Pub Date : 2024-10-01Epub Date: 2024-06-15DOI: 10.1007/s11881-024-00311-0
Julian G Elliott, Elena L Grigorenko
In offering a commentary upon the IDA definition, we address its main components in turn. While each is technically accurate, we argue that, when taken together, the definition, or more accurately, the use to which it is often put, becomes problematic. We outline different current conceptions of dyslexia and conclude that the operationalisation of the definition for diagnostic purposes often results in scientifically questionable diagnoses and inadvertently leads to significant educational inequity. We propose a simpler definition that describes the primary difficulty, avoids reference to causal explanation, unexpectedness, and secondary outcomes, and redirects practitioner and policymaker focus to the importance of addressing and meeting the needs of all struggling readers.
{"title":"Dyslexia in the twenty-first century: a commentary on the IDA definition of dyslexia.","authors":"Julian G Elliott, Elena L Grigorenko","doi":"10.1007/s11881-024-00311-0","DOIUrl":"10.1007/s11881-024-00311-0","url":null,"abstract":"<p><p>In offering a commentary upon the IDA definition, we address its main components in turn. While each is technically accurate, we argue that, when taken together, the definition, or more accurately, the use to which it is often put, becomes problematic. We outline different current conceptions of dyslexia and conclude that the operationalisation of the definition for diagnostic purposes often results in scientifically questionable diagnoses and inadvertently leads to significant educational inequity. We propose a simpler definition that describes the primary difficulty, avoids reference to causal explanation, unexpectedness, and secondary outcomes, and redirects practitioner and policymaker focus to the importance of addressing and meeting the needs of all struggling readers.</p>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11413141/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141321806","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-01Epub Date: 2024-09-23DOI: 10.1080/0142159X.2024.2397303
{"title":"Medical Teacher in Ten Minutes.","authors":"","doi":"10.1080/0142159X.2024.2397303","DOIUrl":"10.1080/0142159X.2024.2397303","url":null,"abstract":"","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142291258","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-30DOI: 10.1177/02557614241282088
Lucy L Mawang
Declining enrolments and low persistence in music education are universal concerns among music educators. Identifying social-cognitive constructs that might be predictive of adolescent student persistence may assist in the development of interventions aimed at promoting persistence in music education in a global context. Using quantitative measures, this study considers the relationships between collaborative learning, music self-perception and perceived task persistence among secondary music students in Kenya. Collaborative learning has been shown to effectively enhance students’ engagement by exposing them to diverse opinions and perspectives, which stimulates learning, persistence and performance. Positive music self-perception enhances students’ confidence, motivation and determination. However, peer appraisals and comparisons during collaborative learning may impact students’ music self-perception and how they are perceived by their peers, which consequently reflects on their learning behaviour. Results from multiple regression analyses revealed that collaborative learning and music self-perception had significant positive predictive values for perceived task persistence. The two variables jointly accounted for approximately 17% of the variance in perceived task persistence. Mediation analyses using PROCESS revealed that music self-perception partially mediates the relationship between collaborative learning and perceived task persistence.
{"title":"Collaborative learning and persistence in music education: Examining music self-perception as a mediator among adolescent students","authors":"Lucy L Mawang","doi":"10.1177/02557614241282088","DOIUrl":"https://doi.org/10.1177/02557614241282088","url":null,"abstract":"Declining enrolments and low persistence in music education are universal concerns among music educators. Identifying social-cognitive constructs that might be predictive of adolescent student persistence may assist in the development of interventions aimed at promoting persistence in music education in a global context. Using quantitative measures, this study considers the relationships between collaborative learning, music self-perception and perceived task persistence among secondary music students in Kenya. Collaborative learning has been shown to effectively enhance students’ engagement by exposing them to diverse opinions and perspectives, which stimulates learning, persistence and performance. Positive music self-perception enhances students’ confidence, motivation and determination. However, peer appraisals and comparisons during collaborative learning may impact students’ music self-perception and how they are perceived by their peers, which consequently reflects on their learning behaviour. Results from multiple regression analyses revealed that collaborative learning and music self-perception had significant positive predictive values for perceived task persistence. The two variables jointly accounted for approximately 17% of the variance in perceived task persistence. Mediation analyses using PROCESS revealed that music self-perception partially mediates the relationship between collaborative learning and perceived task persistence.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142360531","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-30DOI: 10.1007/s10459-024-10379-3
Ina Mielke, Simon M Breil, Johanna Hissbach, Maren Ehrhardt, Mirjana Knorr
Situational Judgement Tests (SJTs) are popular to screen for social skills during undergraduate medical admission as they have been shown to predict relevant study outcomes. Two different types of SJTs can be distinguished: Traditional SJTs, which measure general effective behavior, and construct-driven SJTs which are designed to measure specific constructs. To date, there has been no comparison of the predictive validity of these two types of SJTs in medical admission. With the present research, we examine whether the HAM-SJT, a traditional SJT, and the CD-SJT, a construct-driven SJT with an agentic and a communal scale, administered during undergraduate medical admission can predict OSCE (i.e., objective structured clinical examination) performance in a low-stakes (nLS = 159) and a high-stakes (nHS = 160) sample of medical students. Results showed a moderate positive relation between the communal scale of the CD-SJT and performance in OSCE stations with trained patients in the high-stakes sample (r =.20, p =.009). This SJT had also an incremental value in predicting the OSCE performance above and beyond GPA (i.e., grade point average), a science test (i.e., HAM-Nat), and gender (ß = 0.18, 95% CI [0.03; 0.33], p =.020). That is, individuals who chose more communal behavioral responses in the SJT were rated more favorably in interactions with trained patients in the OSCE. A comparable correlation coefficient was observed for the HAM-SJT when controlling for range restriction due to admission (rraw = 0.14 vs. rcontrolled = 0.20). Our research provides a first indication for the predictive validity of construct-driven SJTs in high-stakes undergraduate medical admission.
{"title":"Predicting undergraduate OSCE performance using traditional and construct-driven situational judgment tests at admission.","authors":"Ina Mielke, Simon M Breil, Johanna Hissbach, Maren Ehrhardt, Mirjana Knorr","doi":"10.1007/s10459-024-10379-3","DOIUrl":"https://doi.org/10.1007/s10459-024-10379-3","url":null,"abstract":"<p><p>Situational Judgement Tests (SJTs) are popular to screen for social skills during undergraduate medical admission as they have been shown to predict relevant study outcomes. Two different types of SJTs can be distinguished: Traditional SJTs, which measure general effective behavior, and construct-driven SJTs which are designed to measure specific constructs. To date, there has been no comparison of the predictive validity of these two types of SJTs in medical admission. With the present research, we examine whether the HAM-SJT, a traditional SJT, and the CD-SJT, a construct-driven SJT with an agentic and a communal scale, administered during undergraduate medical admission can predict OSCE (i.e., objective structured clinical examination) performance in a low-stakes (n<sub>LS</sub> = 159) and a high-stakes (n<sub>HS</sub> = 160) sample of medical students. Results showed a moderate positive relation between the communal scale of the CD-SJT and performance in OSCE stations with trained patients in the high-stakes sample (r =.20, p =.009). This SJT had also an incremental value in predicting the OSCE performance above and beyond GPA (i.e., grade point average), a science test (i.e., HAM-Nat), and gender (ß = 0.18, 95% CI [0.03; 0.33], p =.020). That is, individuals who chose more communal behavioral responses in the SJT were rated more favorably in interactions with trained patients in the OSCE. A comparable correlation coefficient was observed for the HAM-SJT when controlling for range restriction due to admission (r<sub>raw</sub> = 0.14 vs. r<sub>controlled</sub> = 0.20). Our research provides a first indication for the predictive validity of construct-driven SJTs in high-stakes undergraduate medical admission.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142331799","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-30DOI: 10.1007/s10643-024-01771-0
Natalia Kucirkova, Jarmila Bubikova-Moan
This explorative qualitative study investigated how families engage in mealtime conversations supported with decorated plates that were specially designed to promote family conversations. Our aim was to examine the main thematic and discursive patterns that naturally occurred in these conversations. Six Norwegian families of pre-school children aged 3–6 years were provided with five decorated plates and asked to audio-record their conversations during a meal. Transcripts of the audio-recordings were analysed with manifest content-related analysis, followed by an abductive analysis and a mapping of the main discourse types and interactional patterns. We demonstrate that the conversations displayed great thematic heterogeneity and represented a continuum of extended and non-extended talk, ranging from basic labelling and vocabulary recall to narration, explanation and argumentation. Variable engagement levels among the participants were also noted. We argue that decorated tableware can serve as a valuable tool for studying linguistic input and the nature of adult–child conversations during mealtimes at home and beyond.
{"title":"Parent–Child Mealtime Conversations Stimulated with Decorated Tableware","authors":"Natalia Kucirkova, Jarmila Bubikova-Moan","doi":"10.1007/s10643-024-01771-0","DOIUrl":"https://doi.org/10.1007/s10643-024-01771-0","url":null,"abstract":"<p>This explorative qualitative study investigated how families engage in mealtime conversations supported with decorated plates that were specially designed to promote family conversations. Our aim was to examine the main thematic and discursive patterns that naturally occurred in these conversations. Six Norwegian families of pre-school children aged 3–6 years were provided with five decorated plates and asked to audio-record their conversations during a meal. Transcripts of the audio-recordings were analysed with manifest content-related analysis, followed by an abductive analysis and a mapping of the main discourse types and interactional patterns. We demonstrate that the conversations displayed great thematic heterogeneity and represented a continuum of extended and non-extended talk, ranging from basic labelling and vocabulary recall to narration, explanation and argumentation. Variable engagement levels among the participants were also noted. We argue that decorated tableware can serve as a valuable tool for studying linguistic input and the nature of adult–child conversations during mealtimes at home and beyond.</p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2024-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142329945","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-30DOI: 10.1177/02557614241286189
Jihae Shin, Joo Yeon Jung
This study explored Korean music teachers’ use of technology and views on integrating technology into music classrooms. Using a mixed methods approach, the researchers administered a survey to 105 music teachers and conducted semi-structured interviews with five music teachers. The results showed that about one-fourth of survey respondents indicated that they rarely incorporate music technology when teaching singing and playing, and generally, music teachers reported that they use music technology infrequently for main class activities. In addition, these Korean music teachers demonstrated limited knowledge of fourth industrial revolution smart technologies, despite viewing AI and the metaverse as potentially helpful for music teaching. Notably, this study found that music teachers consider it necessary to utilize music technologies that enable them to broaden the scope of music curricula.
{"title":"An investigation of Korean music teachers’ perceptions of technology in music classes","authors":"Jihae Shin, Joo Yeon Jung","doi":"10.1177/02557614241286189","DOIUrl":"https://doi.org/10.1177/02557614241286189","url":null,"abstract":"This study explored Korean music teachers’ use of technology and views on integrating technology into music classrooms. Using a mixed methods approach, the researchers administered a survey to 105 music teachers and conducted semi-structured interviews with five music teachers. The results showed that about one-fourth of survey respondents indicated that they rarely incorporate music technology when teaching singing and playing, and generally, music teachers reported that they use music technology infrequently for main class activities. In addition, these Korean music teachers demonstrated limited knowledge of fourth industrial revolution smart technologies, despite viewing AI and the metaverse as potentially helpful for music teaching. Notably, this study found that music teachers consider it necessary to utilize music technologies that enable them to broaden the scope of music curricula.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142360286","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-30DOI: 10.1177/02557614241287558
Lee Cheng, Zack Moir, Adam Patrick Bell, James Humberstone, Ethan Hein
The COVID-19 pandemic has brought about dramatic changes in popular music education, underscoring the importance of technology in both practice and transmission. Nevertheless, the celebration of technological integration as a one-stop solution has led to some challenges remaining overlooked and unsolved, resulting in an increasing mismatch between popular music education and the growth of online musical engagement among young people. Framed by the notion of digital musicianship, this position paper presents an overview of the adoption of technology in popular music education within the lockdown period, in the process raising concerns about whether such revisions can adequately address the challenges faced by popular music education. This leads to a discussion of a potential revamp of digital musicianship as a response to the continued and expanding presence of technology within popular music education and the post-pandemic teaching and learning environment. The authors assert that digital musicianship should encompass learners’ ability to perceive and adopt technologies for online and remote music-making, and critically evaluate their validity and quality in various contexts. Additionally, there is a need to critically address the homogeneity of musical cultures and technological determinism embedded within the design of music technology, alongside tackling the issues of inequality and accessibility.
{"title":"Digital musicianship in post-pandemic popular music education","authors":"Lee Cheng, Zack Moir, Adam Patrick Bell, James Humberstone, Ethan Hein","doi":"10.1177/02557614241287558","DOIUrl":"https://doi.org/10.1177/02557614241287558","url":null,"abstract":"The COVID-19 pandemic has brought about dramatic changes in popular music education, underscoring the importance of technology in both practice and transmission. Nevertheless, the celebration of technological integration as a one-stop solution has led to some challenges remaining overlooked and unsolved, resulting in an increasing mismatch between popular music education and the growth of online musical engagement among young people. Framed by the notion of digital musicianship, this position paper presents an overview of the adoption of technology in popular music education within the lockdown period, in the process raising concerns about whether such revisions can adequately address the challenges faced by popular music education. This leads to a discussion of a potential revamp of digital musicianship as a response to the continued and expanding presence of technology within popular music education and the post-pandemic teaching and learning environment. The authors assert that digital musicianship should encompass learners’ ability to perceive and adopt technologies for online and remote music-making, and critically evaluate their validity and quality in various contexts. Additionally, there is a need to critically address the homogeneity of musical cultures and technological determinism embedded within the design of music technology, alongside tackling the issues of inequality and accessibility.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142360285","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-30DOI: 10.1016/j.tate.2024.104788
We investigated factors that are potentially associated with teaching and learning with digital technology, by replicating and extending Sailer, Murböck, and Fischer's (2021) study with a representative sample of 407 German secondary school teachers. In line with the replicated study, teachers' technology-related teaching skills were crucial for different forms of students' active learning, whereas the digital technology equipment available in a school was less important. School support was positively related to successful digital teaching and learning at schools. The success of Bring-Your-Own-Device depended on who brought the device, teachers or students.
{"title":"Digital learning in schools: Which skills do teachers need, and who should bring their own devices?","authors":"","doi":"10.1016/j.tate.2024.104788","DOIUrl":"10.1016/j.tate.2024.104788","url":null,"abstract":"<div><div>We investigated factors that are potentially associated with teaching and learning with digital technology, by replicating and extending Sailer, Murböck, and Fischer's (2021) study with a representative sample of 407 German secondary school teachers. In line with the replicated study, teachers' technology-related teaching skills were crucial for different forms of students' active learning, whereas the digital technology equipment available in a school was less important. School support was positively related to successful digital teaching and learning at schools. The success of Bring-Your-Own-Device depended on who brought the device, teachers or students.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":null,"pages":null},"PeriodicalIF":4.0,"publicationDate":"2024-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142358750","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-30DOI: 10.1007/s10459-024-10378-4
Stevie-Jae Hepburn, Syadani Riyad Fatema, Rikki Jones, Kylie Rice, Kim Usher, Jen Williams
When considering health professionals' requirements and responsibilities, competence is a complex concept that extends beyond knowledge to encompass understanding, application, technical skills, problem-solving, and clinical judgment. Rural clinical placements provide a rich learning environment for students to improve their competencies, self-esteem, and preparedness for practice (PFP). This scoping review aimed to identify pre-registration health students' perspectives on rural placement regarding competency and skill development, and enablers and barriers to learning. The methodology outlined by the Joanna Briggs Institute was followed. Out of 1186 records (366 duplicates), 821 were screened by title and abstract, 59 underwent full-text screening and 18 studies were included. Over half the studies included medicine students (n = 11). Reported competencies predominantly focused on self-assessed confidence regarding clinical skills. The reported barriers and enablers to learning highlighted the complexity of the placement experience and the importance of interpersonal factors, learner engagement and the supervisor's role. The review identified a gap in the literature pertaining to student perspectives of competencies and skills not assessed or experienced as well as a lack of standardised measures for PFP. The identified enablers and barriers provide suggestions for rural placement design and emphasise the importance of the student learning experience. Future research could include multiple health disciplines and specific methodologies to identify health students' perspectives regarding the development of competency, relatedness and autonomy, that is how to support health students to think, feel and act like health professionals.
{"title":"Preparedness for practice, competency and skill development and learning in rural and remote clinical placements: A scoping review of the perspective and experience of health students.","authors":"Stevie-Jae Hepburn, Syadani Riyad Fatema, Rikki Jones, Kylie Rice, Kim Usher, Jen Williams","doi":"10.1007/s10459-024-10378-4","DOIUrl":"https://doi.org/10.1007/s10459-024-10378-4","url":null,"abstract":"<p><p>When considering health professionals' requirements and responsibilities, competence is a complex concept that extends beyond knowledge to encompass understanding, application, technical skills, problem-solving, and clinical judgment. Rural clinical placements provide a rich learning environment for students to improve their competencies, self-esteem, and preparedness for practice (PFP). This scoping review aimed to identify pre-registration health students' perspectives on rural placement regarding competency and skill development, and enablers and barriers to learning. The methodology outlined by the Joanna Briggs Institute was followed. Out of 1186 records (366 duplicates), 821 were screened by title and abstract, 59 underwent full-text screening and 18 studies were included. Over half the studies included medicine students (n = 11). Reported competencies predominantly focused on self-assessed confidence regarding clinical skills. The reported barriers and enablers to learning highlighted the complexity of the placement experience and the importance of interpersonal factors, learner engagement and the supervisor's role. The review identified a gap in the literature pertaining to student perspectives of competencies and skills not assessed or experienced as well as a lack of standardised measures for PFP. The identified enablers and barriers provide suggestions for rural placement design and emphasise the importance of the student learning experience. Future research could include multiple health disciplines and specific methodologies to identify health students' perspectives regarding the development of competency, relatedness and autonomy, that is how to support health students to think, feel and act like health professionals.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142331800","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-30DOI: 10.1007/s10643-024-01763-0
Rebecca Huber, Meera Menon, Kirsten Klatka, Rebecca B. Russell, Tara Bristol Rouse, Scott D. Berns
The early childhood period has lasting effects on physical and mental health. Most U.S. families rely on daily non-parental care for children under five, highlighting the importance of integrating family preferences with educator practices through reciprocal family engagement (RFE). Systems change initiatives are promising to promote RFE due to the potential to realign early childhood systems (ECS) to meet family preferences and promote positive outcomes/in The i3 we are a village grant: Successes, challenges. However, there is little research on systems-level RFE strategies. We held two focus groups with eight informants involved in RFE activities in an ECS initiative and asked informants about enablers and barriers to systems building RFE. We performed a thematic analysis using a phenomenological approach, and identified three themes: building team cohesion, capacity building and reach, and resources and capital. Our findings suggest that ECS leaders looking to enhance programmatic RFE strategy could employ relational techniques to affirm flexibility in RFE duties, model open communication, appreciate existing skills, and provide opportunities to expand skills. ECS-building may benefit from an RFE approach but should be met with bureaucratic buy-in for RFE to succeed on a structural level.
{"title":"Reciprocal Family Engagement Strategies in U.S. Early Childhood Systems: A Qualitative Study","authors":"Rebecca Huber, Meera Menon, Kirsten Klatka, Rebecca B. Russell, Tara Bristol Rouse, Scott D. Berns","doi":"10.1007/s10643-024-01763-0","DOIUrl":"https://doi.org/10.1007/s10643-024-01763-0","url":null,"abstract":"<p>The early childhood period has lasting effects on physical and mental health. Most U.S. families rely on daily non-parental care for children under five, highlighting the importance of integrating family preferences with educator practices through reciprocal family engagement (RFE). Systems change initiatives are promising to promote RFE due to the potential to realign early childhood systems (ECS) to meet family preferences and promote positive outcomes/in The i3 we are a village grant: Successes, challenges. However, there is little research on systems-level RFE strategies. We held two focus groups with eight informants involved in RFE activities in an ECS initiative and asked informants about enablers and barriers to systems building RFE. We performed a thematic analysis using a phenomenological approach, and identified three themes: building team cohesion, capacity building and reach, and resources and capital. Our findings suggest that ECS leaders looking to enhance programmatic RFE strategy could employ relational techniques to affirm flexibility in RFE duties, model open communication, appreciate existing skills, and provide opportunities to expand skills. ECS-building may benefit from an RFE approach but should be met with bureaucratic buy-in for RFE to succeed on a structural level.</p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2024-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142360346","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}