Reactions to children's transgressions in at-risk caregivers: Does mitigating information,type of transgression,or caregiver directive matter?

This study examined whether caregivers who exhibit high risk for child physical abuse differ from low-risk caregivers in reactions to transgressing children. Caregivers read vignettes describing child transgressions. These vignettes varied in: (a) the type of transgression described (moral, conventional, personal), (b) presentation of transgression-mitigating information (present, absent), and (c) whether a directive to avoid the transgression was in the vignette (yes, no). After reading each vignette, caregivers provided ratings reflecting their: (a) perceptions of transgression wrongness, (b) internal attributions about the transgressing child, (c) perceptions of the transgressing child's hostile intent, (d) own expected negative post-transgression affect, and (e) perceived likelihood of responding to the transgression with discipline that displayed power assertion and/or induction. For moral transgressions (cruelty, dishonesty, hostility, or greed), mitigating information reduced caregiver expectations that they would feel negative affect and, subsequent to the transgression, use disciplinary strategies that display power assertion. These mitigating effects were smaller among at-risk caregivers than among low-risk caregivers. Moreover, when transgressions disobeyed a directive, among low-risk caregivers, mitigating information reduced the expectation that responses to transgressions would include inductive disciplinary strategies, but it did not do so among at-risk caregivers. In certain circumstances, compared to low-risk caregivers, at-risk caregivers expect to be relatively unaffected by transgression-mitigating information. These results suggest that interventions that increase an at-risk caregiver's ability to properly assess and integrate mitigating information may play a role in reducing the caregiver's risk of child physical abuse.     

The Relationship Between Learner Characteristics and Student Outcomes in a Middle School Computing Course: An Exploratory Analysis Using Structural Equation Modeling

This study, which took place during a 7-week middle school computing course, used structural equation modeling to examine the overall cumulative relationship between self-efficacy, interest, and prior computing experience and students’ computer science learning outcomes. The findings indicated that 52% of the variance of student success, measured by a computational thinking quiz and rubric-based evaluations of participants’ computing artifacts, was related to the aforementioned learner characteristics. These findings have implications for theory and practice and suggest that future research and instructional design practice in K–12 computing education should take these learner characteristics into account.     

Not Just "Ghosts in the Nursery":1 Contemporaneous Intergenerational Relationships and Parenting in Young African-American Families

The association of the mother-grandmother relationship with parenting of preschoolers was examined in a sample of 96 African-American multigenerational families. Mother-grandmother and parent-child interactions were assessed at home with videotaped problem-solving tasks. The Scale of Intergenerational Relationship Quality (SIRQ), a global observational coding system, was developed to assess the quality of the mother-grandmother relationship via observational ratings of mothers' and grandmothers' discussion of conflict. It yielded 4 factors: Emotional Closeness (connectedness), Positive Affect (upbeat tone), Grandmother Directness (demandingness and clarity), and Individuation (balance of autonomy and mutuality). Regression analyses controlling for socioeco-nomic background variables showed that SIRQ factors, particularly Individuation, were consistently related to mothers' parenting. Relationship effects varied when interacted with age and coresidence. The importance of a multigenerational, contextual perspective for research and intervention with young African-American mothers is discussed.     

How comprehensive are research studies investigating the efficacy of technology‐enhanced learning resources in anatomy education? A systematic review

Anatomy education is at the forefront of integrating innovative technologies into its curricula. However, despite this rise in technology numerous authors have commented on the shortfall in efficacy studies to assess the impact such technology‐enhanced learning (TEL) resources have on learning. To assess the range of evaluation approaches to TEL across anatomy education, a systematic review was conducted using MEDLINE, the Educational Resources Information Centre (ERIC), Scopus, and Google Scholar, with a total of 3,345 articles retrieved. Following the PRISMA method for reporting items, 153 articles were identified and reviewed against a published framework—the technology‐enhanced learning evaluation model (TELEM). The model allowed published reports to be categorized according to evaluations at the level of (1) learner satisfaction, (2) learning gain, (3) learner impact, and (4) institutional impact. The results of this systematic review reveal that most evaluation studies into TEL within anatomy curricula were based on learner satisfaction, followed by module or course learning outcomes. Randomized controlled studies assessing learning gain with a specific TEL resource were in a minority, with no studies reporting a comprehensive assessment on the overall impact of introducing a specific TEL resource (e.g., return on investment). This systematic review has provided clear evidence that anatomy education is engaged in evaluating the impact of TEL resources on student education, although it remains at a level that fails to provide comprehensive causative evidence. Anat Sci Educ 11: 303–319. © 2017 American Association of Anatomists.     

Spelling and grammar checkers: are they intrusive?

Spelling and grammar checkers help to make surface errors more apparent; do they influence the way in which people revise the content of their writing? We investigated whether the presence of checkers distracts students from making content revisions. Twenty‐five freshmen, 20 English majors and 20 graduate students revised two essays on a computer, one with the spelling and grammar checkers, and the other with a dictionary. These essays were unfamiliar to the students and rigged with content and surface errors. The checkers helped the participants to revise text for surface features but did not affect the students’ other revisions. Our findings suggest that checkers are helpful yet do not inhibit students’ ability to make content revisions.     

Fatherhood Education From a Cultural Perspective: Evolving Roles and Identities After a Fatherhood Intervention for Latinos in South Florida

This article uses gender-role theory to consider the involvement of Latino fathers in their children’s lives as a result of participating in a fatherhood educational intervention. Open-ended interviews (n = 48) were conducted with participants of the program. Findings revealed that the content of the group intervention encouraged fathers to redefine their identity as a male and father by examining their own communication, discipline, and self-control as well as recognizing certain aspects of Latino culture. Implications of this study can be used to design culturally competent behavioral interventions for Latino fathers.     

Reading Across Mediums: Effects of Reading Digital and Print Texts on Comprehension and Calibration

This study explored differences that might exist in comprehension when students read digital and print texts. Ninety undergraduates read both digital and print versions of newspaper articles and book excerpts on topics of childhood ailments. Prior to reading texts in counterbalanced order, topic knowledge was assessed and students were asked to state medium preferences. After reading, students were asked to judge under which medium they comprehended best. Results demonstrated a clear preference for digital texts, and students typically predicted better comprehension when reading digitally. However, performance was not consistent with students' preferences and outcome predictions. While there were no differences across mediums when students identified the main idea of the text, students recalled key points linked to the main idea and other relevant information better when engaged with print. No differences in reading outcomes or calibration were found for newspaper or book excerpts.