Student Perceptions of Autonomy-Supportive Instructional Interactions in the Middle Grades

Autonomy support in classrooms is believed to coordinate students' inner motivational resources in ways that enhance student engagement (e.g., Jang, Kim, &; Reeve, 2012 Jang, H., Kim, E. J., &; Reeve, J. (2012). Longitudinal test of self-determination theory's motivation mediation model in a naturally occurring classroom context. Journal of Educational Psychology, 104(4), 1175–1188. Retrieved from http://dx.doi.org/10.1037/a0028089[Crossref], [Web of Science ®] , [Google Scholar]). Yet, to our knowledge, no study has investigated student-generated interpretations of the motivational significance of their teachers' autonomy-supportive practices. Interpretations gathered from students' responses to video clips of their own teacher were studied with a diverse sample of students (N = 59, 50.8% male, 64.4% African American) in six urban classrooms from fourth- to eighth-grade class sections. Through this method of cued video response, we explore whether or not students experience the significance of autonomy-supportive instructional events or interactions as motivational theory predicts. Our results suggest that consideration of the social and relational features of the classrooms within which teachers enact autonomy support may identify influential contextual factors relevant to how and why autonomy support is linked to positive outcomes.     

Review of 125 children 6 years of age and under who were sexually abused

The authors present a chart review of 125 children, 6 years of age and under, who presented between early 1981 and mid 1983 to an acute care hospital because of sexual abuse. They represented one-third of the cases of alleged sexual abuse between infancy and 18 years of age referred to the hospital's multidisciplinary sexual abuse team. The ratio of females to males was 3.3:1. Sixty percent of the children were victims of intrafamilial abuse. Of the preschoolers, 72.5% were victims of intrafamilial abuse. At school age there was a reversal with 73% of 6 year olds being abused by extrafamilial offenders. The duration of the abusive relationship was greater in intrafamilial abuse. Purposeful disclosures were more frequent overall but were significantly less frequent when the perpetrator was intrafamilial or when the child was a preschooler. Two-thirds of the children had physical and/or behavioral symptoms. Parents of children who had been the victims of intrafamilial abuse were more likely to be separated or divorced. The difficulties in assessing young victims of alleged sexual abuse and the implications of the findings in this review are discussed.     

Meeting the Challenge of Professional Development: Design and Evaluation of a Telecommunications Mediated Course in Science,Mathematics, and Technology Education

Journal of Science Teacher Education -