Head Start and Unintended Injury: The Use of the Family Map Interview to Document Risk

Much is known about how to provide safe environments for preschool children (3–5 years-of-age); however, many preschool children still experience preventable injuries—particularly children living in poverty. This study examined the use of an assessment tool used to identify children at risk for unintended injury in two large, federally funded Head Start programs during home visits. Families of preschool children in two multi-center Head Start programs (N = 499 and N = 228) were screened by teachers for risks related to safety in their home and parenting environment during mandatory Head Start home visits in the fall and spring. The safety screening tool was part of an established, broader interview assessment called the Family Map, which was designed to help Head Start programs meet mandatory performance standards related to the identification of risk and strengths in the family. Study results indicated that a large number of preschool children from low-income backgrounds were at risk for a variety of risks related to unintentional injury. Further, in some areas Head Start families increased their safety related parenting behaviors by the second assessment with different areas noted in the two programs. This study demonstrated that, beyond the use of the tool to identify families in need of intervention services, it can be used by childcare providers to effectively monitor family need and for program self-assessment.     

Measuring the potential for child maltreatment: the reliability and validity of the Adult Adolescent Parenting Inventory--2

OBJECTIVE: The field of child protection needs reliable and valid methods of assessing the potential for child abuse and neglect. The purpose of this study was to examine the psychometric properties of the Adult Adolescent Parenting Inventory--2 (AAPI-2), Form B, using a sample of 309 low-income, rural families in a southern state. METHOD: The AAPI-2 is a 40-item survey designed to assess the parenting and child rearing attitudes of adult and adolescent parent and pre-parent populations. Each of the five AAPI-2 scales was (a) examined using factor analysis in order to determine the unidimensionality of the scale, (b) evaluated based on estimates of the scales reliability in order to determine the consistency with which the construct was measured, and (c) when possible, examined to determine if it is related to other constructs in meaningful and expected ways. RESULTS: While the factor structure reported by the developer was not fully confirmed in this sample, there is some evidence that the instrument is measuring at least two of the constructs it purports to measure and that the total score may be useful. Correlations with other instruments measuring parenting behavior and child behavior were significant, and in the expected direction, offering some support for the validity of the AAPI-2. CONCLUSIONS: While the AAPI-2 appears to measure attitudes related to harsh or neglectful parenting, caution should be used in the interpretation of the individual AAPI-2 scales.     

Adults matter: Protecting children from the negative impacts of bullying

This study examines the degree to which support from parents and teachers buffers the level of depression for four groups of children involved in bullying (victim, bully, bully‐victims, or not involved children). Nine hundred and seventy‐seven 5th‐, 9th‐, and 11th‐grade students in the rural South completed questionnaires on bullying, social support, and depression. Children who were not involved in bullying reported less depression and more social support than children involved in bullying, and bully‐victims were the most at‐risk group. Furthermore, results indicate that in all four bully status groups, children reported fewer symptoms of depression when support from parents was high compared to when it was low. For all groups except victims, when parental support was low, support from teachers was associated with fewer symptoms of depression. When parental support was high, the impact of support from the teacher was not significant. © 2009 Wiley Periodicals, Inc.     

Teenage technological experts’ views of schooling

Utilising Pierre Bourdieu’s formula for studying social practice, this study explored the construction of technological expertise amongst a heterogenous group of New Zealand teenagers. The qualitative study employed observations and interviews with five boys and three girls aged 13–17, who considered themselves to be technological experts; their peers and/or their family also considered them to be technological experts. For seven of the eight participants, their primary site of leisure was their home computer use. This article gives some examples about how the participants’ understand schooling and its relevance to them. It engages with ideas concerning the performance of school, and argues that the participants’ practice in this field of home computer use for leisure tends to be misrecognised. The article concludes by discussing the implications this misrecognition has for the structures of formal schooling.     

CLAIRE: A combinatorial visual analytics system for information retrieval evaluation

Information Retrieval (IR) develops complex systems, constituted of several components, which aim at returning and optimally ranking the most relevant documents in response to user queries. In this context, experimental evaluation plays a central role, since it allows for measuring IR systems effectiveness, increasing the understanding of their functioning, and better directing the efforts for improving them. Current evaluation methodologies are limited by two major factors: (i) IR systems are evaluated as “black boxes”, since it is not possible to decompose the contributions of the different components, e.g., stop lists, stemmers, and IR models; (ii) given that it is not possible to predict the effectiveness of an IR system, both academia and industry need to explore huge numbers of systems, originated by large combinatorial compositions of their components, to understand how they perform and how these components interact together.We propose a Combinatorial visuaL Analytics system for Information Retrieval Evaluation (CLAIRE) which allows for exploring and making sense of the performances of a large amount of IR systems, in order to quickly and intuitively grasp which system configurations are preferred, what are the contributions of the different components and how these components interact together.The CLAIRE system is then validated against use cases based on several test collections using a wide set of systems, generated by a combinatorial composition of several off-the-shelf components, representing the most common denominator almost always present in English IR systems. In particular, we validate the findings enabled by CLAIRE with respect to consolidated deep statistical analyses and we show that the CLAIRE system allows the generation of new insights, which were not detectable with traditional approaches.     

The perceived importance of anatomy and neuroanatomy in the practice of speech—Language pathology

The purpose of this study was to examine the application of anatomy and neuroanatomy knowledge to current practice of speech‐language pathology (SLP), based on the perceptions of practicing SLPs, and to elicit information on participants' experiences of learning these subjects in their primary SLP degree with a view to inform potential curriculum development. A qualitative approach was taken to the collection of data. Eight practicing SLPs from four settings were interviewed. The critical incident technique, together with further probing, was used to elicit information. Interviews were transcribed and later thematically analyzed. This study found that knowledge of anatomy and neuroanatomy was perceived to be important by SLPs across all settings, to varying degrees, with a greater application in acute hospital settings. Negative experiences in studying this material were reported across all settings regardless of country of study. Participants discussed ways to increase students' motivation to learn this challenging material. Relevance of material demanded by students may be enhanced if active learning methods were used to teach anatomy/neuroanatomy, including case‐based learning and with vertical and horizontal integration of material to provide a cohesive, spiral curriculum. Anat Sci Educ. 7: 28–37. © 2013 American Association of Anatomists.     

Writing about the past: the impact of different authentic instructional material on students’ argument writing in history

European Journal of Psychology of Education - Recent research has repeatedly raised the question of how the authenticity of learning material affects learning outcomes. This question is...