Grounding Childhood (Trans)National Identities in the Everyday

This paper engages with the lived and experiential aspects of (trans)national identities in childhood, through the exploration of an ethnographic biography of a Greek‐Albanian boy in Athens. Through a grounded ethnographic approach, we examine the ways in which he experiences and negotiates his (trans)national identity. Our analysis demonstrates the everyday subtle and sophisticated understanding of the complexities and contradictions of national identities, and the child's own positioning within that. In conclusion, we suggest that interdisciplinary approaches should be assumed in the study of (trans)national identities in childhood, and ones that are grounded in children's own meaning making of their experiences of such identities.     

Followership theory: A review and research agenda

While theory and research on leaders and leadership abound, followers and followership theory have been given short shrift. It is accepted wisdom that there is no leadership without followers, yet followers are very often left out of the leadership research equation. Fortunately this problem is being addressed in recent research, with more attention being paid to the role of followership in the leadership process. The purpose of this article is to provide a systematic review of the followership literature, and from this review, introduce a broad theory of followership into leadership research. Based on our review, we identify two theoretical frameworks for the study of followership, one from a role-based approach (“reversing the lens”) and one from a constructionist approach (“the leadership process”). These frameworks are used to outline directions for future research. We conclude with a discussion of conceptual and methodological issues in the study of followership theory.     

A Collaborative Approach to Infant Research: Promoting Reproducibility,Best Practices,and Theory‐Building

The ideal of scientific progress is that we accumulate measurements and integrate these into theory, but recent discussion of replicability issues has cast doubt on whether psychological research conforms to this model. Developmental research—especially with infant participants—also has discipline‐specific replicability challenges, including small samples and limited measurement methods. Inspired by collaborative replication efforts in cognitive and social psychology, we describe a proposal for assessing and promoting replicability in infancy research: large‐scale, multi‐laboratory replication efforts aiming for a more precise understanding of key developmental phenomena. The ManyBabies project, our instantiation of this proposal, will not only help us estimate how robust and replicable these phenomena are, but also gain new theoretical insights into how they vary across ages, linguistic communities, and measurement methods. This project has the potential for a variety of positive outcomes, including less‐biased estimates of theoretically important effects, estimates of variability that can be used for later study planning, and a series of best‐practices blueprints for future infancy research.     

Constructive and Destructive Marital Conflict,Parenting, and Children's School and Social Adjustment

This study addresses the links between destructive and constructive marital conflict and mothers' and fathers' parenting to understand associations with children's social and school adjustment. Multi‐method, longitudinal assessments of 235 mothers, fathers, and children (129 girls) were collected across kindergarten, first, and second grades (ages 5–7 at time 1; ages 7–9 at time 3). Whereas constructive marital conflict was related to both mothers' and fathers' warm parenting, destructive marital conflict was only linked to fathers' use of inconsistent discipline. In turn, both mothers' and fathers' use of psychological control was related to children's school adjustment, and mothers' warmth was related to children's social adjustment. Reciprocal links between constructs were also explored, supporting associations between destructive marital conflict and mothers' and fathers' inconsistent discipline. The merit of examining marital conflict and parenting as multidimensional constructs is discussed in relation to understanding the processes and pathways within families that affect children's functioning.     

Services for disabled children: integrating the perspective of social workers

The paper addresses questions about the appropriate focus and direction of social work with disabled children, by triangulating parental views with those of social workers. Previous studies concerning services for disabled children have concentrated either on the views of parents or, less often, on those of service providers. This study adds to the picture by linking the two together and allowing service providers to comment on the views of service users. Parents of nine disabled children were inter-viewed following the introduction of a specialist disability team in an inner city borough, following the implementation of the Children Act 1989. The interviews took place over a 9-month period in 1995, and the comments of parents were then shared with social workers both from the borough concerned and from elsewhere. The parents' views reflect confusion about service provision, ignorance of their children's legal (as opposed to moral) rights, a preference for proactive service provision and the need for emotional as well as material support, the last framed variously as counselling, advice and someone to listen. There was little evidence that the Children Act, which could have facilitated improvements in all these areas, had made any discernible difference. Social workers' comments on these findings, with which they identified strongly, revealed a lack of confidence in their own abilities, a lack of clarity in their role and increasing disillusion with the services of their organizations. It is argued that in order to meet parents' expressed needs, service providers require a confident and fundamental shift in emphasis back to the role of social worker as provider as well as enabler.     

A comparison of linear and systems thinking approaches for program evaluation illustrated using the Indiana Interdisciplinary GK-12

Logic models are based on linear relationships between program resources, activities, and outcomes, and have been used widely to support both program development and evaluation. While useful in describing some programs, the linear nature of the logic model makes it difficult to capture the complex relationships within larger, multifaceted programs. Causal loop diagrams based on a systems thinking approach can better capture a multidimensional, layered program model while providing a more complete understanding of the relationship between program elements, which enables evaluators to examine influences and dependencies between and within program components. Few studies describe how to conceptualize and apply systems models for educational program evaluation. The goal of this paper is to use our NSF-funded, Interdisciplinary GK-12 project: Bringing Authentic Problem Solving in STEM to Rural Middle Schools to illustrate a systems thinking approach to model a complex educational program to aid in evaluation. GK-12 pairs eight teachers with eight STEM doctoral fellows per program year to implement curricula in middle schools. We demonstrate how systems thinking provides added value by modeling the participant groups, instruments, outcomes, and other factors in ways that enhance the interpretation of quantitative and qualitative data. Limitations of the model include added complexity. Implications include better understanding of interactions and outcomes and analyses reflecting interacting or conflicting variables.     

Beyond the Ballot: Immigrant Integration Through Civic Engagement and Advocacy

This conceptual article outlines the current literature on immigrant integration, immigrant civic engagement practices, opportunities to include other civic engagement activities into existing concepts of immigrant integration, and suggestions for future research and practice. The authors support a framework of civic and political integration of immigrants that goes beyond voting, and purposefully delineates categories that are commonly used to distinguish immigrants based on their eligibility for citizenship and participation in elections. Civic community organizing activities for all immigrants, regardless of citizenship status, can help build individual and community identity and empowerment as well as help mitigate stressors associated with immigrant feelings of social isolation. Implications for theory and practice on the role noncitizen immigrants play in the policy-making process and how they are received (or systematically left out) of this civic engagement process are also discussed.