Cumulative and Differential Effects of Early Child Care and Middle Childhood Out-of-School Time on Adolescent Functioning

Effects associated with early child care and out-of-school time (OST) during middle childhood were examined in a large sample of U.S. adolescents (N = 958). Both higher quality early child care AND more epochs of organized activities (afterschool programs and extracurricular activities) during middle childhood were linked to higher academic achievement at age 15. Differential associations were found in the behavioral domain. Higher quality early child care was associated with fewer externalizing problems, whereas more hours of early child care was linked to greater impulsivity. More epochs of organized activities was associated with greater social confidence. Relations between early child care and adolescent outcomes were not mediated or moderated by OST arrangements in middle childhood, consistent with independent, additive relations of these nonfamilial settings.     

Physiological determinants of climbing-specific finger endurance and sport rock climbing performance

The aim of the study was to examine several physiological responses to a climbing-specific task to identify determinants of endurance in sport rock climbing. Finger strength and endurance of intermediate rock climbers (n = 11) and non-climbers (n = 9) were compared using climbing-specific apparatus. After maximum voluntary contraction (MVC) trials, two isometric endurance tests were performed at 40% (s = 2.5%) MVC until volitional exhaustion (continuous contractions and intermittent contractions of 10 s, with 3 s rest between contractions). Changes in muscle blood oxygenation and muscle blood volume were recorded in the flexor digitorum superficialis using near infra-red spectroscopy. Statistical significance was set at P < 0.05. Climbers had a higher mean MVC (climbers: 485 N, s = 65; non-climbers 375 N, s = 91) (P = 0.009). The group mean endurance test times were similar. The force-time integral, used as a measure of climbing-specific endurance, was greater for climbers in the intermittent test (climbers: 51,769 N x s, s = 12,229; non-climbers: 35,325 N x s, s = 9724) but not in the continuous test (climbers: 21,043 N x s, s = 4474; non-climbers: 15,816 N x s, s = 6263). Recovery of forearm oxygenation during rest phases (intermittent test) explained 41.1% of the variability in the force-time integral. Change in total haemoglobin was significantly greater in non-climbers (continuous test) than climbers (P = 0.023--40% test timepoint, P = 0.014--60% test timepoint). Pressor responses were similar between groups and not related to the force-time integral for either test. We conclude that muscle re-oxygenation during rest phases is a predictor of endurance performance.     

Classroom management in urban schools: proposing a course framework

ABSTRACT

Students of color in urban areas experience a multitude of intersecting oppressive structures that influence their behavior in schools. As a result, teachers in these schools often face distinct student behavior challenges to which they are often ill-equipped to respond. Colorblind approaches to student misbehavior, those that do not acknowledge students’ environments and cultures, are often punitive in nature and result in consequences that are not in students’ best interests. We propose, then, that preservice teachers who aim to teach in urban schools are required to consider contextual and cultural influences on student behavior as part of their teacher preparation coursework. Drawing upon existing scholarship, we propose a course framework that focuses exclusively on techniques that cultivate strong student-teacher relationships and academically supportive student behaviors. The framework consists of five thematic units: 1) trauma-informed and trauma-sensitive classrooms, 2) facing cultural conflicts, 3) culturally informed care, 4) culturally relevant/responsive classroom management, and 5) restorative discipline philosophy and practices.     

Fostering communication and shared play between mainstream peers and children with autism: approaches, outcomes and experiences

More pupils with autism are now being educated in mainstream settings and inevitably there is increased interest in their interactions with their peers. In this article, Philip Whitaker, of the Educational Psychology Service in Northamptonshire, describes his study of shared play between children with autism and their mainstream peers. The study involved ten youngsters with severe autism, educated in a unit attached to a mainstream school, and a group of volunteer 'peer tutors'. The children met in weekly interaction sessions designed to promote shared play and communication. The peer tutors were provided with some coaching in interaction techniques and the impact of the intervention was evaluated through analysis of video recordings of play sessions made at the beginning and end of the project. The peer tutors and their parents were also interviewed at the end of the project to explore their experiences.
The results Philip Whitaker reports are encouraging. All parents were strongly supportive of their children's participation. All but one of the peer tutors found the experience challenging but rewarding and wanted to continue their involvement beyond the 20-week project. The video evidence revealed that the peer tutors, with relatively limited preparation, were able to engage the youngsters with autism in high and sustained levels of shared play. The frequency of requesting by children with autism increased substantially over the course of the project, although levels of initiation of shared attention remained consistently low. Philip Whitaker concludes his report with a series of suggestions for enhancing the impact of this interesting work.     

Improving the quality of home visitation: an exploratory study of difficult situations

OBJECTIVE: The primary purpose of this study was to use an ecological assessment model to obtain a better understanding of difficult situations that home visitors confront when implementing home visitation services. METHOD: A mixed method study was used which included conducting focus groups to identify specific situations faced by home visitors who implement the Healthy Families America model of child abuse and neglect prevention. The results of the focus groups were used to design a survey. The survey had 91 Healthy Families home visitors rate situations according to frequency and difficulty. RESULTS: The results revealed that situations that were ranked most difficult included working with families where there are limited resources, where family mental illness is present (e.g., threatening suicide), where there is substance use in the home, and where families are unmotivated. A factor analysis of the situations produced five factors that reflect the difficulty of doing home visitation: having a lack of clinical skill, addressing family difficulties, addressing parenting difficulties, resolving personal difficulties, and having a lack of experience. CONCLUSION: The situations identified in this study can assist in developing the competencies needed by home visitors. The factor analysis results can be conceptualized into an inventory for staff supervision, with workers completing the inventory to identify individual areas of training needs.     

Types of Two-Dimensional Pendulums and Their Uses in Education

Pendulums which swing in two dimensions simultaneously and aredesigned to leave a record of their motion are termed `harmonographs'.The curves which they draw are known, alternatively, as `Bowditchcurves' or `Lissajous curves'. A variety of designs of harmonographshave been invented over the years. These may be a `Y-suspended'`simple' pendulum, or they may be a complex `physical' pendulumsystem. Harmonographs have been built as demonstration apparatusin physics (or mathematics) or as `art' machines for enjoying theaesthetics of the curves produced.     

Interaction of factors related to lactation duration

Perceived social support and interpersonal dependency were studied as potential factors associated with lactation duration based upon previous breastfeeding experience. Inexperienced breastfeeding mothers perceived more social support than experienced breastfeeding mothers did. Perceived social support was not significantly correlated with lactation duration. An ancillary finding was that women providing a combination of breast milk and human milk substitutes had significantly lower social self-confidence than did mothers providing breast milk exclusively.     

“Maybe That Helps Folks Feel Better About What They're Doing”: Examining Contradictions Between Educator Presumptions,Student Experiences,and Outcomes at an Alternative School

The use of alternative schools as exclusionary discipline for students found guilty of committing behavioral infractions raises questions about the effectiveness of these schools in producing improved student outcomes. Educators' justifications for alternative placements are highly relevant, because decisions regarding placements are often subjective and based on ill-defined criteria. This mixed-methods study investigates educators' perceptions of one disciplinary alternative school in the Southeast and educators' justifications for its use. The study examines the district's alternative school students' outcome data and analyzes whether these data support educators' explanations for why they assign students to the alternative school. Findings show that educators often hold mixed beliefs about alternative schools, seeing them as both a punishment and as providing needed support and services. Students, however, do not demonstrate dramatically different academic or behavioral performance as a result of their placement, bringing into question educators' justifications for placing students in these schools.