In situ Training for Increasing Head Start After-Care Teachers’ Use of Praise

This study tested the effects of the direct behavioral consultation in situ training procedure for increasing Head Start teachers’ praise during an after-school program. Participants included four Head Start teachers in one Head Start center. A multiple baseline design across teachers was employed to test the effects of in situ training on teachers’ praise rate. Maintenance of the training procedure was evaluated 1 week following termination of training and again at 1-month follow-up. Results indicated that all teachers delivered praise below the expected rate (i.e., 1 praise statement per minute) during baseline, and in situ training resulted in an immediate and substantial increase in praise for all four teachers. Three of four teachers maintained increased praise during the maintenance phase and again at 1-month follow-up. One teacher’s praise decelerated during maintenance, and that teacher received additional in situ training. However, for that teacher, praise rate again decelerated following the second in situ training phase, and additional consultation procedures were necessary for increasing praise rate. Results are discussed in terms of the consultation research and applied practice.     

Differences in Internalizing Symptoms Across Specific Ethnic Minority Groups: An Analysis Across Chinese American,Filipino American,Japanese American,Native Hawaiian,and White Youth

Research to date on child and adolescent anxiety and depression have focused predominantly on major ethnic groups. Very few studies to date have been conducted on specific ethnic minority groups and the relatively few studies on these ethnic minority samples have produced mixed findings. The following question therefore still remains: Do specific ethnic subgroups differ with respect to their expression of anxiety and depression? And do these differences differ as a function of reporter type (i.e., youth versus parent)? If the expression of internalizing symptoms differs across specific ethnic subgroups, these differences could inform approaches to assessing and treating these populations. In the current study, we therefore examined ethnic differences in anxiety and depression symptoms in ethnic subgroups. A total of 629 children and adolescents from various public and private schools, aged 8–18 years (M = 12.37, SD = 2.8) and their caregivers completed anxiety and depression scales. Multiple indicators, multiple causes confirmatory factor analysis revealed that the following specific ethic subgroups were associated with significantly greater anxiety and depression relative to Caucasian youth: Chinese American, Filipino American, Japanese American, and Native Hawaiian. These results were found only among parent (but not youth) reports. Age and low SES status was also associated with more internalizing problems among Chinese, Filipino, and Japanese American youth. Implications related to ethnic minority subgroup differences and the role of multi-informant reports in understanding the relationship between anxiety, depression and ethnic minority subgroups are discussed.     

Gone Today but here Tomorrow: Extending the Unfolding Model of Turnover to Consider Boomerang Employees

Turnover research typically views voluntary turnover as an end state that severs the employment relationship permanently. However, this perspective overlooks the possibility that an employee who quits may return in the future. Anecdotal and empirical evidence suggest that these “Boomerangs” can be a valuable staffing resource for their organizations. Yet, research regarding this type of employee is largely absent. Thus, we know little about whether the experiences of these temporary leavers differ from those who leave an organization permanently. In this paper, we examined differences between Boomerangs (employees who quit but are later rehired) and “Alumni” (employees who quit but will not return) using both qualitative and quantitative data. In a large sample of professional service employees, we found that Boomerangs and Alumni reported different reasons for having quit, which meant they were more likely to be classified on different paths in the unfolding model of turnover. In addition, survival analyses on the time to turnover suggest that Boomerangs quit earlier than Alumni in their original tenure, paradoxically suggesting that employees who quit earlier may be the very employees who will return in the future. Together, our findings suggest an extension to the unfolding model that considers how the timing of and reasons for turnover impact post‐turnover (return) decisions.     

Textual demands of passages in three english/language arts common core assessments and one core literacy program for intermediate elementary grades

The Common Core has emphasized reading for comprehension, including making inferences. However, little is known about the textual demands found within assessment and instructional passages that are promoted as being in line with Common Core expectations. The purpose of this content analysis was to identify the readability levels, passage length, and types of inferences found within 72 fiction and nonfiction passages from the PARCC, Smarter Balanced, and SAGE Common Core assessments and one core literacy program, Journeys, for students in grades three, four, and five. Results show that the readability levels of passages in this study were written at higher levels than their associated grade levels. Anaphoric relationships were by far the most common inference type found in the texts, followed by Prior Knowledge and Retrospective inferences.     

Selection and Predictive Success

By means of a citation analysis I aim to determine which scholarly journals are most important in the sub-field of philosophy of science. My analysis shows that the six most important journals in the sub-field are Philosophy of Science, British Journal for the Philosophy of Science, Journal of Philosophy, Synthese, Studies in History and Philosophy of Science, and Erkenntnis. Given the data presented in this study, there is little evidence that there is such a field as the history and philosophy of science (HPS). Rather, philosophy of science is most properly conceived of as a sub-field of philosophy.     

What if the elephant speaks? Kant's Critique of Judgment and an Übergang problem in John Hick's philosophy of religious pluralism

In the Critique of Judgment, Kantattempts to unravel the problem of Übergang that threatens his CopernicanRevolution. Having opened up a ``chasm' betweensensible and supersensible, betweenepistemological and ontological, Kant facesboth the specter of empirical chaos in whichthe noumenal refuses to conform to theunderstanding's attempts to legislate over themanifold of intuition, and the problem offinding a place for freedom to have effectswithin the seamless phenomenal realm ofefficient causality. Central to Kant's attemptto overcome these problems is his notion of theheautonomy of reflective judging, in whichjudgment subjectively legislates its ownactivity. The net effect of this strategy isto preserve the integrity of the architectonicby permitting judgment use of ontologicalprinciples in regulating its own activity, butalways placing these ontological principlesunder an epistemological ``as if' that cannot becarried over into the noumenal realm (e.g.,judgment can subjectively operate under theprinciple that the world appears ``as if' it haspurpose, but this cannot be thought to apply tothe noumenal). Kant shields his architectonicby allowing it to encounter onlyepistemologically neutered noumena. This paperargues that Hick faces an analogousÜbergang problem, explores his``heautonomous' attempt to blunt the problem,and concludes that the attempt fails, leavingHick with an unresolved problem of``onto-ethical discontinuity.'