Preschoolers' Saving Behavior: The Role of Planning and Self-Control

Planning and self-control were examined in relation to preschoolers' (41- to 74-months) saving behavior. Employing a marble run paradigm, 54 children participated in two trials in which they could use their marbles immediately on a less desirable run, or save for a more desirable run. Twenty-nine children received the opportunity to create a budget. On Trial 1, children in the budgeting condition saved significantly more than did children in the control condition, and their planning ability related to saving (after controlling for age and language). Those who consistently budgeted at least one marble for the more desirable run were more likely to save. Control children's performance improved across trials, with no between-condition differences on Trial 2. Self-control was not related to saving.     

Drop Everything and Write (DEAW): an innovative program to improve literacy skills

It is believed that language is an innate ability and, therefore, spoken language is acquired naturally and informally. In contrast, written language is thought to be an invention and, therefore, has to be learned through formal instruction. An alternate view, however, is that spoken language and written language are two forms of manifestations of the same inner language and that under certain circumstances, they both are acquired the same way. Nevertheless, in reality, the motor mechanisms for speech mature earlier than the ones needed for reading and writing, and, therefore, spoken language gains precedence and is acquired earlier than the written language. Based on this rationale, it is hypothesized that if the option to communicate through oral language is restricted, and children are made to communicate only through written language, we can expect written language skill to emerge with greater force. This hypothesis was put to test by conducting a pilot study in which children’s option to communicate with each other in the classroom was limited to written language for brief periods. One group of fourth graders were allowed to communicate with each other for half an hour a day, 4 days a week, for a period of one semester only through written language. No talking was allowed during this period. A comparison group of children were not restricted in this way. We labeled this project “Drop Everything and Write” (DEAW). Both the groups were administered pre- and post-tests of reading and spelling. After one semester of this program, children in the DEAW program achieved significantly higher scores on tests of vocabulary, reading comprehension, and spelling than the comparison group. The DEAW group also improved greatly in written language use. The results are interpreted to support the hypothesis.     

Race,class, and emerging sexuality: teacher perceptions and sexual harassment in schools

Sexual harassment is a highly troubling gendered phenomenon that plagues young women on a daily basis. The way in which sexual harassment is perceived and treated is varied and is largely based on racial and class stereotypes. This paper highlights the findings from a study in which a group of middle and high school teachers were interviewed and their perceptions of sexual harassment on their campuses were discussed. What was revealed throughout this study was the way in which many teachers’ notions of sexuality are conceptualised through their notions of class and race. This paper addresses how such racial and class stereotypes veil the sexual victimisation of many young women.     

Vocational Education and Training: Researching the Relationship between School and Work

Researchers and policy makers agree that the relation between school and work is an important characteristic of vocational education and training (VET) and needs attention. The relation itself poses several challenges for research to be successful and useful for policy makers. In this article, we outline these challenges and answer the following question: What needs to be considered when researching the relation between school and work? Our central claim is that research on the relation between school and work needs to (1) take into account contextual conditions of the VET system, including identifying the central actors and their responsibilities within a VET system, (2) take into account the characteristics of VET itself, (3) define the quality of the relation between school and work (depending on the context, characteristics of the VET system and VET itself), and (4) be consistent with respect to chosen research aims and paradigms. To illustrate how these aspects can be taken into account an example of empirical research conducted in the German dual apprenticeship system is described. The readers are provided with guidelines for researchers and policy makers to carry out high quality research on the relation between school and work in VET systems that enables policy makers to make use of the results to improve the relation between school and work in VET systems.     

Analysing student written solutions to investigate if problem-solving processes are evident throughout

An interdisciplinary science course has been implemented at a university with the intention of providing students the opportunity to develop a range of key skills in relation to: real-world connections of science, problem-solving, information and communications technology use and team while linking subject knowledge in each of the science disciplines. One of the problems used in this interdisciplinary course has been selected to evaluate if it affords students the opportunity to explicitly display problem-solving processes. While the benefits of implementing problem-based learning have been well reported, far less research has been devoted to methods of assessing student problem-solving solutions. A problem-solving theoretical framework was used as a tool to assess student written solutions to indicate if problem-solving processes were present. In two academic years, student problem-solving processes were satisfactory for exploring and understanding, representing and formulating, and planning and executing, indicating that student collaboration on problems is a good initiator of developing these processes. In both academic years, students displayed poor monitoring and reflecting (MR) processes at the intermediate level. A key impact of evaluating student work in this way is that it facilitated meaningful feedback about the students’ problem-solving process rather than solely assessing the correctness of problem solutions.     

Addressing students’ emotional needs during the COVID-19 pandemic: a perspective on text versus video feedback in online environments

This paper reflects on the findings of Borup et al. (Educ Technol Res Dev 63:161–184, 2015) regarding the efficiency and affect of text and video feedback in the context of the rapid shift to online education due to the COVID-19 pandemic. Based on reports of diminished mental wellness, increased depression, and anxiety among learners and instructors, this paper offers ideas on how to apply the findings from Borup et al. (Educ Technol Res Dev 63:161–184, 2015) from a combination of practice, research, design, and inclusion perspectives to ensure emotional support, mental wellness, and social presence during times of crisis, even at the expense of efficiency of instruction.

     

Adults matter: Protecting children from the negative impacts of bullying

This study examines the degree to which support from parents and teachers buffers the level of depression for four groups of children involved in bullying (victim, bully, bully‐victims, or not involved children). Nine hundred and seventy‐seven 5th‐, 9th‐, and 11th‐grade students in the rural South completed questionnaires on bullying, social support, and depression. Children who were not involved in bullying reported less depression and more social support than children involved in bullying, and bully‐victims were the most at‐risk group. Furthermore, results indicate that in all four bully status groups, children reported fewer symptoms of depression when support from parents was high compared to when it was low. For all groups except victims, when parental support was low, support from teachers was associated with fewer symptoms of depression. When parental support was high, the impact of support from the teacher was not significant. © 2009 Wiley Periodicals, Inc.     

CONSER: The Very Model of a Modern Cooperative Program

Abstract

The CONSER Program is the oldest component of the Program for Cooperative Cataloging (PCC) and many elements that made CONSER a success were adopted by the PCC over the past twenty-five years. This article describes how CONSER’s evolution over the years in the areas of membership, leadership, standards, training and documentation influenced the development of the PCC.