Presuming Competence

This study discusses my attempt to improve educational experiences of fifth-grade students living in public housing. The context of a social justice-oriented classroom is revealed through reconstruction of my thought processes while teaching and learning with students. The narrative portrayal that emerges demonstrates the impact our theorizing together had on our growth, outlook, and learning in an effort to make substantive change in the community. Although this curriculum was not explicitly grounded in a service-learning framework, the processes, activities, and results of the classroom typify the potential and possibilities of a justice- and service-oriented elementary classroom. Reflections of classroom occurrences and struggles I engaged in privately and with students are conveyed through vignettes of the change-focused, integrated curriculum based on students' priority concerns—particularly the attempt to replace their dilapidated school. The role of theorizing with students and curriculum realizing democratic principles in a poor neighborhood is depicted.     

White children's empathy-related responding and prosocial behavior toward White and Black children

Relations among White (non-Latinx) children's empathy-related responding, prosocial behaviors, and racial attitudes toward White and Black peers were examined. In 2017, 190 (54% boys) White 5- to 9-year-old children (M = 7.09 years, SD = 0.94) watched a series of videos that depicted social rejection of either a White or Black child. Empathy-related responses, prosocial behaviors, and racial attitudes were measured using multiple methods. Results showed that younger children showed less facial concern toward Black than White peers and greater increases with age in concern and prosocial behaviors (sharing a desirable prize) for Black, compared to White, targets. Children's facial anger increased with age for White but not Black targets. The findings can extend our understanding children's anti-racism development.     

Are professional young rugby league players eating enough? Energy intake,expenditure and balance during a pre-season

Abstract

Due to the unique energetic demands of professional young collision sport athletes, accurate assessment of energy balance is required. Consequently, this is the first study to simultaneously investigate the energy intake, expenditure and balance of professional young rugby league players across a pre-season period. The total energy expenditure of six professional young male rugby league players was measured via doubly labelled water over a fourteen-day assessment period. Resting metabolic rate was measured and physical activity level calculated. Dietary intake was reported via Snap-N-Send over a non-consecutive ten-day assessment period, alongside changes in fasted body mass and hydration status. Accordingly, energy balance was inferred. The mean (standard deviation) difference between total energy intake (16.73 (1.32) MJ^.day^?1) and total energy expenditure (18.36 (3.05) MJ^.day^?1) measured over the non-consecutive ten-day period was unclear (?1.63 (1.73) MJ^.day^?1; ES?=?0.91?±?1.28; p?=?0.221). This corresponded in a most likely trivial decrease in body mass (?0.65 (0.78) kg; ES?=?0.04?±?0.03; p?=?0.097). Resting metabolic rate and physical activity level across the fourteen-day pre-season period was 11.20 (2.16) MJ^.day^?1 and 1.7 (0.2), respectively. For the first time, this study utilises gold standard assessment techniques to elucidate the distinctly large energy expenditures of professional young rugby league players across a pre-season period, emphasising a requirement for equally large energy intakes to achieve targeted body mass and composition adaptations. Accordingly, it is imperative that practitioners regularly assess the energy balance of professional young collision-sport athletes to ensure their unique energetic requirements are achieved.     

Social inequalities in body weight and physical activity: exploring the role of fitness centers

Fitness centers are a viable option for physical activity, particularly in climates with significant weather variation. Due to variation in economic and social expressions ofexclusivity, fitness centers may have some relation to social inequalities in physical inactivity and related health outcomes; thus, our objective was to explore this relation. Using publicly available data and guided by Bourdieu's theory of habitus, we classified fitness centers in Calgary, Canada, on three dimensions of exclusivity (economic, social, and appearance). We found that, although some highly exclusive centers exist, most demonstrated low exclusivity based on our dimensions. An overall contribution of centers to inequalities appears to be limited; however, caution is warranted in light of cutbacks to municipal budgets that can have an impact on publicly funded facilities.     

Developing relationships, being cool, and not looking like a loser: social goal orientation predicts children's responses to peer aggression

This research explored the contribution of social goal orientation, specifically, development (improving social skills and relationships), demonstration-approach (gaining positive judgments), and demonstration-avoidance (minimizing negative judgments). Children (N = 373; M age = 7.97, SD = .34) were followed from 2nd to 3rd grades. Validity of the social goal orientation construct was established through correlations with situation-specific goals and social adjustment. Development goals predicted adaptive responses (more effortful engagement, problem solving, advice seeking; fewer involuntary responses); demonstration goals predicted maladaptive responses (less effortful engagement, problem solving; more disengagement, retaliation). This study contributes to theoretical understanding of the process of peer aggression and interventions to promote optimal social health.     

School psychologists’ interprofessional collaboration with medical providers: An initial examination of training,preparedness, and current practices

Research has pointed to the importance of interprofessional collaboration (IPC) between school psychologists and medical providers in the provision of quality mental health care for youth with chronic health conditions. However, little is known about current IPC practices among school psychologists. This study examined school psychology trainees’ and professionals’ perceptions of training, preparedness, and current practices related to IPC with medical providers. Survey results indicated that participants (N = 317) endorse relatively low levels of training and preparedness and limited practice of IPC with medical providers. Additionally, results indicated that perceptions of training and preparedness were associated with current practices in IPC with medical providers. Findings demonstrated the impact of training and preparedness on subsequent engagement in IPC and have implications for the future training of school psychologists as they seek to address the needs of youth with chronic health conditions.     

The Reciprocal Relations Between Female and Male Play Partners and Aggression in Early Childhood

This study examined the relations between male and female play partners (PP) and relational (RA) and physical (PA) aggression in an early childhood short-term longitudinal study (N = 164, M_age = 47.11 months, SD = 7.37 months). A cross-lagged path analysis was used to examine these relations from Time 1 (T1) to Time 2 (T2), 4 months after T1, and a multiple group analysis was tested across gender. Results showed that T1 male PP predicted an increase in PA, T1 RA predicted an increase in female PP, and T1 PA predicted a decrease in female PP. One path was not equivalent across gender. A post hoc interaction between male and female PP at T1 on future RA was evaluated.     

Preservice Teachers’ Participation and Perceptions of Twitter Live Chats as Personal Learning Networks

This study presents two cases in which undergraduates were introduced to Twitter in their teacher preparation program as a means of developing a personal learning network. Twitter live chats are synchronous discussions that allow education stakeholders to discuss issues and share resources, engaging on potentially a global scale via the social networking platform. This study examines how students participated in these live chats, perceived benefits and challenges and how prior experience and preconceived perceptions of Twitter influenced the live chat experience and intentions for continued participation. Pre-activity reflections, student tweets and post-activity reflections were analyzed both qualitatively and quantitatively. While familiarity with Twitter varied, no participants had previously participated in a professional Twitter live chat; the majority of participants indicated a positive perception and intensions to continue participating in Twitter live chats. Plans for introducing, scaffolding and reflecting on initial Twitter live chat experiences are detailed and considerations and implications are discussed.