The role of first-year seminars and first-year college achievement for undeclared students

Higher Education - It is commonly stated in both literature and news outlets that undergraduate college students, who are undeclared (i.e., have not declared a major), are at a higher risk of...     

Nonsuicidal Self-Injury on Instagram: Examining Hashtag Trends

International Journal for the Advancement of Counselling - We sought to investigate how individuals who upload nonsuicidal self-injury (NSSI) content on Instagram conceptualize self-injury by...     

Margins that Matter: Exploring the Association Between Academic Match and Bachelor’s Degree Completion Over Time

Research in Higher Education - There is a well-documented relationship between academic match and bachelor’s degree completion; students who undermatch are less likely to complete a BA than...     

Engaging in Interactive Book Reading: Experiences of Refugee Mother–Child Dyads

Early Childhood Education Journal - Interactive book reading is an active practice that aims to stimulate children’s language and literacy development. The interactions that take place during...     

Immigrant families’ use of early childcare: Predictors of care type

Early care and education (ECE) settings are important developmental contexts for young children, with nearly half of all U.S. children experiencing non-parental care during infancy and toddlerhood. However, there is little research examining patterns and predictors of ECE selection among immigrant families even though children of immigrants represent the fastest growing population in the U.S. Using data from the Early Childhood Longitudinal Study, Birth Cohort (N ≈ 10,700), including a diverse group of children with immigrant parents (N ≈ 2950), this study aims to fill gaps in the literature by examining predictors of the type of ECE (parent, relative, home-based, or center-based) children experience during infancy and toddlerhood (children aged 7–38 months). It examines how immigrant, family, child, and contextual characteristics predict ECE selection within immigrant families and whether these correlates of ECE selection differ across native and immigrant families. Results show distinct patterns of infant and toddler ECE related to immigrant status, particularly when it came to socioeconomic advantage predicting increased relative care for children of immigrants but not native families. Furthermore, several immigrant-specific characteristics, including region of origin, English proficiency, and availability of non-English ECE options, were associated with immigrant families’ ECE choices for their infants and toddlers.     

弥合数字鸿沟促进数字包容:信息社会中图书馆的新使命

为落实联合国2030年可持续发展目标,国际图联与一些国际组织共同发起“图书馆致力数字包容”的共同承诺和“行动呼吁”,国内外图书馆界领导及知名专家学者就“图书馆与数字包容”进行了讨论。饶权指出,随着现代技术的发展,数字鸿沟问题日益突显。中国国家图书馆研究提出建设“全国智慧图书馆体系”的工作思路,以期引领带动各级公共图书馆全面实现智慧转型,在促进数字包容方面发挥更加积极的作用;克里斯汀·麦肯齐阐述了国际图联在支持联合国2030年议程和可持续发展目标方面的工作,特别是目标第16条:“构建和平与包容的社会,使人人享有公正,提高政府机构效率和能力,强调政府和图书馆必须成为数字包容的积极推动者”;杰拉德·莱特纳指出,促进数字包容的任何努力都需要考虑三个方面——互联、内容和能力。缺乏任何一个方面,都不可能完全实现数字包容。图书馆作为社区中心的公共空间、内容的储存空间和门户,以及经验丰富的信息素养教育者,在更广泛的政府战略中都可以发挥自己独特的作用;陈超指出,历史和现实、理论和实践早就告诉我们,公共图书馆肩负着促进人类社会包容性发展的义不容辞的使命。为此公共图书馆必须承担起“弥合数字鸿沟,促进数字包容”的社会责任,让每一个人有机会上网、为每一个人赋能、让每一个人能平等获取信息知识;吴建中认为,我国图书馆界应积极配合国际图联的呼吁与倡议,并发出我国图书馆界强有力的声音。第一,大力宣传我国在保障公民获取基本公共文化服务权益方面的政策及举措。第二,积极推广互联网和数字技术在图书馆的应用。第三,继续提升媒介和信息素养服务的质量;于良芝从个人信息世界的概念出发思考数字鸿沟现象及图书馆的作用,揭示了数字鸿沟的复杂性及社会包容与数字包容的互为条件性,认为这为公共图书馆参与数字包容建设开辟了更广阔的空间;肖珑表示,支持国际图联(IFLA)关于数字包容声明的提出,中国高校图书馆应清醒地认识到信息贫富分化问题的存在,并努力缩小地区差距,保护不同群体利益,促进高等教育的内涵式发展;阿曼达·里德与金·汤普森认为,当危机、变革和挑战来临之际,也是我们努力前行之时,并以一所美国图书馆为例,显示了在新冠疫情这样的危机面前,公共图书馆如何满足当地居民需要,支持社区朝着更加数字包容的社会可持续地发展;金武刚认为,图书馆应当加强科普功能,开发新媒体产品,融入公共传播平台,帮助社会民众辨别网络信息真伪,查询获取正确信息,解决数字包容深层次问题;吴丹与刘静基于技术环境变化的背景,以人与技术的交互为焦点,从“技术→人”与“人→技术”两条路径对数字包容内涵进行扩展并提出了图情领域工作的发展策略。     

The effects of school social mix: unpacking the differences

Whether school composition makes a difference for student outcomes has been the subject of much controversy. This article draws on Growing Up in Ireland data, a rich source of information on nine-year-old children along with the characteristics of their school and classroom teacher. In contrast to many studies which rely on a single measure of social background, the use of a range of measures (including social class, parental education and income) allows us to provide precise estimates of differences in performance between schools designated as disadvantaged and other schools. The analyses also provide new insights into the processes underlying such differences. Only the most disadvantaged schools, those in Urban Band 1, are found to have a contextual effect for both reading and mathematics. This achievement gap is found to reflect differences in teacher experience and turnover, the concentration of additional learning needs, absenteeism levels and children's engagement in school.     

Parenting Practices in Preschool Leading to Later Cognitive Competence: A Family Stress Model

Research Findings: This study investigates the effect of the early home environment on self-regulation in preschoolers, and how self-regulation relates to later school achievement, while taking into account family resources. Participants were part of the National Institute of Child Health and Human Development's Study of Early Child Care and Youth Development. Our model tested paths from family income and maternal depression through parenting to dyadic and child outcomes, including attachment, self-regulation, and child cognitive outcomes in the 1st grade. Findings indicated that family income and maternal depression had a substantial effect on parenting practices. Children whose parents did not display negative affect toward them during episodes of depression were more likely to maintain healthy attachment styles. Parenting, which was directly affected by family income, was the most important predictor of children's cognitive development. Practice or Policy: Regarding implications for practice, this research indicates that parents who provide a safe and stimulating environment for their children, despite limited financial resources or mental health issues, are more likely to have children who are prepared for school. School counselors, child care administrators, and policymakers should be aware of the importance of parenting to school success and should provide opportunities for parent education and involvement during the first years of life.     

‘It's like Spiderman … with great power comes great responsibility’: school autonomy,school context and the audit culture

This paper explores issues of school autonomy within the context of the performative demands of the audit culture. The focus is on a case study of Clementine Academy, a large and highly diverse English secondary school. Specific situated, professional, material and external factors at the school were significant in shaping Clementine's response to and take-up of the policy of academisation (a key reform within broader government mandates to create an increasingly autonomised education system). Factors such as the school's intake and history, its ethos and values, its access to human and economic resources and its status and power as an outstanding school supported its confident and ‘morally’ focused take-up of this policy. Clementine's privileged position in relation to these factors enabled the school to mediate and challenge some of the negative effects of the audit culture. This paper highlights the significance of considering these contextual factors in understanding the different ways in which schools are currently engaging their autonomy to cope with the demands of the audit culture.