The relationship between parental bonding and peer victimization: examining child stress and hopelessness as mediators

The purpose of the current study was to investigate a two-stage model in which parent-related stress and hopelessness each served as mediators of the relationship between perceived parental bonding and South Korean adolescent peer victimization. This study also examined whether the mediating relationships differed by the gender of parents and adolescents. A casual chain with three links and four sets of variables were analyzed using structural equation modeling. Data were collected from 800 adolescents attending 10 middle schools in the Busan region of South Korea. Results indicated that both maternal and paternal parental bonding were negatively associated with stress, stress was positively associated with hopelessness, and hopelessness was positively associated with South Korean adolescent peer victimization. Most importantly, the significant negative associations between both maternal and paternal parental bonding and peer victimization were mediated by both stress and hopelessness. Furthermore, gender differences in these relationships existed for both parents and adolescents. Limitations and implications to practice were discussed.     

Early Intervention Practices for Children With Autism: Descriptions From Community Providers

Across the country, states are reporting increases in the number of children with autism enrolled in the education system. Although a few specific treatment methods have been established as efficacious for some children with autism in controlled settings, research examining the translation of these treatments into early intervention programs has been minimal. The current study examined provider self-reports of the use of interventions in community settings through focus groups. Providers report the use of both evidence-based and non-evidence-based techniques and indicate that they often combine and modify these techniques based on child, personal, and external factors. Few providers had a clear understanding of evidence-based practice, and all providers reported concerns about adequate training. Implications for early intervention research are discussed.     

The relation between metastrategic knowledge,strategy use and task performance: Findings and reflections from a numerosity judgement task

In the research literature several positions concerning the role played by metacognition in adaptive strategy choice can be distinguished. While many authors adhere so-called metacognitive models of strategy choice and strategy change, others have questioned the extent to which metacognitive factors are associated with strategy choice and task performance and have proposed alternative theoretical frameworks wherein strategy choices are described in terms of associative models. In the present article we report data coming from a larger research project on the development of children’s numerosity judgement strategies and skills. The experimental task involved judging numerosities of colored blocks presented in a rectangular grid. Participants were 59 second grade and 50 sixth grade children, whose strategic performance data — obtained by means of a systematic analysis of their response-time patterns — were compared with interview data collected at the end of the experiment. The major result of this comparison is that not only the children from the oldest age group, but also the children from the youngest age group showed clear evidence of metacognitive awareness and understanding of different aspects of their strategic performance.     

Assessment of Cooperative Learning: A Goal-Criterion Approach

The problem of assessment of non-traditional teaching techniques has long challenged educational administrators and faculty. The approach to assessment that we followed in this instance employed a model that we developed to assess group learning, variously known as cooperative learning, collaborative learning, or team learning. We applied the model to group-based case study courses that included innovative enhancements such as group exams and group-based role-play. The model required balanced representation among multiple learning criteria arranged in six goal-criterion sets, all drawn from the literature on group learning. We designed a test instrument based on the model and administered the instrument to 85 students near the end of three business strategy courses. Imbalances among criteria in the six goal-criterion sets helped identify and correct weaknesses in course design and in methods of instruction.     

Influences affecting the soil-water characteristic curve

INTRODUCTION The soil-water characteristic curve (SWCC) gives the relationship between the amount of water in the soil (i.e. gravimetric or volumetric water content) and soil suction (i.e. matric suction at low suction and total suction at high suction). Many properties of a partially saturated soil such as the coefficient of permeability, shear strength and volume strain, pore size distribution, the amount of water contained in the pores at any suction, can be obtained from the SWCC. …     

Zum Verlauf des Zweitspracherwerbs im Migrationskontext

Zusammenfassung Die Entwicklung der mündlichen und schriftlichen Kenntnisse in Deutsch und der Sprache des Herkunftslandes bei Angeh?rigen der ersten und zweiten Einwanderergeneration aus den Gastarbeiter-Anwerbel?ndern, bei Aussiedlern und neuen Zuwanderergruppen wird beschrieben und Erkl?rungsfaktoren für Unterschiede werden mit Hilfe bivariater und multivariater Verfahren untersucht. Die Deutschkenntnisse der ersten Generation steigen zwischen 1984 und 2001 kaum an, wohingegen Aussiedler und Zuwanderer in kurzer Zeit relativ gute Fortschritte aufweisen. Die meisten Befragten sind bilingual. Defizite bei Deutschkenntnissen variieren nach Herkunftsland. Der Zweitspracherwerb erfolgt im Generationenverlauf, d.h. in Deutschland geborene Personen mit Migrationshintergrund haben in der Regel bessere Deutschkenntnisse als die erste Generation. Die Aufenthaltsdauer hat per se keinen Einfluss auf den Spracherwerb, ebenso wie das Geschlecht, w?hrend das Einwanderungsalter und die Schulbildung entscheidende Faktoren sind. Personen mit niedrigem Einwanderungsalter, Personen, die eine weiterführende Schule im Herkunftsland oder eine h?here Schule in Deutschland abgeschlossen haben, haben eine h?here relative Chance, gute mündliche und schriftliche Deutschkenntnisse zu erwerben.      

Educational Inequity from the Perspectives of Those Who Live It: Urban Middle School Students’ Perspectives on the Quality of their Education

In interviews with over 250 urban young adolescents, many students make it clear that they are acutely aware of the educational inequities that exist in their schools and that these inequities are having a negative impact on their education. Student voice is used to highlight urban middle school students’ perspectives on the quality of their education particularly in terms of curricular issues, teacher quality, and lack of resources.

Postsecondary Student Persistence and Pathways: Evidence From the YITS-A in Canada

The Youth in Transition Survey is used to follow the postsecondary education (PSE) pathways and outcomes of Canadian youth over the mid 2000s. Students starting at community colleges and four year universities are analyzed separately. First program outcomes are reported, showing the proportions of students who leave their first programs but remain in PSE by switching/transferring to other programs, institutions, or levels. Multinomial regression estimates correlates of students’ first program switching and leaving decisions. Five year graduation rates are calculated to show the importance of different pathways (across programs, institutions, and levels) to earning a PSE credential; in the aggregate and for subgroups of students. Transfers constitute important but not terribly large pathways for Canadian students to adjust their PSE and obtain PSE credentials. We calculate the resulting extent to which institution specific measures of persistence, PSE leaving, and graduation rates misstate the rates experienced by students. Compared to American students, university and community college starters in Canada have higher persistence and graduation rates and lower transfer rates across institutions. For community college starters, much of the difference is due to the relative lack of well defined pathways from community colleges to universities in Canada. We find that students with more family resources are better able to transfer across programs or institutions in order to obtain a PSE credential.     

STEM learning research through a funds of knowledge lens

This article examines STEM learning as a cultural process with a focus on non-dominant communities. Building on my work in funds of knowledge and mathematics education, I present three vignettes to raise some questions around connections between in-school and out-of-school mathematics. How do we define competence? How do task and environment affect engagement? What is the role of affect, language, and cognition in different settings? These vignettes serve to highlight the complexity of moving across different domains of STEM practice—everyday life, school, and STEM disciplines. Based on findings from occupational interviews I discuss characteristics of learning and engaging in everyday practices and propose several areas for further research, including the nature of everyday STEM practices, valorization of knowledge, language choice, and different forms of engagement.     

Learning from children’s voice in schools: Experiences from Ireland

In Ireland there is progressive legislation on children’s participation in the education system. The Education Act 1998 advocates that school boards should involve students in the school and establish student councils in second-level schools. Since the publication of this legislation progress on realising students’ participation in schools has been slow. In 2006 the UN Committee on the Rights of the Child recommended that Ireland strengthen its efforts to enable children to express their views in schools and other educational institutions. The National Strategy on Children and Young People’s Participation in Decision-making (2015), the first to be produced internationally, commits to facilitating children and young people’s voice in the development of education policy, the running of schools and in other areas of school policy. This paper presents and discusses the results of qualitative participatory research with children and young people aged between 7 and 17 years, teachers and school principals, and parents, on their attitudes towards and opportunities for participation by students in schools in Ireland. The data reveal that students are keen to participate in school but recognise that their opportunities to do so are inadequate, that teachers understand participation very differently from students, and that parents have little knowledge of their children’s participatory experiences in school. It concludes that effective participation in schools requires policy, practical and cultural change.