Development and Reliability of the Comprehensive Crisis Plan Checklist, 2nd Edition     

Daniel F. McCleary  Kathleen B. Aspiranti 《Psychology in the schools》2020,57(7):1155-1170

As the research base for school crisis intervention and prevention expands, the need for well-developed tools to assess school readiness in the event of a crisis increases. This paper describes how the Comprehensive Crisis Plan Checklist (CCPC) was updated to reflect advances in crisis management and crisis planning. An extensive literature search and pilot study were used to refine existing items and create new items for the checklist. The Comprehensive Crisis Plan Checklist, 2^nd Edition (CCPC-2) has 102 items separated into three sections: prevention, intervention, and postvention. The CCPC-2 can be used by crisis teams to create new crisis plans or evaluate existing ones. Users are encouraged to carefully consider the inclusion of all items and articulate why individual items are not necessarily based on their specific needs. The CCPC-2 was given to 10 pairs of raters to evaluate school-based crisis plans; average interrater reliability was 89.04%. Discussion focuses on item analysis and how to use the checklist within a school setting.  相似文献   

Understanding Early Inhibitory Development: Distinguishing Two Ways That Children Use Inhibitory Control     

Andrew Simpson  Daniel J. Carroll 《Child development》2019,90(5):1459-1473

Inhibitory control is the capacity to suppress inappropriate responses. It is central to many aspects of development, most notably executive function and effortful control. Despite its importance, however, there are significant gaps in our understanding of inhibitory control’s early development, and several findings that remain hard to explain. Here, a new account of inhibitory control is presented, explaining previous findings by distinguishing between two distinct ways that inhibitory control is used. According to this “Strength/Endurance” account, inappropriate responses which are highly prepotent tax inhibitory strength; whereas inappropriate responses which remain active for a long time tax inhibitory endurance. The developmental trajectories of these two aspects of inhibitory control, and their separate impacts on broader development, are discussed.  相似文献   

Food (in)security communication: a Journal of Applied Communication Research forum addressing current challenges and future possibilities     

Megan K. Schraedley  Hamilton Bean  Sarah E. Dempsey  Mohan J. Dutta  Kathleen P. Hunt  Sonia R. Ivancic 《Journal of Applied Communication Research》2020,48(2):166-185

ABSTRACT

This forum brings together food, (in)security, and communication. The authors participating in this forum center communication as both process and tool for understanding, mitigating, and making meaning of food (in)security. The nine authors together discuss the role of communication in food (in)security, the central challenges for scholars and practitioners working on food (in)security, and the creative possibilities and impacts influencing the future of food (in)security. The forum produces a call for applied scholars to re-imagine communication frameworks in order to make meaningful differences in their communities.  相似文献   

#NeverAgainMSD Student Activism: Lessons for Agonist Political Education in an Age of Democratic Crisis     

Kathleen Knight Abowitz  Dan Mamlok 《Educational theory》2020,70(6):731-748

In this essay, Kathleen Knight Abowitz and Dan Mamlok consider the arguments for agonist political education in light of a case study based in the events of the 2018 mass shooting at Stoneman Douglas High School in Parkland, Florida, and the subsequent activism of its survivors. We use this case to examine agonist expressions of citizenship, and to present an argument for framing agonist politics through the lens of Deweyan transactional communication combined with the critical concept of articulation. A major lesson in this case is the significance of citizenship learning that prioritizes challenging the political status quo along with working to reestablish new political relations on grounds that are more just. The authors argue that the endgame of agonist-informed political education should be that which helps students, as present and future citizens, reconstruct existing political conditions. Knight Abowitz and Mamlok conclude with suggestions for four domains of knowledge and capacities that can productively shape agonist citizenship education efforts: political education, lived citizenship, critical political literacies, and critical digital literacies.  相似文献   

Examining the Alignment of Mathematics Instructional Practices and Mathematics Vocabulary between Core and Intervention Materials     

Gena Nelson  Kathleen Hughes Pfannenstiel  Rebecca Zumeta Edmonds 《Learning disabilities research & practice》2020,35(1):14-24

Within a multitiered system of support (MTSS), students who struggle to learn mathematics often receive core instruction and supplemental intervention in different settings, with different teachers and different sets of curriculum materials, all of which can result in poor alignment. This curriculum crosswalk describes how three sets of materials commonly used to provide core instruction and intervention differ with regard to mathematics practices and vocabulary. The results indicate that there is little overlap among all three programs for the majority (n = 6) of the mathematics practices, and very little overlap in mathematics vocabulary (ranging from 6.3 to 24 percent). We also provide a set of research-based instructional recommendations intended to help teachers address gaps and improve alignment of core instruction and intervention.  相似文献   

Exploring the Impact of Reform Mathematics on Entry-Level Pre-service Primary Teachers Attitudes Towards Mathematics     

Aisling Leavy  Mairead Hourigan  Claire Carroll 《International Journal of Science and Mathematics Education》2017,15(3):509-526

This study reports entry-level mathematics attitudes of pre-service primary teachers entering an initial teacher education (ITE) program one decade apart. Attitudes of 360 pre-service primary teachers were compared to 419 pre-service teachers entering the same college of education almost one decade later. The latter experienced reform school mathematics curricula compared to the earlier cohort who experienced traditional curricula. Attitudes were determined by administering Aiken’s Revised Mathematics Attitude Scale (Aiken, 1974). Analyses indicate generally positive attitudes on entry to ITE. The earlier cohort demonstrated greater Enjoyment of Mathematics while the later cohort exhibited higher scores on the Value of Mathematics scale.  相似文献   

Pathways from parental stimulation of children’s curiosity to high school science course accomplishments and science career interest and skill     

Adele Eskeles Gottfried  Kathleen Suzanne Johnson Preston  Allen W. Gottfried  Pamella H. Oliver  Danielle E. Delany  Sirena M. Ibrahim 《International Journal of Science Education》2016,38(12):1972-1995

Curiosity is fundamental to scientific inquiry and pursuance. Parents are important in encouraging children’s involvement in science. This longitudinal study examined pathways from parental stimulation of children’s curiosity per se to their science acquisition (SA). A latent variable of SA was indicated by the inter-related variables of high school science course accomplishments, career interest, and skill. A conceptual model investigated parental stimulation of children’s curiosity as related to SA via science intrinsic motivation and science achievement. The Fullerton Longitudinal Study provided data spanning school entry through high school (N?=?118). Parental stimulation of curiosity at age 8 years comprised exposing children to new experiences, promoting curiosity, encouraging asking questions, and taking children to a museum. Intrinsic motivation was measured at ages 9, 10, and 13 years, and achievement at ages 9, 10, and 11 years. Structural equation modelling was used for analyses. Controlling for socio-economic status, parental stimulation of curiosity bore positive and significant relations to science intrinsic motivation and achievement, which in turn related to SA. Gender neither related to stimulation of curiosity nor contributed to the model. Findings highlight the importance of parental stimulation of children’s curiosity in facilitating trajectories into science, and relevance to science education is discussed.  相似文献   

Associations between different forms of peer victimization and school absences: The moderating role of teacher attachment and perceived school safety     

Anne Williford  Paula Fite  Kathleen Diaz  Mehar Singh 《Psychology in the schools》2021,58(1):185-202

Given the significant negative impacts of peer victimization on youth development, studies have sought to understand what buffers against these consequences. To that end, the present study examined whether teacher attachment and perceptions of school safety moderated the associations between different forms of victimization and school absences over the course of an academic year among a sample of 272 high school students. Findings indicated that teacher attachment moderated the associations between relational and cyber victimization and absences, while perceived school safety moderated associations between relational victimization and absences. However, findings pertaining to cyber victimization were not as anticipated. Implications for prevention and intervention efforts in high schools are discussed.  相似文献   

Perceptual Access Reasoning (PAR) in Developing a Representational Theory of Mind     

William V. Fabricius  Christopher R. Gonzales  Annelise Pesch  Amy A. Weimer  John Pugliese  Kathleen Carroll  Rebecca R. Bolnick  Anne S. Kupfer  Nancy Eisenberg  Tracy L. Spinrad 《Monographs of the Society for Research in Child Development》2021,86(3):7-154

An important part of children's social and cognitive development is their understanding that people are psychological beings with internal, mental states including desire, intention, perception, and belief. A full understanding of people as psychological beings requires a representational theory of mind (ToM), which is an understanding that mental states can faithfully represent reality, or misrepresent reality. For the last 35 years, researchers have relied on false-belief tasks as the gold standard to test children's understanding that beliefs can misrepresent reality. In false-belief tasks, children are asked to reason about the behavior of agents who have false beliefs about situations. Although a large body of evidence indicates that most children pass false-belief tasks by the end of the preschool years, the evidence we present in this monograph suggests that most children do not understand false beliefs or, surprisingly, even true beliefs until middle childhood. We argue that young children pass false-belief tasks without understanding false beliefs by using perceptual access reasoning (PAR). With PAR, children understand that seeing leads to knowing in the moment, but not that knowing also arises from thinking or persists as memory and belief after the situation changes. By the same token, PAR leads children to fail true-belief tasks. PAR theory can account for performance on other traditional tests of representational ToM and related tasks, and can account for the factors that have been found to correlate with or affect both true- and false-belief performance. The theory provides a new laboratory measure which we label the belief understanding scale (BUS). This scale can distinguish between a child who is operating with PAR versus a child who is understanding beliefs. This scale provides a method needed to allow the study of the development of representational ToM. In this monograph, we report the outcome of the tests that we have conducted of predictions generated by PAR theory. The findings demonstrated signature PAR limitations in reasoning about the mind during the ages when children are hypothesized to be using PAR. In Chapter II, secondary analyses of the published true-belief literature revealed that children failed several types of true-belief tasks. Chapters III through IX describe new empirical data collected across multiple studies between 2003 and 2014 from 580 children aged 4–7 years, as well as from a small sample of 14 adults. Participants were recruited from the Phoenix, Arizona metropolitan area. All participants were native English-speakers. Children were recruited from university-sponsored and community preschools and daycare centers, and from hospital maternity wards. Adults were university students who participated to partially fulfill course requirements for research participation. Sociometric data were collected only in Chapter IX, and are fully reported there. In Chapter III, minor alterations in task procedures produced wide variations in children's performance in 3-option false-belief tasks. In Chapter IV, we report findings which show that the developmental lag between children's understanding ignorance and understanding false belief is longer than the lag reported in previous studies. In Chapter V, children did not distinguish between agents who have false beliefs versus agents who have no beliefs. In Chapter VI, findings showed that children found it no easier to reason about true beliefs than to reason about false beliefs. In Chapter VII, when children were asked to justify their correct answers in false-belief tasks, they did not reference agents’ false beliefs. Similarly, in Chapter VIII, when children were asked to explain agents’ actions in false-belief tasks, they did not reference agents’ false beliefs. In Chapter IX, children who were identified as using PAR differed from children who understood beliefs along three dimensions—in levels of social development, inhibitory control, and kindergarten adjustment. Although the findings need replication and additional studies of alternative interpretations, the collection of results reported in this monograph challenges the prevailing view that representational ToM is in place by the end of the preschool years. Furthermore, the pattern of findings is consistent with the proposal that PAR is the developmental precursor of representational ToM. The current findings also raise questions about claims that infants and toddlers demonstrate ToM-related abilities, and that representational ToM is innate.  相似文献   

Bridging form and meaning: support from derivational suffixes in word learning     

Nicola Dawson  Kathleen Rastle  Jessie Ricketts 《Journal of Research in Reading》2021,44(1):27-50

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