Trajectories of Ethnic–Racial Identity and Autonomy Among Mexican‐Origin Adolescent Mothers in the United States

This study examined trajectories of ethnic–racial identity (ERI) and autonomy development among Mexican‐origin adolescent females in the United States (N = 181; M_age at Wave 1 = 16.80 years, SD = 1.00) as they transitioned through the first 5 years of parenthood. Trajectories of ERI and autonomy also were examined in relation to psychosocial functioning. Unconditional latent growth models indicated significant growth in autonomy, ERI resolution, and ERI affirmation from middle to late adolescence. Conditional latent growth models indicated that autonomy and ERI exploration growth trajectories were positively associated with psychosocial adjustment. Although adolescent mothers are experiencing transitions that are not normative during adolescence, they also engage in normative developmental processes, and their engagement in such processes is linked with better adjustment.     

Investigating change in young people's understandings of Japan: A study of learning about a distant place

This article demonstrates how a set of complementary qualitative methods can be used to construct a detailed picture not only of the nature of young people's representations of a distant place but the processes of learning by which such representations develop over the medium term. The analysis is based on an interpretive case study of a class of 13‐ to 14‐year‐olds in England learning about Japan as part of their geography curriculum. The findings identify three processes through which students’ representations of Japan became more detailed and nuanced over time: transfer of existing knowledge from other locational contexts to the distant place; active connection with new information; and processing of that information through categorisation and category refinement. Evidence from the study suggests the potential for learning activities designed to encourage these processes and highlights the need for additional longitudinal research in geography education.     

Temporalities of learning: lessons from a socio-material study of allotment gardening practice

ABSTRACT

Practice-oriented, socio-material investigations have surfaced the emergent nature of professional knowing and the significance of things for organising such knowing. However, in these accounts, one significant organising actor is largely overlooked: time. This paper foregrounds time, exploring how different temporalities orchestrate knowing in practice. The empirical study for this article is not of professional practice, but the work of allotment gardening and it is, in part, this attending to everyday practice which unsettles routinised ways of seeing and allows unnoticed actors such as time to emerge. The use of Actor-Network Theory sensibilities further disrupts habitual ways of seeing, as the practice of gardeners on an English allotment site is shown to be distributed over a multitude of socio-im/material actors, mobilising five temporal regimes which order learning. This article theorises that such temporal patterning is particularly enabling for learning and indicates that attending to temporality extends the parameters for understanding learning beyond the case of the everyday, to professional knowing and learning more generally.     

Improving Teaching Quality and the Learning Organisation

This study applied a learningorganisation framework to understand academicdepartments' efforts to improve teachingquality. The theoretical framework wasgenerated from literature on learningorganisations, organisations devoted tocontinuous improvement through continuouslearning. Research questions addressedrelationships among departments' vision,leadership, knowledge management,communication, learning culture, and teachingimprovement. Using survey data collected fromdepartment chairs, this study found a positiveassociation between learning organisationbehaviours and the improvement of teaching.     

“It’s what we’ve always been doing.” Exploring tensions between school culture and change

In this article, we compare two North Carolina public schools that were simultaneously implementing reforms with seemingly different orientations, the A+ School Program and the ABCs of Public Education. We use the literature on caring and critiques of bureaucracy as a framework to look at the concurrent implementation of two educational reforms in North Carolina. We discuss data from a 5 year longitudinal study and critique our own assumptions as we develop portraits of schools that are both situated and complex. We do this to explore the question: In what ways does educational reform actually change educational practice? We develop a framework that articulates a critique of bureaucracy from the standpoint of caring, locate the culture of each school within the theoretical framework, and analyze how the culture of schools affects the implementation of educational reform. We conclude that reform is deeply cultural and that ethnographic methods are essential to understanding educational reform efforts.     

The role of child gender and ethnicity in teacher–child relationship quality and children's behavioral adjustment in preschool

The present study examined the role of child gender, child ethnicity, and teacher–child ethnic match in moderating the association between teacher–child relationship quality and children's classroom behavioral adjustment. The study was conducted using data from an ethnically diverse sample of 301 Head Start children and their teachers. Teacher–child conflict was found to be a stronger predictor of hostile–aggressive behavior for boys than girls. In contrast, teacher–child closeness was found to be more predictive of school competence for girls than boys. Similar patterns of association were found between teacher–child relationship quality and school behavioral adjustment for Non-Hispanic, white children and those of Mexican-origin. Results also revealed that teacher–child ethnic match did not moderate the association between teacher–child relationship quality and child behavioral adjustment.     

The Relationship of Gender and Academic Performance to Motivation: Within-Ethnic-Group Variations

In contemporary psychology more within-group examinations of psychological phenomena are needed, especially in ethnic minority populations. This paper presents the findings of three separate studies of the relationship of GPA and gender to motivation, all of which are within ethnic group comparisons. One study is conducted with African-Americans, the second with Hispanic-Americans, and the third with Euro-Americans. The instruments used are the Assessment of Academic Self-Concept and Motivation and Assessment of Personal Agency Beliefs. Both measures provide a goal-focused, multidimensional, and comprehensive assessment of motivation. MANOVAs and subsequent ANOVAs are presented for each ethnic group. The findings reveal significant within-group differences that also vary from one ethnic group to another.     

The influence of home on learning to read

Large scale investigations into home variables and educational success frequently demonstrate relationships between global factors such as socio-economic status, education of parents, etc. and general educational achievement, of which attainment in reading is often taken as an index. This paper reports a small but detailed study of home influences on the early stages of learning to read within the context of the Bristol Longitudinal Language Development Research Programme. Data were derived from three sources: interviews with the parents when the children were aged 5 and 7 years; regular recordings of spontaneous conversation at home between 3 %and 5 years; assessments of reading at 5 and 7 years. Attainment in reading at age 7 was found to be strongly predicted by knowledge of literacy on entry to school, and this in turn to be predicted by parental interest in literacy and quality of verbal interaction with the child in the preschool years. The child's own pre-school interest in literacy was not found to be strongly associated with later success. The significance of these findings is discussed.     

A predictive validity study of the Kaufman Assessment Battery for Children with the California Achievement Test

The Kaufman Assessment Battery for Children (K-ABC) was administered to 44 4th-, 5th-, and 6th-grade students. Six months later, all students received the California Achievement Test (CAT). Significant positive correlations were obtained between K-ABC variables and CAT scores. CAT subtest scores and total score correlated higher with the K-ABC ACHV scale than with the K-ABC SEQ, SIM, or MPC scales on 8 of the 12 comparisons. The results support the predictive utility of the K-ABC, and also provide support for the differential validity of the K-ABC achievement vs. mental processing scales.     

Identifying High-Quality Preschool Programs: New Evidence on the Validity of the Early Childhood Environment Rating Scale–Revised (ECERS-R) in Relation to School Readiness Goals

Research Findings: The Early Childhood Environment Rating Scale–Revised (ECERS-R) is widely used, often to evaluate whether preschool programs are of sufficient quality to improve children’s school readiness. We examined the validity of the measure for this purpose. Item response theory (IRT) analyses revealed that many items did not fit together to measure single dimensions, particularly when rated by consultants as indicating aspects of quality relevant for multiple domains of child development. IRT results also conflicted with the scale developers’ expectations in terms of whether markers that they attached to higher response categories represented higher quality empirically. When reanalyzed based on experts’ ratings, IRT results also showed that relatively few indicators captured the moderate to high range of quality. Practice or Policy: Our results suggest that policymakers should carefully consider whether measures designed for specific purposes are appropriate for other high-stakes uses. We encourage continued refinement of existing quality measures, development of new measures, and the accumulation of evidence for their various uses.