Maternal Education and Child Immunization

This article explores the hypothesis that formal education of women results in increased child survival because of greater knowledge of the protective function of the major childhood immunizations. Education is also associated with greater awareness of proper immunization schedules. Irrespective of mother's formal education level, specific immunization knowledge is associated with an increased likelihood of using immunization. The Indonesian analysis is important as a model for preventive health campaigns among other populations with low education levels among women.     

“Show us what you’ve got”: From experiences of undoing to mobilizing agentic vulnerability in research

This inquiry both builds on and extends exploration into gendered research through a focus on researcher vulnerability and its associated ethics. We discuss six critical vignettes across Western and Eastern contexts in which female researchers are “undone” and subsequently “redone” during their research endeavors. We draw upon Butler's work on gender and vulnerability, theorized as a subset of precarity. Attention is drawn to attempts to reframe, understand, and mobilize vulnerability differently, as a form of resistance, research activism, and emancipatory enactment. We propose agentic vulnerability as speaking to felt moments of vulnerability experienced in field research. We extend this contribution into a theorization of the researcher as activist, outlining practical applications of this concept. Ultimately, we seek to reposition agentic vulnerability in institutional research as a source of new ethics, research practices, and activism.     

Normative Trends in Children's Perceptions of Availability and Utilization of Attachment Figures in Middle Childhood

Two studies addressed the normative aspects of attachments to mothers and fathers in middle childhood. Using both cross-sectional and longitudinal comparisons, we tested the hypothesis that children show no changes in perceptions of availability of attachment figures across the later middle childhood years, but do utilize attachment figures less at older ages. The first study included a cross-sectional comparison of third and sixth graders, and the second study was a follow-up on the third graders when they were in fifth grade. Both studies suggested a decline in utilization, but not in perceptions of availability of attachment figures within the later middle childhood years. Study 1 also demonstrated that children turn to parents to meet attachment needs, and peers to meet companionship needs. Study 2 examined individual differences in attachment by exploring how changes in attachment to mothers from third to fifth grade were related to children's social adjustment at fifth grade. Increases in perceptions of availability forecast better emotional and behavioral regulation at fifth grade. Changes in utilization of attachment figures showed both linear and nonlinear relations to regulation.     

庄子思想与当代教育

“竞争”在学校及社会中存在的问题很大 ,但我们不能忽视“竞争”的贡献。笔者在庄子思想的基础上展开自己的思想 ,考虑现今我们的问题。其中代表的主张是“共同体论”和“相生论”。     

Exploring the effects of negative publicity: News coverage and public perceptions of a university

Using content analysis of a local newspaper and data from a survey of local residents, this study examines the effects of negative publicity on public perceptions of a university. Greater exposure to unfavorable news articles was associated with lower levels of perceived reputation and trust in the university. These unfavorable perceptions were in turn related to decreased support for the university. Negative publicity, therefore, does more than shape perceptions; it may have effects on various forms of public support that would significantly affect an organization's current and future undertakings.     

Risk and protective factors for child neglect during early childhood: A cross-study comparison

The present analysis relies upon data from three separate longitudinal studies to identify risk and protective factors associated with subsequent neglect during early childhood. All three studies (Fragile Families and Child Wellbeing [FFCW]; Healthy Families New York [HFNY]; Illinois Families Study-Child Wellbeing [IFS]) involve probabilistic samples or subsamples of low-income families with young children. Multivariate logistic regressions predicting official reports of investigated neglect allegations and a dichotomous indicator of neglect from the Parent-child Conflict Tactics Scale (CTS-PC) were conducted separately for each study, using common sets of predictors derived from baseline or initial survey waves. Across the three studies, consistencies emerged with respect to the predictors of both neglect outcomes. Specifically, consistencies emerged related to indicators of economic resources and hardships, parent well-being, and parenting. Understanding the predictors of child neglect is of critical importance to the development of child maltreatment prevention strategies since a clearer understanding of the risk and protective factors associated with neglect would enable more effectively targeted and tailored interventions.     

Physical and Psycho-Social Predictors of Adolescents’ Suicide Behaviors

The current study examined the relationship between suicidal behaviors and physical and psycho-social predictors including body image, weight control behaviors, and risky sexual behaviors among Asian, African American, Caucasian, and Hispanic adolescents. This study used the 2007 Youth Risk Behavior Survey (YRBS). The target populations were 11,134 adolescents (5,636 female and 5,498 male) in 9th–12th grade who completed the survey. A linear regression was conducted to examine the correlation between predictors and suicidal behaviors. The results showed that gender, grade, depression, substance use, body image, weight control behaviors, and risky sexual behaviors were significant predictors of adolescents’ suicidal behaviors, while race/ethnicity was not a good predictor. Also, there were significant gender and grade differences in suicidal behaviors. Based on the results, practice implications for suicide prevention were discussed.     

Does teacher educational training help the early math skills of English language learners in Head Start?

To address the early performance gap between native-born and immigrant children and to seek ways to reduce the disparity, the study explored the effect of teacher qualification on early math skills of preschoolers, with focused attention to immigrant children. Particularly, the study examined the effects of teacher educational levels, certification, and professional training, by employing Hierarchical Linear Modeling (HLM) analysis to a US nationally representative database from the Head Start Family and Child Experiences (FACES). The study found a significantly positive effect of teacher qualification for immigrant preschoolers in Head Start, who displayed lower early math skills than their native-born counterparts. Among immigrant preschoolers, those who were with teachers of lower educational levels showed significantly lower early math skills compared with their immigrant peers with teachers of higher educational levels. The study also supported teacher certification and professional training as potential mediators in promoting early math competency of immigrant students, especially with teachers of lower educational levels.