Challenges presented to personal theories,beliefs and practices of play in Abu Dhabi kindergartens: the English Medium teacher perspective

Abu Dhabi Education Council’s new school model recognizes the value of play, although anecdotal evidence suggests that there are challenges to play in the preschool context. This article reports on challenges from the English Medium teacher perspective. Findings show that challenges are related to: (a) children meeting teacher expectations for play which may be limited by: real-life exposure, the nanny’s role, a desert climate for outdoor play, overuse of technology; and English as an additional language; (b) acquiring adequate resources for play, including open-access to Internet sites, meaning teachers have to use their own money to provide resources for play; (c) establishing boundaries and managing behaviour, especially for boys; (d) working with conflicting time pressures caused by academic performance benchmarking, accountability and workload; and (e) working with diversity, including meeting parental expectations, collaborating with colleagues and understanding the cultural and linguistic background of children. Recommendations to lessen the challenges of nurturing appropriate play experiences are made within the context of the findings.     

Investigation of science faculty with education specialties within the largest university system in the United States

Efforts to improve science education include university science departments hiring Science Faculty with Education Specialties (SFES), scientists who take on specialized roles in science education within their discipline. Although these positions have existed for decades and may be growing more common, few reports have investigated the SFES approach to improving science education. We present comprehensive data on the SFES in the California State University (CSU) system, the largest university system in the United States. We found that CSU SFES were engaged in three key arenas including K-12 science education, undergraduate science education, and discipline-based science education research. As such, CSU SFES appeared to be well-positioned to have an impact on science education from within science departments. However, there appeared to be a lack of clarity and agreement about the purpose of these SFES positions. In addition, formal training in science education among CSU SFES was limited. Although over 75% of CSU SFES were fulfilled by their teaching, scholarship, and service, our results revealed that almost 40% of CSU SFES were seriously considering leaving their positions. Our data suggest that science departments would likely benefit from explicit discussions about the role of SFES and strategies for supporting their professional activities.     

The role of first-year seminars and first-year college achievement for undeclared students

Higher Education - It is commonly stated in both literature and news outlets that undergraduate college students, who are undeclared (i.e., have not declared a major), are at a higher risk of...     

Attuning to In-the-Red Frequencies with/in Readers Workshop

In this article, we ‘think with’ the theoretical concepts of flow, rupture, layering, and sampling to affectively attune to ‘in-the-red frequencies’ flowing across/with-in a New York City primary classroom—that is, alternative sonic frequencies that trouble and refuse hegemonic literacy practices. These hip-hop concepts theorise affect in relation to Black intellectual frameworks for moving, feeling, and sounding. Such frameworks honour philosophical practices emerging from Black people's lived experiences—practices that, historically, have been perceptually coded out of legibility by white supremacist institutions. Ultimately, we argue that thinking with flow↔rupture↔layering↔sampling enables more equitable practices that push literacies ‘into the red,’ namely, by respecting multiple perspectives, histories, and truths; accounting for power, privilege, positioning, and complicity; and highlighting ‘otherwise’ social worlds not predicated on hegemonic whiteness, anti-blackness, and socio-political violence.     

Bridging the gap between observation protocols and formative feedback

In this study, we sought to identify how feedback about classroom observations affected novice university mathematics instructors’ (UMIs) teaching practices. Specifically, we examined how a Red–Yellow–Green feedback system (RYG feedback) affected graduate student instructor (GSI) scores on an observation protocol (GSIOP). The protocol was developed specifically for this population, and both the GSIOP and RYG feedback were used within a peer mentoring program for GSIs, wherein novice GSIs were mentored by more experienced GSIs. Mentors observed novices’ classrooms using the GSIOP and provided RYG feedback as part of observation–feedback cycles. We analyzed 100 sets of scores, each collected over the course of a semester containing on average three observation–feedback cycles. Analyzing the semester-long datasets longitudinally provided insight into what types of feedback informed and influenced observed teaching. After qualitatively coding the feedback provided to the GSIs by their mentors along multiple dimensions, we found certain forms of feedback were more influential for observable changes in GSIs’ teaching. For example, pedagogical feedback that included contextualization (context and focal events) demonstrated a more positive change in GSIOP score than feedback that lacked contextualization. Our results suggest that contextual formative feedback has a positive change to student-focused and teacher-focused observations.

     

Family Context,Mexican‐Origin Adolescent Mothers' Parenting Knowledge,and Children's Subsequent Developmental Outcomes

This study examined parenting knowledge among Mexican‐origin adolescent mothers (N = 191; M_age = 16.26 years), family contextual factors associated with adolescents' parenting knowledge, and toddlers' (M_age = 2.01 years) subsequent developmental outcomes. Data came from home interviews and direct child assessments. Adolescents both underestimated and overestimated children's developmental timing, and showed differences in their knowledge of specific developmental domains. Instrumental support from mother figures was positively linked to adolescents' knowledge accuracy, whereas emotional support was negatively related to adolescents' knowledge confidence. Furthermore, whereas mother figures' autonomy granting was positively linked to knowledge confidence, psychological control was associated with less accurate adolescent parenting knowledge. Toddlers of adolescents with more accurate knowledge showed positive developmental functioning. Intervention implications are discussed.     

HOW HOMES INFLUENCE SCHOOLS: EARLY PARENTING PREDICTS AFRICAN AMERICAN CHILDREN'S CLASSROOM SOCIAL–EMOTIONAL FUNCTIONING

Data from the Early Childhood Longitudinal Study, Kindergarten Cohort were used to examine the extent to which early parenting predicted African American children's kindergarten social–emotional functioning. Teachers rated children's classroom social–emotional functioning in four areas (i.e., approaches to learning, self‐control, interpersonal skills, and externalizing behaviors). Mothers completed self‐report questionnaires assessing their home‐based parenting practices (i.e., warmth and home learning stimulation). Hierarchical regression analyses revealed that mothers who engaged in more frequent home learning stimulation (e.g., shared book reading) had children with more positive teacher ratings of approaches to learning, self‐control, interpersonal skills, and fewer externalizing behaviors. Notably, demographic characteristics also contributed to children's social–emotional functioning. Specifically, African American girls from more affluent, two‐parent homes with highly educated mothers had the most positive ratings of classroom social–emotional functioning across all four dimensions.     

Teaching Quality Control with Chocolate Chip Cookies

Chocolate chip cookies are used to illustrate the importance and effectiveness of control charts in Statistical Process Control. By counting the number of chocolate chips, creating the spreadsheet, calculating the control limits and graphing the control charts, the student becomes actively engaged in the learning process. In addition, examining and interpreting the control charts within the context of the cooking making process encourage the student to think critically in order to solve problems.     

Adolescent risk factors for child maltreatment

We investigate adolescent risk factors, measured at both early and late adolescence, for involvement in child maltreatment during adulthood. Comprehensive assessments of risk factors for maltreatment that use representative samples with longitudinal data are scarce and can inform multilevel prevention. We use data from the Rochester Youth Development Study, a longitudinal study begun in 1988 with a sample of 1,000 seventh and eighth graders. Participants have been interviewed 14 times and, at the last assessment (age 31), 80% were retained. Risk factors represent 10 developmental domains: area characteristics, family background/structure, parent stressors, exposure to family violence, parent–child relationships, education, peer relationships, adolescent stressors, antisocial behaviors, and precocious transitions to adulthood. Maltreatment is measured by substantiated reports from Child Protective Services records. Many individual risk factors (20 at early adolescence and 14 at later adolescence) are significantly, albeit moderately, predictive of maltreatment. Several developmental domains stand out, including family background/structure, education, antisocial behaviors, and precocious transitions. In addition, there is a pronounced impact of cumulative risk on the likelihood of maltreatment. For example, only 3% of the youth with no risk domains in their background at early adolescence were involved in later maltreatment, but for those with risk in 9 developmental domains the rate was 45%. Prevention programs targeting youth at high risk for engaging in maltreatment should begin during early adolescence when risk factors are already at play. These programs need to be comprehensive, capable of addressing the multiple and interwoven nature of risk that is associated with maltreatment.