Cognitive and socioemotional caregiving in developing countries

Enriching caregiving practices foster the course and outcome of child development. This study examined 2 developmentally significant domains of positive caregiving-cognitive and socioemotional-in more than 127,000 families with under-5 year children from 28 developing countries. Mothers varied widely in cognitive and socioemotional caregiving and engaged in more socioemotional than cognitive activities. More than half of mothers played with their children and took them outside, but only a third or fewer read books and told stories to their children. The GDP of countries related to caregiving after controlling for life expectancy and education. The majority of mothers report that they do not leave their under-5s alone. Policy and intervention recommendations are elaborated.     

Modalities of Infant–Mother Interaction in Japanese,Japanese American Immigrant,and European American Dyads

Cultural variation in relations and moment‐to‐moment contingencies of infant–mother person‐oriented and object‐oriented interactions were compared in 118 Japanese, Japanese American immigrant, and European American dyads with 5.5‐month‐olds. Infant and mother person‐oriented behaviors were related in all cultural groups, but infant and mother object‐oriented behaviors were related only among European Americans. Infant and mother behaviors within each modality were mutually contingent in all groups. Culture moderated lead–lag relations: Japanese infants were more likely than their mothers to respond in object‐oriented interactions; European American mothers were more likely than their infants to respond in person‐oriented interactions. Japanese American dyads behaved like European American dyads. Interactions, infant effects, and parent socialization findings are set in cultural and accultural models of infant–mother transactions.     

Teacher education in post-apartheid South Africa: Navigating a way through competing state and global imperatives for change

This article focuses on teacher education in post-apartheid South Africa. It argues that the restructuring and reorganization of teacher education is at the nexus of the axes of tension created by national and global imperatives for change. Along with the dismantling of apartheid and the transition to a free and democratic state in 1994 came the urgent need for social reconstruction, democratization, redress, social justice, and equity. At the same time, and as part of a global context, the country needed global competitiveness, human capital development, global skills, international standards, and accountability. These competing modernist discourses have informed the design and orientation of the National Qualifications Framework and national curriculum that took place in parallel with, and simultaneous to, the restructuring and reform of teacher education. This article reviews literature pertinent to understanding the post-apartheid transformation in South African education in general and teacher education in particular. It concludes that policy makers have managed to navigate a way through the axis of tension created by opposed orientations to transformation. A more equitable and improved system of teacher education has been achieved but critical issues of teacher quality and quantity have emerged which urgently need resolution.     

战后大扫除

战争结束后，炮弹和子弹遗留下来的毒物和污染物在很多年内仍具有杀伤力。如今Pekka Haavisto搞清楚了如何处理这种麻烦。     

Measuring general and specific stress causes and stress responses among beginning secondary school teachers in the Netherlands

The main aim of this study was to adjust the Questionnaire on the Experience and Evaluation of Work (QEEW) in order to measure stress causes and stress responses of beginning secondary school teachers in the Netherlands. First, the suitability of the original QEEW stress scales for use in the beginning teachers (BTs) context was investigated using a sample of 356 beginning teachers from 52 different secondary school locations in the Netherlands. Confirmatory Factor Analyses, Principal Component Analyses and Mokken scaling item reduction was applied to create high concise and precise scales. Hereafter, based on the teacher stress literature, additional teacher specific stress items were added, resulting in the adjusted version of the measure, the Questionnaire on the Experience and Evaluation of Work – Beginning Teachers (QEEW-BT, study 1). To cross-validate the results and to examine the internal consistency and validity of the adjusted instrument a different sample of 143 beginning teachers from 61 different secondary school locations in the Netherlands was used (study 2). The present findings provide adequate support that the QEEW-BT is a reliable and valid instrument to measure stress causes and responses for beginning secondary school teachers in the Netherlands.     

Contiguity and covariation in human causal inference

Nearly every theory of causal induction assumes that the existence and strength of causal relations needs to be inferred from observational data in the form of covariations. The last few decades have seen much controversy over exactly how covariations license causal conjectures. One consequence of this debate is that causal induction research has taken for granted that covariation information is readily available to reasoners. This perspective is reflected in typical experimental designs, which either employ covariation information in summary format or present participants with clearly marked discrete learning trials. I argue that such experimental designs oversimplify the problem of causal induction. Real-world contexts rarely are structured so neatly; rather, the decision about whether a cause and effect co-occurred on a given occasion constitutes a key element of the inductive process. This article will review how the event-parsing aspect of causal induction has been and could be addressed in associative learning and causal power theories.     

Employee Perspectives on MOOCs for Workplace Learning

Massive Open Online Courses (MOOCs) can be considered a rather novel method in digital workplace learning, and there is as yet little empirical evidence on the acceptance and effectiveness of MOOCs in professional learning. In addition to existing findings on employers’ attitudes, this study seeks to investigate the employee perspective towards MOOCs in professional contexts and to further explore the acceptance of MOOCs for workplace learning. In a survey study, N?=?119 employees from a wide range of enterprises were questioned with regard to motivation, credentials, and incentives related to participation in MOOCs. Findings indicate a high importance of on-the-job and career development learning purposes as well as a general interest in MOOC topics. Credentials are deemed necessary, yet their acceptance among the relevant stakeholders is considered rather low. Implications for design and implementation of MOOCs in digital workplace learning and for further research are discussed.     

Dreaming and immanence: rejecting the dogmatic image of thought in science education

In this article, we, a multivocal-thinking-assemblage, trouble what we feel is the dogmatic image of thought in science education. Beginning with Lars Bang’s (Cult Stud Sci Educ, 2017) dramatic and disruptive imagery of the Ouroboros as a means to challenge scientific literacy we explore the importance of dreams, thinking with both virtual and actual entities, and immanent thinking to science education scholarship. Dreaming as movement away from a dogmatic image of thought takes the authors in multiple directions as they attempt to open Deleuzian horizons of difference, immanence, and self-exploration.