Emergent literacy and reading acquisition: a longitudinal study from kindergarten to primary school

European Journal of Psychology of Education - This study explores the predictivity of an emergent literacy model on the acquisition of reading in primary school in a language with a transparent...     

Adolescents’ Friendships,Academic Achievement,and Risk Behaviors: Same-Behavior and Cross-Behavior Selection and Influence Processes

This study examined to what extent adolescents’ and their friends’ risk behaviors (i.e., delinquency and alcohol use) hinder or promote their academic achievement (grade point average [GPA]), and vice versa. Longitudinal data were used (N = 1,219 seventh- to ninth-grade adolescents; M_age = 13.69). Results showed that risk behaviors negatively affected adolescents’ GPA, whereas GPA protected against engaging in risk behaviors. Moreover, adolescents tended to select friends who have similar behaviors and friends’ behaviors became more similar over time (same-behavior selection and influence). Furthermore, although same-behavior effects seemed to dominate, evidence was found for some cross-behavior selection effects and a tendency in seventh grade for cross-behavior influence effects. Concluding, it is important to investigate the interplay between different behaviors with longitudinal social network analysis.     

Symptoms of common mental disorders and related stressors in Danish professional football and handball

The aim of the study was twofold, namely (i) to determine the prevalence of symptoms of common mental disorders (CMDs) among current and retired professional football and handball players and (ii) to explore the relationship of psychosocial stressors with the outcome measures under study. A total of 1155 players were enrolled in an observational study based on a cross-sectional design. Questionnaires based on validated scales were set up and distributed among current and retired professional football and handball players by the Danish football and handball players’ union. In professional football, the highest prevalence (4 weeks) of symptoms of CMDs was 18% and 19% for anxiety/depression among current and retired players, respectively. In professional handball, the highest prevalence (4 weeks) of symptoms of CMDs was 26% and 16% for anxiety/depression among current and retired players, respectively. For both the current and retired professional football and handball players, a higher number of severe injuries and recent adverse life events (LE) were related to the presence of symptoms of CMD. Players exposed to severe injuries and/or recent adverse LE were 20–50% times more likely to report symptoms of CMD. The results suggest that it is possible to recognize the population of professional athletes that are more likely to develop symptoms of CMD. This could create the opportunity to intervene preventively on athletes that suffered from severe injury and/or recent adverse LE that could lead to a faster and safer recovery and psychological readiness to return to play.     

Content analysis in empirical social research

An overview of the development of empirical content analysis is presented. Its development relevant to educational research from classical to computer-aided content analysis is traced. The history of hermeneutic text interpretation is included as well as the early developments in the analysis of manifest content of communication. The controversy between quantitative and qualitative schools of research is discussed. A theoretically grounded, practicable model of content analysis is introduced, which fulfills the criteria of empirical social research.     

Maltreatment following reunification: Predictors of subsequent Child Protective Services contact after children return home

ObjectivesThis study examined risk of maltreatment among children exiting foster care using a statewide sample of children reunified between 2001 and 2004 in Rhode Island. The objectives were: (1) to compare rates of maltreatment following parental reunification for youth in care as a result of maltreatment with those in care for other reasons; and (2) to assess the effects of child, family, and case characteristics on rates of re-maltreatment among children placed in foster care due to maltreatment.MethodA longitudinal dataset of all reunified cases was matched with state records of substantiated Child Protective Service (CPS) investigations. Two Cox proportional hazards models were tested. The first model compared rates of subsequent maltreatment for two groups: children in foster care as a result of maltreatment, and those in care for other reasons. The second model investigated the effects of child, family, and case characteristics on re-maltreatment rates for those in care as a result of maltreatment.ResultsChildren in foster care due to maltreatment were significantly more likely to be maltreated following reunification. Among children in foster care due to maltreatment, factors that raised risk for re-maltreatment included a previous foster care placement, exiting care from a non-relative foster home, and removal due to neglect. Older adolescents had lower rates of re-maltreatment than infants. Child neglect was the primary type of recurrent maltreatment that occurred following reunification.ConclusionsSupports are needed for families about to be reunified, particularly when the removal was prompted by incidents of abuse or neglect. Incidents of neglect are particularly likely and appropriate services should specifically target factors contributing to neglect. Cases involving youth with a history of repeated foster care placement or in which non-relative placements are utilized may need additional supports.Practice implicationsThis study suggests that services should be developed to minimize the risk for recurrent maltreatment following reunification. Services would be most useful for high-risk cases prior to reunification and during the first year following reunification. Understanding the risks associated with maltreatment will help guide development of appropriate interventions.     

FHStG und Legalitätsprinzip

Die fachhochschulische Praxis steht erfahrungsgemäß vor dem Problem, dass sie bei der Wahrnehmung ihrer Aufgaben auf nur ganz wenige gesetzliche Vorschriften zurückgreifen kann; selbst diese sind teilweise unklar formuliert. Zwar ist bestimmten Organen die Entscheidung über subjektiv-öffentliche Rechte zugewiesen; deren Inhalt ist jedoch unbestimmt geblieben. Angesichts dieses Zustands der Rechtsunsicherheit erscheint es angezeigt, Teile des FHStG auf ihre Verfassungskonformität, insb auf ihre Übereinstimmung mit dem Legalitätsprinzip, zu überprüfen, und zwar vor allem nach der für die Praxis ausschlaggebenden Judikatur des VfGH. Nach derselben wird auch geprüft, ob das FHStG – wie in der Literatur vertreten – ein "Planungsgesetz" ist. Weiters werden Vorschläge für eine Präzisierung des FHStG im Zuge einer früher oder später anstehenden Novellierung gemacht.     

Die belgische Quotenregelung und das Urteil des Gerichtshofs in der Rechtssache Bressol

Der nachfolgende Beitrag analysiert das Urteil über die belgische Quotenregelung, das der Gerichtshof der Europäischen Union in der Rechtssache Bressol gefällt hat. Die Quotenregelung kann, dem Urteil zufolge, zum Schutz der öffentlichen Gesundheit gerechtfertigt werden. Die Kriterien der Erforderlichkeit, Eignung und Verhältnismäßigkeit sind auf der Grundlage der Vorgaben des Gerichtshofs, durch das Vorlagegericht zu beurteilen. Der nachfolgende Beitrag kommt zu dem Ergebnis, dass sich diese Vorgaben aus einer Mischung aus sehr strengen und diese wieder aufweichenden Maßstäben zusammensetzen, die, bei strikter Betrachtung, schwer zu erfüllen sind, offenbar aber den nationalen Gerichten einen Entscheidungsspielraum einräumen sollen, der zu einer für die betroffenen Mitgliedstaaten politisch akzeptablen Lösung führt. Das "Recht auf Bildung" nach Art 14 des Internationalen Paktes über die wirtschaftlichen, sozialen und kulturellen Rechte, wurde vom Gerichtshof nicht ausreichend differenziert behandelt und im Ergebnis fehlerhaft beurteilt.     

Critical perspectives on Danish early childhood education and care: between the technical and the political

This paper discusses trends in contemporary Danish early childhood education and care (ECEC). Data are sourced from various policy documents, along with material from ongoing research projects in which the authors are involved. It is claimed that contemporary policy on Danish day care services has a tendency to emphasize narrow curriculum improvements and standardized testing. The democratic dimensions are still relatively strong, but at the moment these dimensions are interpreted within a skills‐and‐testing framework, which is leading to a situation where the political masquerades as the technical.     

The educational value of visual cues and 3D-representational format in a computer animation under restricted and realistic conditions

Within the framework of cognitive learning theories, instructional design manipulations have primarily been investigated under tightly controlled laboratory conditions. We carried out two experiments, where the first experiment was conducted in a restricted system-paced setting and is therefore in line with the majority of empirical studies in the learning sciences. However, the second experiment was done in an ecologically more valid classroom setting, with students working at their own pace with the instructional material embedded in a professional hypermedia learning environment. Both dealt with the same topic in the domain of biological education, namely the structure and functioning of the enzyme ATP-Synthase. In both experiments, the educational value of three- versus two-dimensional animations as well as of visual cues was investigated in a 2 × 2 factorial design. Students’ understanding was facilitated by the presence of a 3D-representation format under tightly controlled conditions only. Regarding the ecologically more valid classroom setting, the 2D format tended to foster understanding more efficiently than the 3D format. The implementation of visual cues enhanced the amount students remembered in both experiments. Our results indicate that the results of tightly controlled laboratory conditions may not be easily generalized to naturalistic classroom settings.