Social gaze in preterm infants may act as an early indicator of atypical lateralization

Visual field biases have been identified as markers of atypical lateralization in children with developmental conditions, but this is the first investigation to consider early lateralized gaze behaviors for social stimuli in preterm infants. Eye-tracking methods with 51 preterm (33 male, 92.1% White) and 61 term-born (31 male, 90.1% White) infants aged 8–10 months from Edinburgh, UK, captured the development of visual field biases, comparing gaze behavior to social and non-social stimuli on the left versus right of the screen. Preterm infants showed a significantly reduced interest to social stimuli on the left versus right compared to term children (d = .58). Preterm children exhibit early differential orienting preferences that may be an early indicator of atypical lateralized function.     

Design and the management of multi-institutional research collaborations: Theoretical implications from two case studies

Over the past three decades, U.S. science and technology funding agencies have increasingly supported large-scale, centralized, block grant-based research projects that often span multiple disciplines and institutions. This trend has developed at such a rate that research focused on understanding the management of these new collaborative models has largely not kept pace. We use two case studies of large-scale, multi-disciplinary collaborations to develop an institutional framework that illuminates the relationships among (a) the epistemic norms of the disciplines represented in the collaboration, (b) the organizational structure of these collaborations, and (c) the inter-institutional collaboration success.The results of our case study analysis demonstrate that large-scale, multi-discipline, inter-institutional collaborations need a relatively high level of development in either (1) the epistemic development of the disciplines involved in the collaboration or (2) the organizational structure of the collaboration. We argue that the domain (i.e. epistemic or organizational) that provides the highest level of institutionalization is the one that organizes the “rules” of the collaboration.     

The Social Functioning of Students With Learning Disabilities: Implications for Inclusion

This article presents a selected review of research on the social functioning of students with learning disabilities (LD) and draws implications for the inclusion of students with LD in regular education classrooms. Four areas of social functioning are addressed: social skills, self-concept, friendships, and social networks. Research in these areas indicates that some, though not all, students with LD demonstrate problems in the social domain that may have consequences for their inclusion in regular classrooms. In light of the trend toward inclusion of students with LD, we argue that the social dimensions of placement decisions for these students should be considered.     

德国在华战地邮政及加盖“KM”的清一次片

1900（庚子）年，中国华北平原爆发了大规模“扶清灭洋”的义和团运动。随即八国联军大肆入侵京津地区，史称“庚子事变”。     

A framework for the analysis of teachers' demand and supply

This article develops a general framework for the analysis of education finance reforms. Most of the recent literature concentrates o on the demands and ignores the costs of educational services. Proposed reforms that account for different costs assume that the supply of all educational inputs are infinitely price elastic. The article presents a model for the supply of different types of teachers and an optimization model of the school district which maximizes a general welfare function subject to production function and budget constraints. Derived demand equations are obtained under the assumptions of (1) perfect competition, (2) monopsony, and (3) monopsony plus endogenous property tax rates. The equations are simplified and estimated using data from Pennsylvania school districts. A major policy implication for school finance reform is that present schemes for state equalization aid may be fundamentally flawed because they do not properly account for the effects of demand shifts (with upward sloping supply curves) on education input prices.     

Creating supportive and subversive spaces as professional dyads enact culturally relevant teaching

Abstract

In 2013, several leaders of the Early Childhood Education Assembly (ECEA) of the National Council of Teachers of English (NCTE) developed a multi-year project called Professional Dyads and Culturally Relevant Teaching (PDCRT). Funded by NCTE, early childhood teacher/teacher-educator dyads from various locations across the United States work together for two years to investigate, generate, implement and document culturally relevant pedagogies in their respective early childhood contexts. This article outlines some of the work of two PDCRT dyads conducted from 2013 to 2015. The project was developed in response to the long-time need for culturally relevant early childhood education and teacher education reform by focusing on overturning inequitable practices that ignore, misrepresent or marginalize children and families of Color, emerging bi/multilinguals and children from low-income communities. We argue that the PDCRT dyad model is an innovative avenue for addressing inequitable educational realities in the Eurocentric educational system that persists in the US and for moving equity work forward.