Improving the effectiveness of feedback by use of assessed reflections and withholding of grades

We wished to improve levels of student engagement with feedback within the context of our postgraduate masters-level programme, and therefore evaluated the use of two interventions: assessed reflections on feedback and grade-withholding. In questionnaires students reported more engagement with feedback after the interventions, with 77% in favour of using reflections, though only 57% favoured grade-withholding, with feelings of frustration and anxiety about the grade cited as factors. Overall class grades improved over the two years in which reflections were used, with the greatest gains made by students generating the most insightful reflections. Additional gains in the second year of intervention may have been attributable to improved implementation or the introduction of grade-withholding, or a combination of both. Overall we demonstrated clear improvement in feedback utilisation and achievement associated with our interventions.     

A global collage of impressions: Preschools abroad

“What do you think of European preschools?” “Do they have good schools in Yemen?” “What are Chinese child care centers like?” I am always taken aback when asked such questions. Of course, I'm always taken aback when someone asks what I think of kindergarten education in the United States; I never know how to answer that either. Does the question refer to kindergarten classes in the school near my home? Or kindergartens across the United States? Even if the inquirer expected an answer based on the schools which I visit regularly to supervise student teachers I would have to give a general statement, followed by some qualifying statements related to different teachers, different schools, and different school districts — all withinone county! The old adage that “All generalizations are dangerous, including this one” always comes to mind.     

Transition to Kindergarten: Family Experiences and Involvement

The transition to kindergarten is an important developmental milestone for young children, their families, and teachers. Preparing students for successful kindergarten transition has been identified as a national priority, yet the degree to which parents are involved in kindergarten preparation is rarely considered. This study investigated the family experiences and involvement in kindergarten transition in 132 families whose children had completed early education programs and were beginning kindergarten. Results suggest that the majority of families wanted more involvement in the transition to kindergarten planning and wanted information about kindergarten readiness, including academic and behavioral expectations. The top concerns expressed by families were attending a new school and difficulties with following directions or other behavior problems. Families with fewer financial resources reported less involvement in transition activities than families with more resources. Implications for early childhood education are discussed, in light of the growing emphasis on parent involvement and kindergarten readiness. The present work was supported, in part, by a Science of Learning Center Catalyst grant (0350341) from the National Science Foundation awarded to the second and third authors.     

对弗洛伊德理论的挑战:临床心理学的新分类

传统的临床心理分类主要有两种:心理障碍类和精神病类。而新的分类,即大脑功能障碍及生理异常、心理能量及行为异常,心理特质与个性异常、生命历程与生活经历异常等4类,更能有效地诊断与治疗心理临床症状。     

Assessing Noncognitive Aspects of School Readiness: The Predictive Validity of Brief Teacher Rating Scales of Social–Emotional Competence and Approaches to Learning

Research Findings: Head Start teachers completed brief rating scales measuring the social–emotional competence and approaches to learning of preschool children (total N = 164; 14% Hispanic American, 30% African American, 56% Caucasian; 56% girls). Head Start lead and assistant teacher ratings on both scales demonstrated strong internal consistency and moderate interrater reliability. When examined longitudinally, preschool teacher–rated approaches to learning made unique contributions to the prediction of kindergarten and 1st-grade academic outcomes, need for supplemental services, and grade retention, even after we accounted for preschool academic skills. In contrast, preschool teacher–rated social–emotional competence made unique contributions to the prediction of reduced behavior problems and peer difficulties in kindergarten and 1st grade. Practice or Policy: The findings demonstrate that preschool teachers are able to provide distinct and reliable ratings of child social–emotional competence and approaches to learning using brief rating scales, with validity for predicting elementary school adjustment.     

A mindfulness parent well-being course: evaluation of outcomes for parents of children with autism and related disabilities recruited through special schools

Parents of children with intellectual disabilities and/or autism have been shown to experience higher levels of distress than other parents. Despite such data having been available for several decades, the evidence base for psychological interventions to support parental well-being is small. Recent data suggest that both mindfulness and acceptance processes are associated with decreased psychological distress for parents of children with intellectual disability and/or autism. In addition, some controlled evaluations of mindfulness-based interventions for these parents have resulted in positive outcomes for mothers in particular. In the present study 18 mothers and 3 fathers were recruited via special schools who then attended a Mindfulness Based Well-Being for Parents (MBW-P) group over eight weeks. Parents completed questionnaire measures before and at the end of the course. Statistical analysis showed significant reported increases in mindfulness and self-compassion, and reduced general stress. Parents also reported reductions in anxiety and depression, although these changes were not statistically significant. No significant reductions in their child’s behaviour problems or increases in the child’s prosocial behaviour were found. Parents also reported high levels of satisfaction with the course. These preliminary data suggest that further research studies testing the effectiveness of the MBW-P course are warranted.     

Development,content validity and test-retest reliability of the Lifelong Physical Activity Skills Battery in adolescents

Numerous skill batteries assess fundamental motor skill (e.g., kick, hop) competence. Few skill batteries examine lifelong physical activity skill competence (e.g., resistance training). This study aimed to develop and assess the content validity, test-retest and inter-rater reliability of the “Lifelong Physical Activity Skills Battery”. Development of the skill battery occurred in three stages: i) systematic reviews of lifelong physical activity participation rates and existing motor skill assessment tools, ii) practitioner consultation and iii) research expert consultation. The final battery included eight skills: grapevine, golf swing, jog, push-up, squat, tennis forehand, upward dog and warrior I. Adolescents (28 boys, 29 girls; M = 15.8 years, SD = 0.4 years) completed the Lifelong Physical Activity Skills Battery on two occasions two weeks apart. The skill battery was highly reliable (ICC = 0.84, 95% CI = 0.72–0.90) with individual skill reliability scores ranging from moderate (warrior I; ICC = 0.56) to high (tennis forehand; ICC = 0.82). Typical error (4.0; 95% CI 3.4–5.0) and proportional bias (r = ?0.21, p = .323) were low. This study has provided preliminary evidence for the content validity and reliability of the Lifelong Physical Activity Skills Battery in an adolescent population.     

Character,Social–Emotional,and Academic Outcomes Among Underachieving Elementary School Students

Students with persistent disruptive behavior problems lose valuable time in academic lessons, are a distraction for classmates, and cause stress for teachers. Recent meta-analyses indicate that 87% to 92% of published studies on school-based interventions targeting student problem behaviors report results from demonstration projects (involving highly trained staff under ideal circumstances) rather than routine practice programs. This study investigates the routine use of a schoolwide classroom management program and its relationship to elementary students’ social and academic outcomes. Three years after training in the classroom management program, 56 second-, third-, and fourth-grade teachers in an urban school district were assessed for fidelity to the program. Program fidelity was determined via direct observation in the classroom and validated by teacher self-ratings of fidelity and administrator ratings of teacher fidelity. Dependent variables included student engagement during academic lessons, out-of-school suspension rates, and report card grades. Results indicated that high program fidelity was significantly related to greater academic engagement and fewer suspensions, but not higher report card grades. This study adds to the scant literature on implementation fidelity of routine programs with high-risk populations.