The role of online communities of practice in promoting sociotechnical capital among science teachers

This study explores the diffusion of Web 2.0 technologies among science educators and the ways that these technologies are used to build teacher professional communities of practice (CoP) in life sciences and physical sciences. We used surveys and web analytics collected over a 21-month period to examine factors that motivate teachers to collaborate in these CoPs and the extent to which collaborative participation contributes to the development of sociotechnical capital and job outcomes, such as instructional practices and self-efficacy for science instruction. Results showed that only the lack of co-located peers at teachers’ schools predicted CoP participation. Participation did not predict job outcomes, but it did predict some aspects of sociotechnical capital, such as a cohesive climate and situated knowledge. In addition, sociotechnical capital was associated with job outcomes, including use of inquiry-based instruction, use of inquiry-based classroom activities and teacher self-efficacy. The lack of effect of most of the antecedent variables in predicting participation and the relatively minor role of participation in contributing to sociotechnical capital and job outcomes may be explained by floor effects on participation due to infrequent and ephemeral engagement of CoP members. Although participation rates were generally low, the positive association of participation with sociotechnical capital as well as generally favorable ratings of sociotechnical constructs suggest that online CoPs may have value for distributed science educators. Future research should address whether persistent participation by individuals is needed to build and sustain sociotechnical capital in online CoPs and to enhance development of participants’ teaching attitudes/practices.     

Using electronic communication to bridge the research to practice gap among mentoring professionals

The field of mentoring includes a broad base of stakeholders, such as researchers and practitioners who implement mentoring programs. The research-to-practice gap is an ongoing area of concern in many fields of social science including mentoring. One reason for this is that researchers and practitioners often operate in isolation. Technology is playing an ever-increasing role in the professional lives of practitioners and researchers, therefore, this study explored the engagement of both groups through the YOUTHMENTORING list serve; a resource provided by the University of Illinois-Chicago. Through a comprehensive qualitative study of list serve content, connections, and engagement it was found that the YOUTHMENTORING list serve promoted collaboration among stakeholders. Members found the resource to be valuable to their practice. Implications for the field and future research are discussed.     

EVALUATION OF A TRUANCY DIVERSION PROGRAM AT NINE AT‐RISK MIDDLE SCHOOLS

Many schools are faced with the prospect of soaring absenteeism rates, despite the use of traditional truancy courts and other legal interventions. A recent trend in the literature has been to explore alternative, hybrid, and multidisciplinary approaches to address the underlying obstacles to school attendance. These programs are often integrated into schools to reduce stigma and transportation burdens on families. The present study involved an evaluation of a truancy diversion program in nine at‐risk middle schools in an ethnically diverse sample. Graduates from the program demonstrated significant declines in internalizing and externalizing behavior problems. In addition, participants and their parents expressed high levels of perceived improvement in academic performance. Academic tutoring was found to differentiate program graduates from nongraduates. Results are preliminary but discussed within the context of the role of school attachment in truancy diversion programs.     

Relational Commitment and the Silent Treatment

When upset with a relational partner, intimates often enact the silent treatment, although it can harm their relationships. This study investigates the degree to which relational commitment predicts a person's self-reported use of the silent treatment. Undergraduate daters indicated their relational commitment, their use of the silent treatment when upset with their partner, and what they do if the partner asks if they are upset. Relational commitment was negatively related to using the silent treatment and stonewalling when the partner asked if there was a problem. Relational commitment was only positively related to admitting being upset when the partner asked if there was a problem. Study limitations and future research implications are discussed.     

《我是传奇》中的当家犬(英文)

还记得《我是传奇》里面和威尔·史密斯并肩作战最后英勇献身的狗狗英雄吗?陪伴在英雄的旁边,跟他度过了许多个提心吊胆的日日夜夜,看着它,你会觉得它的眼睛像是会说话一样。如果说《我是传奇》是威尔·史密斯独挑大梁的话,那这只狗狗给电影至少增色一半以上。     

The Relationship Between Maternal Beliefs and Behavior During Shared Reading

The goal of the present study was to increase understanding of the connection between maternal beliefs and behavior during shared reading and to examine the relation of these maternal beliefs to children's reading engagement. The study included survey and observational data from an ethnically diverse sample of 50 mothers and their 5- to 6-year-old children. As predicted, mothers who believed that shared reading should involve learning showed more learning-focused behaviors. Similarly, the belief that reading should be fun predicted more positive interactions. Some relationships between beliefs and behavior were moderated by gender. For girls, higher maternal expectations for children's future reading grades were associated with better scaffolding, but this pattern was not found for boys. There was a positive relationship between mothers' belief that reading should be fun and their sons' engagement. No gender differences were found in maternal expectations and beliefs or in observed maternal learning-focused behaviors or positive support. However, girls were observed to be significantly more engaged during the reading interaction. These results point to the connections between maternal beliefs and behaviors during shared reading, as well as the need to consider child gender in understanding these connections.     

Implementing Education for All—Whose agenda,whose change? The case study of the Ghana National Education Campaign Coalition

With the onset of the Education for All (EFA) agenda in 1990, the international development community has seen new forms of international cooperation forming around the pledge for EFA. This paper analyzes a case study of activities and challenges of a civil society coalition, the Ghana National Education Campaign Coalition (GNECC), in pursuing the goals of Education for All within the national context of Ghana. The key findings of this case study concern the major challenges that GNECC faces as a national education coalition implementing the global agenda of EFA. These challenges include broad goals and objectives, unsustainable funding, and a lack of local participation and ownership of activities. The research concludes that while GNECC has been successful in implementing certain aspects of national and international programming, at the local level it remains woefully behind as a result of inadequate funding of community level activities, poor participation, and external impetus. In essence, GNECC has been operating as a national activity implementing NGO as opposed to a collaborative community coalition aimed at resolving educational issues, leading to the conclusion that an externally initiated coalition is not the most influential tool for achieving progress on international agendas such as EFA.