Factor structure of child behavior scale scores in peruvian preschoolers

Behavior rating scales aid in the identification of problem behaviors, as well as the development of interventions to reduce such behavior. Although scores on many behavior rating scales have been validated in the United States, there have been few such studies in other cultural contexts. In this study, the structural validity of scores on a Spanish translation of the six‐factor Child Behavior Scale (CBS) was assessed in a sample of 265 Peruvian preschool children who ranged from 2 to 6 years in age. Exploratory factor analysis yielded a four‐factor structure, and reliability estimates for scores on the four factors were adequate. The authors suggest replicating the study and examining the utility of CBS scores in predicting future problem behaviors in this population. © 2011 Wiley Periodicals, Inc.     

Grappling with the literature of education research and practice

The absence of a central database and use of specialized language hinder nonexperts in becoming familiar with the science teaching and learning literature and using it to inform their work. The challenge of locating articles related to a specific question or problem, coupled with the difficulty of comprehending findings based on a variety of different perspectives and practices, can be prohibitively difficult. As I have transitioned from bench to classroom-based research, I have become familiar with how to locate, decipher, and evaluate the education research literature. In this essay, I point out analogies to the literature of science research and practice, and I reference some of the literature that I have found useful in becoming an education researcher. I also introduce a new regular feature, "Current Insights: Recent Research in Science Teaching and Learning," which is designed to point CBE--Life Sciences Education (CBE-LSE) readers to current articles of interest in life sciences education, as well as more general and noteworthy publications in education research.     

An Interrogation of the “If Only” Mentality: One Teacher’s Deficit Perspective put on Trial

In this article, I interrogate a previous and harmful “If Only” mindset I held as an early childhood literacy teacher. I describe the “If Only” mentality as the idea that if only the parents and families of the students I taught changed, schools and teachers could serve their children better. This deficit way of thinking led to a number of mistakes I made as a still-new, white, middle-class, monolingual Reading Recovery teacher who was unprepared to value the home and community literacies of a population of students and families from linguistic, cultural, and economic backgrounds other than my own.     

Self‐regulation of student epistemic thinking in science: the role of metacognitive prompts

The purpose of the present study is to examine the effectiveness of a metacognitive prompts intervention‐science (MPI‐S), which is based on the nature of science with 162 eighth‐grade science students. It was hypothesised that students exposed to the intervention will show higher levels of content knowledge and knowledge about the nature of science than students in a comparison group. Attempts were also made to determine what cognitive processes are triggered during the use of metacognitive prompts. Findings showed significant improvements in students’ content knowledge and nature of science. In addition, qualitative findings revealed that the experimental group made choices based on evidence in the inquiry unit whereas the comparison group made decisions based on authority. Educational implications for practice into the classroom are discussed.     

And when she comes home? Education and women's empowerment in intimate relationships

While previous research has focused on the relationship between education and women's empowerment in the public sphere, their empowerment in the private sphere has been less fully developed in empirical studies. Drawing on a theoretical model of change in marital relationships, this article examines how women who participated in an innovative secondary education program in rural Honduran Garifuna communities were able to negotiate more equitable roles in their intimate relationships.     

Elite Interaction

While a good deal of research has examined the uses of Twitter in journalism, comparably few research projects employ comparative research designs in order to provide new insights. The present study details Twitter use by public service broadcasters (PSBs) during recent national elections in Norway and Sweden. Utilizing quantitative analysis of social media content in tandem with qualitative interviews with key PSB journalists, the main results indicate that while the PSB organizations—the Norwegian NRK and the Swedish SVT—are both frequently contacted by “regular” citizens on Twitter, they seem to prefer to retweet and interact with journalists, politicians or other “elite” users. Compared with the interviews performed, the study uncovers an interesting tension as journalists often talk about the need to engage with “regular” users—a practice that is arguably in line with PSB regulations, but that is seldom adhered to in the contexts studied here.     

The Effect of Gender and Minority Status on Salary in Private and Public ARL Libraries

The purpose of this study was to identify pay disparities within gender and race using private and public Association of Research Libraries (ARL) libraries as a lens. In this study, 44 ARL libraries participated, leading to 1099 usable responses to our survey. The findings indicate that race and gender pay disparities are larger at private libraries than at public libraries. However, disparity levels at both public and private ARL libraries are smaller than the national averages for all professions and continue to shrink.     

The Effects of Multimodal Communication Frequency,Geographic Distance,and Coresidence on Parent-Child Relationship Quality During Emerging Adulthood

The present study examined the role of three interrelated factors—multimodal communication frequency, geographic distance, and coresidence—in relation to emerging adult college students’ perceptions of parental relationship quality. Hierarchical regression analyses revealed that emerging adults’ perceptions of relational closeness and communication satisfaction were related to lower levels of face-to-face interaction and higher levels of phone call interaction with their parents. Controlling for communication frequencies, students who lived separate from their parents reported greater communication satisfaction than those who coresided, yet coresidence was unassociated with relational closeness. Finally, geographic distance was unrelated to emerging adults’ perceptions of parental relationship quality.     

Health-care Provider Compassionate Love and Women's Infertility Stressors

The purpose of the present study was to examine relationships between doctor compassionate love and treatment, relational, and psychological stressors, as well as to identify effective health-care provider compassionate messages. Participants were 233 women who had been treated for infertility in the past 12 months. Doctor compassionate love was directly associated with positive affect during treatment, perceived treatment stress, and self-esteem. Additionally, perceived treatment stress mediated the relationship between doctor compassionate love and social and marital stress, as well as self-esteem and depression. Participants identified five categories of memorable compassionate messages sent by health-care providers, including offering hope, privileging the patient ahead of the self, practicing patient-centeredness, empathizing, and nonverbally communicating. Messages that constituted privileging the patient ahead of the self and nonverbally communicating were significantly more compassionate than those of offering hope. The study provides implications for the clinical treatment of infertile women and a practical tool for doing so compassionately.