Academic achievement among formerly homeless adolescents and their continuously housed peers

This study examined the school experiences and academic achievement of 46 adolescents in families who experienced homelessness and 87 permanently housed adolescents whose families received public assistance. Measures taken after the homeless students were rehoused showed that both groups valued school highly and were similar in cognitive abilities assessed with the similarities subtest of the Wechsler Intelligence Scale for Children—Revised (WISC-R). Formerly homeless students had more school mobility, more grade retention, and worse school experiences by mother report and lower plans for post-secondary education by self-report. Both groups scored poorly on standardized tests of academic achievement. Homelessness was associated with further declines in achievement during the period of maximal residential disruption, but did not have effects 5 years later.     

论明代史学家王世贞对管仲的评价

明代著名史学家王世贞对春秋时期杰出的政治家管仲,曾给予全面且较高的评价。王世贞关注管仲,与当时朱明王朝取代蒙元政权关系密切,还与王世贞曾在青州任职有关。王世贞的治史思想,还不可避免地受到明中后期阳明心学的影响。通过分析王世贞对管仲的评价,可以明晰王世贞的治史特点,并为分析明代的时代特征和社会变迁提供佐证。     

Les processus de coping et leur association avec l’auto-efficacité perçue chez des enseignants de suisse romande : résultats d’une étude préliminaire

Within the Swiss context of the present study, important on-going school reforms lead to new challenges and constraints for teachers. Thus, it is legitimate to question how teachers can deal with the difficulties inherent to their profession. The aim of the study was to explore the coping responses of 86 teachers (women = 70; men = 16; mean age = 38.9 ± 12.0), and to assess the possible relationships between those responses and teaching self-efficacy. Self-report questionnaires were administered between June 2016 and February 2017, with a return rate of 37.5%. Participants completed two questionnaires: the Ways of Coping Checklist (WCC) assessing five coping responses (solving problem, social support approbation, avoidance, positive reevaluation and self-blamed), and the Teachers’ Sense of Efficacy Scale (TSES) measuring three dimensions of teachers’ self-efficacy (for classroom management, instructional strategies and student engagement). The most frequent coping responses were social support approbation and solving problem. Positive reevaluation seemed to be used as an intermediate coping response for both women and men. Women were more likely to seek social support than men in order to deal with difficulties, whereas men did not report the use of specific process. Participants reported high levels of teaching self-efficacy, without significant difference between women and men. Moreover, teachers with high level of self-efficacy for classroom management and instructional strategies were less likely to use self-blamed and avoidance coping responses. Teachers with high level of self-efficacy for student engagement were also less likely to use self-blamed coping responses. Partial correlations with sex, age and years of experience as control variables were performed, and no variation was found. The findings of the present study demonstrate that social support approbation and solving problem are coping responses commonly used in our sample of teachers. The high levels of teaching self-efficacy and the lack of significant correlation between this variable, social support approbation and solving problem coping responses question us about the protective role of self-efficacy. It could be considered as a coping response, helping to appropriately overcome the difficulties linked to the teaching profession. Due to the important school reforms in Switzerland, pre-service teachers need resources and tools to deal with these new challenges. Further studies are necessary in order to better understand relationships between coping responses and teaching self-efficacy, and their potential protective or damaging effects.     

School psychology: a public health perspective : I. Prevention, populations, and systems change

Concerns regarding American schools and mental health services for children abound, including inadequate educational achievement, school violence, over-referral to special education and disproportionate placement of minorities into special education, under-utilization of mental health services for children, and a poorly coordinated system of child mental health services. All of the above concerns share two common attributes: (a) they are statements regarding populations, rather than specific individuals; and (b) they are best addressed by changing system-wide elements of psychological service delivery. We argue that, although conceptualizing school psychology as primarily an indirect service specialty (e.g., J. Sch. Psychol. 28 (1990) 203) has advanced our thinking about effective service delivery, conceptualizing school psychological services from a public health perspective will provide an even broader framework that can increase both the efficacy and efficiency of school psychologists' work.     

Work behavior in the school psychology service: Conceptual framework and construct validity approached by two different methodologies

A conceptual framework for work behavior (WB) in the school psychology service (SPS) in Norway is discussed, focusing on differences at the individual and the systemic level. A four-factor measurement model of selected tasks was hypothesized and empirically assessed by joint application of generalizability (G) theory and confirmatory factor analysis (CFA). Self-reported WB was investigated among 190 SP counselors in Study 1 and 470 SP counselors within 121 offices in Study 2. The hypothesized four-factor solution was supported. In accordance with international findings, G studies demonstrated that the SPS as a whole allocates different priorities to aspects of WB, in favor of traditional child-centered work when approaching existing problems. A two-level model of factor analysis was tested, indicating little difference between offices in service delivery. On the contrary, the generalizable differentiation between the four hypothesized WB categories as provided by the G framework indicated individual differences among SP counselors in their priorities to aspects of WB. Because higher priority to prevention and systems intervention have been requested in general, future research should explore possible variables that may have an effect on SP counselors choice of different aspects of WB, as well as differences in the associations between aspects of WB on the one hand and important behavioral and attitudinal outcomes among jobholders on the other.     

Sequential development of helping behavior: A cognitive-learning approach

It is suggested that cognitive, social-perspective, and moral skills, on the one hand, and a self-regulatory skill on the other, determine the extent, quantity, and quality of helping acts. A framework for the analysis of helping behavior development by integrating cognitive-development- and social-learning approaches is suggested. The framework proposes that altruistic behavior is a specific, highest-level kind of helping behavior. Helping behavior develops sequentially as its quality changes. The quality of the helping behavior is reflected in individuals' motivation to act. Empirical evidence supporting the suggested framework is presented, and the contribution of this framework for the study of prosocial behavior is discussed.     

A reexamination of mental arithmetic models and data: A reply to Ashcraft

In a review of the chronometric literature, M. Ashcraft (1982, Developmental Review, 2, 213–236) concludes that adults store each basic arithmetic fact in a table-like retrieval network. In my commentary (1983, Developmental Review, 3, 225–230), I argued that procedural knowledge (stored rules, principles, or heuristics) might be a cognitively more economical basis for generating many number combinations. In this paper, I draw an analogy between this alternative model of number fact representation and how computers efficiently reconstruct arithmetic combinations, note that the research findings do not clearly support any one model of mental arithmetic, and attempt to address Ashcraft's (1983, Developmental Review, 3, 231–235) criticisms of my model.     

Reclaiming “Natural Partnership and Communication”

The massive scale of forced displacement across the globe discloses the fractured state of the modern international order. Francisco de Vitoria’s theological approach to the law of nations, in the context of the Spanish conquest of the Americas, had a significant influence on this order’s development. This paper argues that recovering his innovative insights today can help refurbish a collective sense of international responsibility for refugees. Vitoria’s bold assertion of indigenous Americans’ dominion affirmed all human beings as members of a world commonwealth with equal claims to basic rights. The “right to travel” he articulated, by its orientation to “natural partnership and communication,” can promote refugee rights and global fraternity.