Beating the Odds: A Longitudinal Investigation of Low-Income Dual-Language and Monolingual Children's English Language and Literacy Performance

Research Findings: The current study reports on the results of a longitudinal investigation of the language and early literacy development of a sample of dual-language learners (DLLs) and monolingual English speakers from low-income families who received an Early Reading First intervention during their Head Start preschool year. A total of 62 children who entered and remained in the same school district were followed from kindergarten through 2nd grade. The results indicate that both the DLLs and monolingual English speakers in the study showed similar developmental trajectories on receptive vocabulary, story recall, decoding, and letter and word identification from preschool through the 2nd grade. Furthermore, at the end of 2nd grade, the 2 groups' vocabulary, story recall, reading fluency, decoding, and letter and word identification performances were similar and within the normal range for children their age. Practice or Policy: The study's findings suggest that a strong preschool language and literacy program can reduce the English language gap between DLLs and monolingual English speakers from low-income families.     

Prevalence of shoulder pain in Swedish flatwater kayakers and its relation to range of motion and scapula stability of the shoulder joint

Few studies have investigated the incidence of injuries in kayakers. The aim was to study the prevalence of shoulder pain in competitive flatwater kayakers and to evaluate any differences in range of motion or scapula stability of the shoulder joint among kayakers with or without the history of shoulder pain. Thirty-one kayakers were participated in the study, and a questionnaire including background data was used. Shoulder range of motion was measured with a goniometer, and the participants were observed for scapula dyskinesis in flexion and abduction. Of the participating kayakers, 54.8% (n = 17) had experienced shoulder pain. Kayakers who had experienced shoulder pain showed a significantly lower degree of internal rotational range of motion versus kayakers with no reported shoulder pain, with a mean degree of internal rotation in the right shoulder 49.3 vs 60.0 (P = 0.017) and the left shoulder 51.9 vs 66.0 (P = 0.000). Kayakers who had experienced shoulder pain were also observed with a scapular dyskinesis (n = 15 of 17 kayakers) to a significantly higher degree (P = 0.001) than kayakers with no reported shoulder pain. Findings suggest that screening for scapular dyskinesis and testing for rotational range of motion in the shoulder joint is essential in order to treat and maybe prevent shoulder pain in kayakers.     

A study of some frameworks used by pupils aged 11 to 13 years in the interpretation of air pressure

Summaries

English

When children interpret experiments concerning the physical properties of gases, they generally use frameworks from the field of mechanics. In reality, these experiments give them the opportunity of expressing relationships between movement, equilibrium and mechanical dimensions, such as forces.

In their experimental interpretations, children aged 11 to 13 years emphasize in most cases those stages of an experiment which involve movement: movement as a cause of pressure change of a gas, and movement as the effect of this pressure change. This leads them to express frameworks which have been similarly observed by Piaget and other authors. For example, movement of air in one direction is thought to cause or to be caused by a specific force in one direction; similarly, the state of equilibrium and thus the immobility at the end of the experiment, are characterized by an absence of forces.

The interpretations of several experiments relating to air pressure are analysed using the commentaries of children aged 11 to 13 in class and interviews carried out with children of the same age.     

A psychometric evaluation of the anatomy learning experiences questionnaire and correlations with learning outcomes

The Anatomy Learning Experiences Questionnaire (ALEQ) was designed by Smith and Mathias to explore students' perceptions and experiences of learning anatomy. In this study, the psychometric properties of a slightly altered 34‐item ALEQ (ALEQ‐34) were evaluated, and correlations with learning outcomes investigated, by surveying first‐ and second‐year undergraduate medical students; 181 usable responses were obtained (75% response rate). Psychometric analysis demonstrated overall good reliability (Cronbach's alpha of 0.85). Exploratory factor analysis yielded a 27‐item, three‐factor solution (ALEQ‐27, Cronbach's alpha of 0.86), described as: (Factor 1) (Reversed) challenges in learning anatomy, (Factor 2) Applications and importance of anatomy, and (Factor 3) Learning in the dissection laboratory. Second‐year students had somewhat greater challenges and less positive attitudes in learning anatomy than first‐year students. Females reported slightly greater challenges and less confidence in learning anatomy than males. Total scores on summative gross anatomy examination questions correlated with ALEQ‐27, Pearson's r = 0.222 and 0.271, in years 1 and 2, respectively, and with Factor 1, r = 0.479 and 0.317 (all statistically significant). Factor 1 also had similar correlations across different question types (multiple choice; short answer or essay; cadaveric; and anatomical models, bones, or radiological images). In a retrospective analysis, Factor 1 predicted poor end‐of‐semester anatomy examination results in year 1 with a sensitivity of 88% and positive predictive value of 33%. Further development of ALEQ‐27 may enable deeper understanding of students' learning of anatomy, and its ten‐item Factor 1 may be a useful screening tool to identify at‐risk students. Anat Sci Educ 10: 514–527. © 2017 American Association of Anatomists.     

Responsibilities,preparedness, and job satisfaction of paraprofessionals: working with young children with disabilities

To support teachers with their classroom responsibilities, schools have increasingly turned to paraprofessionals for assistance, with the largest numbers of paraprofessionals employed in the field of special education. Owing to this important role that paraprofessionals now perform in the education of children with disabilities in the USA, we set out to investigate the responsibilities that paraprofessionals working with young children with disabilities had. We were also interested in identifying how paraprofessionals and the teachers with whom they work alongside perceived the paraprofessionals' level of preparedness for their roles and their job satisfaction. Fifty‐two paraprofessionals and 59 teachers of young children with disabilities participated in the study. Overall, both paraprofessionals and teachers indicated that paraprofessionals were generally well prepared for activities they frequently engaged in and both viewed themselves as collaborative members of an educational team.     

Effects of nonmaternal care in the first 3 years on children's academic skills and behavioral functioning in childhood and early adolescence: a sibling comparison study

Nonmaternal care of infant children is increasingly common, but there is disagreement as to whether it is harmful for children. Using data from 9,185 children (5 years and older) who participated in the Children of the National Longitudinal Survey of Youth, the current study compared 2 groups: those for whom nonmaternal care was initiated in the first 3 years and those for whom it was not. Between-family comparisons showed that early nonmaternal care was associated with higher achievement and lower behavior problem scores in childhood and adolescence. However, within-family comparisons failed to detect differences between siblings who had different early nonmaternal care experiences. The study concludes that the timing of entry to nonmaternal care in the first 3 years has neither positive nor negative effects on children's outcomes.     

Community-driven informal adult environmental learning: Using theory as a lens to identify steps toward concientización

Abstract

This article examines community-driven adult environmental learning in a volunteer watershed stewards program. We look for evidence of elements that portray steps toward “concientización”—the process of individuals and communities directing their own learning in nonhierarchical ways. Leveraging two theories from the learning sciences and community development research, affinity spaces and the Asset-Based Community Development model, we trace participants’ development toward concientización. Data collected through interviews with watershed stewards speaks to parts of these theories that in turn signal elements of concientización. Our findings point to the importance of providing communities with support that is flexible and easy to use for identifying and leveraging the resources in their community. We call for a new framework to understand how to help learners access community-driven environmental learning experiences and supporting resources at opportune times.     

Why Go to a Counsellor? Attitudes to, and Knowledge of Counselling in Australia, 2002

Knowledge about, and attitudes to counselling and counsellors were surveyed in 226 participants representative of the general public in northern New South Wales and the Gold Coast of Queensland, Australia. As well as information about the training required, types of treatment offered, familiarity with a counselor, benefits and drawbacks of counselling, and issues of cost, professionalism and registration, participants were also asked whether they had sought, or would ever seek the assistance of a counselor, and what it was that counsellors did that could be of benefit to participants. Data indicated that the sample considered that counsellors' primary roles were listening, supporting, and helping to solve problems. About 80% of all participants thought there needed to be more counsellors, and 79% stated that they would be willing to pay for a counsellor's services. A series of questions asked participants to make some comparisons between counsellors, psychiatrists, psychologists and social workers on issues such as: communicative ability, whether they would refer a friend in need, type of treatment offered, and what specific problems were best treated by each of the four professionals. Overall, counselors were most likely to be consulted for 13 of 20 presenting problems. Issues of professional training and recognition are discussed.     

Critical modeling principles when testing for gender equity in faculty salary

Multiple regression procedures are commonly used to investigate gender equity in faculty salary. However, a review of 19 case studies indicates that many of them fail to (a) adequately develop a regression model that examines the linear and nonlinear (i.e., interactive and curvilinear) relations between predictors and the criterion and (b) appropriately apply regression diagnostic statistics throughout salary model development. A seven-step process is presented as a comprehensive framework for testing allegations of gender discrimination in faculty salary. Steps include (a) identifying predictors of faculty salary, (b) identifying and establishing criteria for interpreting statistical tests and diagnostic procedures, (c) determining the criterion variable used in the salary model, (d) developing a salary model, (e) testing for gender discrimination in pay, (f) conducting diagnostic procedures to confirm the appropriateness of the final salary model, and (g) testing the assumptions of the regression model. An application of this model is presented using a case study (N = 725 faculty).