Early non-parental care and toddler behaviour problems: Links with temperamental negative affectivity and inhibitory control

This longitudinal study examined the link between multiple aspects of early non-parental care and internalizing and externalizing behaviour at 30 months of age. We also examined whether this link was mediated by children's inhibitory control and moderated by early temperamental negative affectivity. Participants were 193 mothers and their infants (91 girls; 79 firstborn). Negative affectivity was measured with a temperament questionnaire at 3 months of age. Information on non-parental care (i.e. centre-based care, number of hours, number of concurrent arrangements, long-term instability of care and age of entry) was obtained through monthly maternal interviews across the first year of life. At 30 months of age, toddlers’ inhibitory control was measured with observational tasks, and behaviour problem questionnaires were completed by the mothers and the caregivers. The mediation model was not supported. Greater observed inhibitory control, however, was related to less caregiver-reported internalizing and externalizing behaviour. Furthermore, negative affectivity moderated the effect of early non-parental care on behaviour problems. Non-parental care was unrelated to behaviour problems in toddlers who displayed low or mean levels of negative affectivity as infants. For infants high in negativity, however, centre-based care was associated with higher mother-rated internalizing and externalizing problems. In sum, the link between aspects of non-parental care during the first year of life and toddlers’ behaviour problems was not mediated through inhibitory control. Instead, inhibitory control and non-parental care, in conjunction with negative affectivity, appear to be two independent predictors of toddlers’ internalizing and externalizing behaviour.     

A Case of Inconsistent Equatings: How the Man With Four Watches Decides What Time It Is

A simultaneous equating of four new test forms to each other and to one previous form was accomplished through a complex design incorporating seven separate equating links. Each new form was linked to the reference form by four different paths, and each path produced a different score conversion. The procedure used to resolve these inconsistencies was applied separately at each score level. Considering each equating (at a given score level) as a simple additive increment and imposing constraints on those increments led to a system of seven equations in seven unknowns. The solution produced a set of adjusted increments, so that the linking of any new form to the reference form was the same by all four possible paths.     

Student‐teachers’ conceptions of science,teaching and learning: a case study in preservice science education

The resort to experiment is considered to be essential for teaching physics. But it often consists of an inductivist method where students are supposed to be able to find physical laws by observing phenomena. In fact it is not as easy for the students as it is for the physicist. We propose and test another way. When studying a new phenomenon, an initial discussion is performed between students in the class. They can propose various (eventually contradictory) explanatory models. Experiments are then used to make a choice between these models. Sequences in class situation are described, with learning behaviour and results reported for pupils in French schools (grades 6 and 8, 11‐14‐year olds).     

Knowledge about the Greenhouse Effect and the Effects of the Ozone Layer among Norwegian Pupils Finishing Compulsory Education in 1989, 1993, and 2005—What Now?

The greenhouse effect and the effects of the ozone layer have been in the media and public focus for more than two decades. During the same period, Norwegian compulsory schools have had four national curricula. The two last‐mentioned prescribe explicitly the two topics. Media and public discourse might have been sources of information causing informal learning among pupils. The point of departure for this questionnaire‐based examination of the development of pupils’ knowledge about the greenhouse effect and the effects of the ozone layer from 1989 to 2005 is the changing curricula and formal and informal learning. In 2005 the trends seem to be that more pupils confuse the greenhouse effect with the effects of the ozone layer. At the same time, specific knowledge about the greenhouse effect is improving. This article will discuss some possible causes for these trends, and give some recommendations for teaching the topics in accordance with the last national curriculum implemented in 2006.     

On the utility of Asian critical (AsianCrit) theory in the field of education

Abstract

Despite the powerful influence of race and racism on the experiences and outcomes of Asian Americans in US education, coherent conceptual frameworks specifically focused on delineating how White supremacy shapes the lives of this population are difficult to find. The AsianCrit framework, grounded in Critical Race Theory (CRT) and the experiences and voices of Asian Americans, can begin filling this gap. In this article, we review an AsianCrit framework and examine Asian American issues in education through seven AsianCrit tenets to demonstrate their utility in the analysis of and advocacy for Asian Americans in U.S. education. We end by discussing implications of how AsianCrit can provide a framework to guide future research, policy and practice, as well as a foundation for discourse around the racialized experiences of Asians Americans and other racially marginalized groups in education.     

Moving out of conflict into reconciliation – Bildung through philosophical dialogue in intercultural and interreligious education

The empirical basis of this article is the reconciliation process in a destructive conflict between students of different cultural and religious backgrounds in upper secondary education in Norway. The Dialogos approach to dialogical philosophizing was tried out through an action research process in order to bring about reconciliation, letting the students explore existential, ethical, religious and emotional topics together. The empirical reconciliation process is discussed in relation to elements of the philosophical concept Bildung, aiming at answering the following overarching questions: how did the movement from conflict to reconciliation come about through the action research process; to what extent might the Reconciliation Project be understood as a process of Bildung towards human maturity and wisdom; and how might philosophical dialogues become an institutionalized part of interreligious and intercultural education?     

Ad libitum fluid intakes and thermoregulatory responses of female distance runners in three environments

Ad libitum fluid intakes and thermoregulatory responses were compared in eight female marathon runners during a 30 km treadmill run at individual best marathon race pace (range = 2.45-4.07 m·s -1 ) under three wet bulb globe temperature conditions (25°C, 17°C and 12°C, corresponding to hot, moderate and cool conditions, respectively). Rectal temperature, mean skin temperature and heart rate were recorded at 10 min intervals and expired air was collected every 5 km during exercise. Simulated water stations were also provided at 5 km intervals with voluntary fluid intake being recorded. Blood was drawn before and after exercise for the determination of plasma volume changes and osmolarity. Ad libitum fluid intakes in the hot trial (0.70 - 0.31 l·h -1 ; mean - s) were greater (P? 0.05) than in the cool (0.47 - 0.13 l·h -1 ) but not the moderate (0.54 - 0.26 l·h -1 ) trial. Each volume replaced 63%, 68% and 73% of total sweat losses in each condition, respectively, and kept dehydration below ~3% of body mass. After the initial 30 min of exercise, rectal temperature was maintained well below 39°C for >2 h of continuous running. The results demonstrate that the thermoregulatory responses of female distance runners to exercise in variable, but compensable, weather conditions is well maintained when ad libitum fluid intakes replace approximately 60-70% of sweat losses.