What you say,and how you say it: Preschoolers' growth in vocabulary and communication skills differentially predict kindergarten academic achievement and self‐regulation

The idea that language skills support school readiness, predicting later self‐regulation and academic success, is widely accepted. Although vocabulary is often emphasized in the developmental literature, the ability to use language appropriately in the classroom, or social communication skills, may also be critical. This article examined longitudinal contributions of children's vocabulary and social communication skills, from preschool to kindergarten, to kindergarten academic achievement (reading and math) and self‐regulation (executive functions and learning behaviors). Participants were 164 children (14% Latinx, 30% Black, 56% White; 57% girls) enrolled in Head Start programs. Results revealed that initial levels and growth in vocabulary and communication skills predicted better academic achievement. Social communication skills uniquely predicted self‐regulation, after accounting for vocabulary. We discuss potential mechanisms for these links and recommend that strategies to build social communication skills be incorporated in preschool interventions promoting school readiness.     

Young children's perceptions and beliefs about hypothetical shy,unsociable, and socially avoidant peers at school

The aim of this study was to explore young children's perceptions, beliefs, and anticipated outcomes about different types of social withdrawal (shyness, unsociability, social avoidance). Participants were N = 212 children (n = 110 boys) aged 2.55–6.37 years (M = 4.86, SD = 0.89) recruited from three preschools and kindergartens in Italy. Children were interviewed individually and asked about hypothetical peers displaying different types of social withdrawal (i.e., shy, unsociable, socially avoidant) and for comparison purposes, aggressive and socially competent behaviors were also assessed. Among the three vignettes depicting types of withdrawn children, children rated the hypothetical shy peer as having the highest social motivations, the unsociable peer as receiving the least sympathy from others, and the avoidant peer as being the least intelligent and least liked by the teacher. In addition, girls reported wanting to play more with the shy peer than boys, and kindergarteners reported a higher affiliative preference for all subtypes of socially withdrawn peers than preschoolers. These findings suggest that Italian young children have a quite sophisticated ability to differentiate among the different social motivations and emotions that may underlie social withdrawal.     

School choice's idealized premises and unfulfilled promises: How school markets simulate options,encourage decoupling and deception,and deepen disadvantages

In school choice systems, families choose among publicly funded schools, and schools compete for students and resources. Using neoinstitutionalist and relational inequality theories, our article reinterprets recent critical sociological and education research to show how such markets involve actors' enacting myths; these beliefs and their associated practices normalized white, privileged consumption as a basis for revamping public education as market exchanges between schools and families. Proponents argue that choice empowers individuals, focuses organizations on improving quality, and benefits society more broadly by reducing inequality and segregation. We argue that such school choice myths' excessive emphases on individual decision‐making and provider performance obscure the actual impacts of school choice systems upon people, organizations, and society. First, rather than enlarging alternatives that families can easily research, select, and (if needed) exit, school choice systems often simulate options, especially for disadvantaged populations. Second, rather than focusing schools' efforts on performance, innovation, and accountability, they can encourage organizational decoupling, homogeneity, and deception. Third, rather than reducing societal harms, they can deepen inequalities and alienation. Future research should examine both how markets are animated by bounded relationality—routines that enable them to form, maintain, and complete exchanges with organizations—and how activism can challenge marketization.     

Experimental Coastal Land Reclamation: Qianhai as a Case Interpreted

ABSTRACT

Informed by a Coasian transaction cost paradigm enriched by the concept of Schumpeterian innovations, this paper discusses the advantages of using experimental coastal reclamation of the sea to build new cities with a policy for fostering innovations. A new development area at the margin of Shenzhen in China, Qianhai, is used to demonstrate how urban expansion by urban sprawling in a megacity can be avoided by reclamation of marginal land as analytically less costly than along intra-marginal land and more suitable for experimentation for the type of megacity concept that Qianhai aims to achieve.     

The effects of traffic noise on tadpole behavior and development

Urban Ecosystems - Traffic noise is known to negatively affect many wildlife species by interfering with foraging behavior. Frogs often lay their eggs in roadside ditches because they are...     

Play in Mexican‐American mothers and toddlers is frequent,multimodal, and rich in symbolic content

Play offers rich opportunities for toddlers to develop motor, social, cognitive, and language skills, particularly during interactions with adult caregivers who may scaffold toddlers to higher levels of play than toddlers achieve on their own. However, research on play has narrowly focused on children from White, middle‐income backgrounds, leaving a dearth of knowledge about dyadic play in diverse cultural communities. We videorecorded 222 Mexican‐American mothers playing with their 2‐year‐old toddlers with a standard set of toys. Play behaviors were coded as nonsymbolic or symbolic (play type) and as expressed through manual, verbal, or multiple channels (play modality). Play between toddlers and mothers was frequent, high in symbolic content, and toddler play closely corresponded with mother play in type and modality: Toddlers’ nonsymbolic play related to mothers’ nonsymbolic play; toddlers’ symbolic play related to mothers’ symbolic play; toddlers’ manual play related to mothers’ manual play; and toddlers’ multimodal play related to mothers’ multimodal play. Play in Mexican‐American mothers and toddlers is frequent, multimodal, and symbolically rich, offering new directions for future research and practice.     

Life on File: Archival Epistemology and Theory

Qualitative Sociology - History’s epistemological dilemma equally applies to sociology: how can we make claims about persons, events, and processes on the basis of archival records? This...     

An Audit of Literature Reviews Published in Australian Social Work (2007–2017)

ABSTRACT

This study examined the nature of literature reviews published in Australian Social Work between 2007 and 2017. An audit was conducted to determine the number of reviews; types of reviews (systematic, meta-analysis, metasynthesis, scoping, narrative, conceptual, critical); and elements that were commonly reported (based on items drawn from the PRISMA checklist) including quality appraisal. A total of 21 reviews were identified. Results showed the overall number of reviews published remained relatively consistent across the decade. In relation to review types, systematic and scoping reviews appeared with greater frequency in more recent years. Most reviews reported significant proportions of the elements consistent with the type of review undertaken, although a minority did not report the search strategies and only one review included a quality appraisal. In conclusion, the reviews published over the last decade provide a strong foundation upon which further advances in the diversity and quality of reviews can be built.

IMPLICATIONS

• Literature reviews are an indispensable tool for accessing knowledge to inform social work practice.

• This first audit of literature reviews in Australian Social Work found a growing sophistication in the reviews published over the past decade.

• Continued improvements in the design, conduct, and reporting of literature reviews will be an invaluable resource in equipping the profession to respond successfully to the growing complexity of demands placed on social work practice in the 21st century.

     

Where college students look for vaping information and what information they believe

Abstract

Objective: This convergent mixed methods study examined how information sources influence college students’ beliefs and knowledge about vaping. Participants: College students either completed a survey (n?=?522; January–April, 2016) or were interviewed (n?=?33; 2015–2016). Methods: College students completed an online survey asking ‘where’ students had heard about e-cigarette and ‘what’ they had heard. Responses were quantified and a chi-square analysis was conducted. Additional college student e-cigarette users were interviewed about the credibility of information sources. Thematic analysis was conducted with the coded interviews. Results: There was a significant relationship between information sources for e-cigarettes (social sources, media, advertising, education/research) and the messages they recalled. Friends who vaped and e-cigarette users were the most credible information sources. Confirmation bias and scientific impotence bias characterized assessment of e-cigarette information. Conclusions: Health education specialists working on college campuses should provide accurate information via communication channels most unitized by college students.     

Decolonising the university in 2020

ABSTRACT

We came together as editors of Decolonising the University through a commitment to understanding the university and our place within it; to examine what else might be possible for us, collectively, in the domain of higher education. Although we do not always agree about the university– or, perhaps more specifically, about the possibilities it contains for intervening effectively in the world– we nonetheless coalesced around an idea of ‘decolonising the university’ as an important strategic mode of engagement. Here, we set out the positions that we come from in relation to the broader debates about the university and its political possibilities and offer responses also to the reviews. These are not our final words on the matter, but words shaped by the political possibilities that present themselves at the outset of 2020 and which, we hope, will contribute to the increasingly necessary dialogues on this topic.