatively related to inequity in prosocial behavior) only when parents exhibited less implicit racial bias.     

Three recommended inclusive language guidelines for scholarly publishing: Words matter

• Inclusive language will make scholarly publishing more accurate and more respectful, and it has the potential to help authors reach a wider audience.
• JAMA and the JAMA Network journals, the American Chemical Society and the Coalition for Diversity and Inclusion in Scholarly Communications have free guides on inclusive language, formatting and images.
• The guides provide principles and rationale, as well as examples of preferred language, in order to equip people with knowledge to choose the most inclusive words even as terminology preferences change.