The Appropriateness of Using Three Measures of Self‐Beliefs With European American,Latino/a,and Native American College Freshmen

The authors investigated the psychometric appropriateness of the Valuing/Commitment to Education scale (A. M. Gloria, 1993), the Rosenberg Self‐Esteem Scale (M. Rosenberg, 1965), and the Educational Self‐Efficacy Scale (A. M. Gloria, 1993) for use with European American, Latina/o, and Native American college freshmen. Strong to moderate reliabilities were found, as was initial evidence of validity across groups. Los autores investigaron la idoneidad psicométrica de la Valoración/Compromiso con la Escala de Educación (A. M. Gloria, 1993), la Escala Rosenberg de Autoestima (M. Rosenberg, 1965) y la Escala de Autoeficacia Educativa (A. M. Gloria, 1993) para su uso con alumnos universitarios Euroamericanos, Latinos y Americanos Nativos de primer curso. Se hallaron datos que prueban una fiabilidad entre moderada y alta, como lo fue tambien la validez observada inicialmente entre los grupos.     

The effect of perceptual information on output interference

Psychonomic Bulletin & Review - Retrieval from episodic memory has consequences (Malmberg, Lehman, Annis, Criss, & Shiffrin, The Psychology of Learning and Motivation, 61;...     

The role of executive function and social‐emotional skills in the development of literacy and numeracy during preschool: a cross‐lagged longitudinal study

The majority of evidence on the interplay between academic and non‐academic skills comes from high‐income countries. The aim of this study was to examine the bidirectional associations between Ghanaian children's executive function, social‐emotional, literacy, and numeracy skills longitudinally. Children (N = 3,862; M age = 5.2 years at time 1) were assessed using direct assessment at three time points over the course of two school years. Controlling for earlier levels of the same skill, early executive function predicted higher subsequent literacy and numeracy skills, and early literacy and numeracy skills predicted higher subsequent executive function, indicating that the development of executive function and academic skills is inter‐related and complementary over time. Early literacy and numeracy predicted subsequent social‐emotional skills, but early social‐emotional skills did not predict subsequent literacy and numeracy skills. The findings provide longitudinal evidence on children's learning and development in West Africa and contribute to a global understanding of the relations between various developmental skills over time.     

Longitudinal causal impacts of preschool teacher training on Ghanaian children’s school readiness: Evidence for persistence and fade‐out

Preschool programs have expanded rapidly in low‐ and middle‐income countries, but there are widespread concerns about whether they are of sufficient quality to promote children's learning and development. We conducted a large school‐randomized control trial (‘Quality Preschool for Ghana’ – QP4G) of a one‐year teacher training and coaching program, with and without parental‐awareness meetings, designed to improve preschool quality and child development. We followed 3,435 children in 240 schools in the Greater Accra Region of Ghana, a country with universal pre‐primary education. A previous study reported positive impacts of teacher training (but not teacher training plus parental‐awareness meetings) at the end of the implementation year on some dimensions of classroom quality, teacher well‐being, and children's school readiness (Wolf et al., [2019] Journal of Research on Educational Effectiveness, 12, 10–37). The present study analyzed a new round of data collected 1 year after the end of implementation to assess (a) the extent of persistence in impacts on child development and (b) whether such impacts vary by select child, household, and school characteristics. We found impacts of the teacher training intervention on children's overall school readiness were sustained (d = 0.13), but were only marginally statistically significant. When broken down by domain, impacts on social–emotional skills specifically persisted. Persistent negative effects of teacher training plus parental‐awareness meetings varied by the literacy status of the male parent such that negative impacts were concentrated in children in households with non‐literate male heads.     

Who owns this data? using dialogic reflection to examine an ethically important moment

There has been growing use of reflective practice as a means for examining ethically important moments that occur during research. Reflective practice enables researchers to be alert to the unfolding of these ethically important moments and to consider how they will respond to them. In this paper, we use dialogic reflection to explore an ethically important moment that occurred during one of our research projects. We present our dialogic reflective conversation as a means of exploring the ethical issues associated with data ownership. We draw on this conversation to describe a framework for dialogic reflection that provides researchers with a process for engaging in reflection on their practice as ethical researchers.     

Imagining my ideal: a critical case study of digital storytelling as reflective practice

Teacher candidates (TCs) must navigate personal, experiential, and theoretical discourses of learning to teach to establish a teaching identity. This article describes a critical case example of digital storytelling to imagine a future classroom. The qualitative research design situates the TCs’ digital stories as a performance and analyzes the art form to consider how they might use these texts to imagine and make visible this negotiation. The critical case shows how the TCs used the digital story to make sense of personal experiences, their image of an ideal teacher, methods coursework, and the personal struggle inherent across these sometimes disparate voices of learning to teach. Findings indicate that digital storytelling expands TCs’ reflective practice in the supportive environment of a teacher education program.     

Sylvia Walsh: Kierkegaard and Religion: Personality,Character, and Virtue

International Journal for Philosophy of Religion -     

Age-based stereotype threat and negative outcomes in the workplace: Exploring the role of identity integration

Previous studies have shown that the presence of age-based stereotypes in the workplace is often associated with lower levels of work engagement and adjustment among older employees. This study examines possible mediators and moderators of this relationship using data from a sample of 2,348 older (age > 50) employees at the Italian national rail company. We test a model in which the effects of age-based stereotype threat on organizational involvement, future time perspective, and psychological well-being are mediated by work–age identity integration (how much individuals see their age and organizational identities as compatible and blended). Secondly, we explored whether these effects are moderated by gender and job status. Results indicate that age-based stereotypes are associated with negative outcomes for employees’ work and personal adjustment, and that these relationships are partially mediated by variations in work–age identity integration.