Extracurricular Activities,Screen Media Activity,and Sleep May Be Modifiable Factors Related to Children’s Cognitive Functioning: Evidence From the ABCD Study®

This study used a machine learning framework in conjunction with a large battery of measures from 9,718 school-age children (ages 9–11) from the Adolescent Brain Cognitive Development^SM (ABCD) Study to identify factors associated with fluid cognitive functioning (FCF), or the capacity to learn, solve problems, and adapt to novel situations. The identified algorithm explained 14.74% of the variance in FCF, replicating previously reported socioeconomic and mental health contributors to FCF, and adding novel and potentially modifiable contributors, including extracurricular involvement, screen media activity, and sleep duration. Pragmatic interventions targeting these contributors may enhance cognitive performance and protect against their negative impact on FCF in children.     

The Impacts of COVID-19 on Early Childhood Education: Capturing the Unique Challenges Associated with Remote Teaching and Learning in K-2

Early Childhood Education Journal - Due to the COVID-19 pandemic, schools across North America closed to in person learning in March 2020. Since then, it has become increasingly clear that physical...     

Developmental co‐ordination disorder (DCD) in adolescents and adults in further and higher education

Few studies have looked at the strengths and weaknesses and needs of students with developmenal co‐ordination disorder (DCD). This paper describes a cohort of 93 UK students currently studying at further or higher education and who have reported motor difficulties present since childhood. The study group consisted of 21 reporting to have DCD only, 38 with DCD plus another diagnosis (a combination of any of the following: dyslexia, attention deficit hyperactivity disorder (ADHD), autism spectrum disorder (ASD), learning difficulties); 23 subjects reporting dyslexia only, and 11 students who have not been formally diagnosed. The aim of this study was to first ascertain the similarities and differences between the students in the type of support received in childhood and while at university. The second goal was to examine the reported strengths and difficulties and see how they vary for each subgroup. The DCD group reported higher levels of motor‐related difficulties such as handwriting and also executive functioning difficulties. They also had higher levels of professional support given in childhood and were also more likely to be living at home with parents compared with the dyslexia group. Despite different types of difficulties reported in the DCD group, the range of student support given across all groups was similar. Significantly more of the dyslexia group were reported to be in receipt of disability student allowance than the DCD group. The DCD and other disorders group were seen to be an intermediary group in most of the areas studied.     

Goodness of Fit in Item Factor Analysis: Effect of the Number of Response Alternatives

The power of the chi-square test statistic used in structural equation modeling decreases as the absolute value of excess kurtosis of the observed data increases. Excess kurtosis is more likely the smaller the number of item response categories. As a result, fit is likely to improve as the number of item response categories decreases, regardless of the true underlying factor structure or χ²-based fit index used to examine model fit. Equivalently, given a target value of approximate fit (e.g., root mean square error of approximation ≤ .05) a model with more factors is needed to reach it as the number of categories increases. This is true regardless of whether the data are treated as continuous (common factor analysis) or as discrete (ordinal factor analysis). We recommend using a large number of response alternatives (≥ 5) to increase the power to detect incorrect substantive models.     

Reflexivity and self-care for creative facilitators: stepping outside the circle

Those who work with others to explore new and creative ways of thinking about community and organizational participation, ways of engaging with others, individual well-being and creative solutions to problems, have a significant role in a cohesive society. Creative forms of learning can stimulate reflexive practices of self-care and lead to enhanced relationships and practices both personally and professionally. We argue that those who facilitate such practices for others do not always practice their own self-care, which potentially leads to burnout and disillusionment. This research sought to explore understandings and practices of self-care with such facilitators in order to develop resources or techniques to support more sustainable professional identities. A key finding is that reflexive processes are most effective and transforming when shared as a social practice.     

Changing Teacher–Child Dyadic Interactions to Improve Preschool Children's Externalizing Behaviors

A randomized controlled trial was used to examine the impact of an attachment‐based, teacher–child, dyadic intervention (Banking Time) to improve children's externalizing behavior. Participants included 183 teachers and 470 preschool children (3–4 years of age). Classrooms were randomly assigned to Banking Time, child time, or business as usual (BAU). Sparse evidence was found for main effects on child behavior. Teachers in Banking Time demonstrated lower negativity and fewer positive interactions with children compared to BAU teachers at post assessment. The impacts of Banking Time and child time on reductions of parent‐ and teacher‐reported externalizing behavior were greater when teachers evidenced higher‐quality, classroom‐level, teacher–child interactions at baseline. An opposite moderating effect was found for children's positive engagement with teachers.     

The Good, the Bad, and the Ugly: Developing Placement Services for Liberal Arts Undergraduates

In Fall 2002, the University of Missouri-Columbia began a new initiative to develop placement services for liberal arts students. Placement services had never before been offered to this student population and the MU Career Center was designated as the principal creator, administrator and provider of these career services. The Career Center staff decided the most effective approach would be to develop a strategic plan that reflected the needs, values, and desires of our faculty, student, and employer constituents. We conducted an environmental scan, collected substantial data and gathered campus feedback. After careful analysis, we developed a dynamic and responsive strategic plan that would meet our goals and achieve success with our financial, organizational, and human resources in mind.     

A qualitative investigation of prospective teachers’ hopes,their sources,and motivational forces

This grounded theory study examined prospective teachers’ (PTs) dispositional hopes, teaching-specific hopes, their sources, and motivational force of teaching-specific hopes. A total of 41 PTs enrolled on different teacher education programmes voluntarily participated in the semi-structured interviews. Findings showed that PTs’ dispositional hopes revolved around an active/passive axis, and originated from internal, external, and combined sources. Teaching-specific hopes were explained through five categories: relationships with others, teaching, student achievement, student motivation, and student development. Regardless of axis or source, teaching-specific hopes had a substantial motivational force on PTs’ preparation toward their future careers. The current study urges teacher educators and policy-makers to consider PTs’ teaching-specific hopes together with their motivational roles in preparing them for their future careers.     

The relationship between behavior at school entry and services received in third grade

Recent studies report the cumulative prevalence of behavioral disorders among school‐age children to be second only to anxiety disorders. Unfortunately, by the time behavior has been identified as needing special education services, patterns of disruptive and externalizing behavior have often become unremitting. If at‐risk behavior can be reliably identified at school entry, there is potential to intervene early to reduce severity and chronicity of behavior. Thus, with the aid of a nationally representative sample (n = 17,490), this study aimed to ascertain if teacher‐observed disruptive behavior in kindergarten predicted children’s categorical identification for special education and receipt of behavior goals in their individualized education plans in third grade. Results indicated externalizing behaviors and approaches to learning at school entry, predicted identification with emotional disturbance, and other health impairment due to attention deficit hyperactivity disorder in third grade. In addition, externalizing behaviors at school entry increased the likelihood of a child receiving an individualized education plan with an appropriate behavior goal. Self‐control was not a significant predictor of any outcome. Finally, the covariates of sex, reading achievement, and race at school entry were significantly associated with a child’s need for behavior‐related services. Implications for early intervention are discussed.