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Principles focused evaluation (PFE) can complement existing formative and outcome evaluation plans by identifying Effectiveness Principles (EPs), an operationalization of values and standards that guide practitioners during program implementation. To date, however, few examples of PFE are available in the literature. This description of the application of PFE to the Washington State Rape Prevention and Education (RPE) sexual violence prevention program provides an example of how this flexible approach can augment an existing evaluation plan to distill shared evaluation components across different organizations implementing diverse prevention programming. Specifically, we describe the process used by a team of practitioners, funders, evaluation consultants and state-level sexual violence prevention technical assistance providers to identify EPs, operationalize indicators for each EP, and develop and test an EP measurement approach. In this process, the seven very different RPE-funded organizations, each serving a unique community, were able to identify and endorse shared, core EPs. This description illustrates PFE's promise for augmenting a shared evaluation approach and identifying common guiding tenets across uniquely situated organizations in a larger community of practice.

This study explores how mothers in the US described challenges to their children's (ages birth to eight) play experiences at home during social distancing due to the COVID-19 virus. Understanding their lived experiences is valuable because it will add insight into the effects of this unique time period on the critical role parent-child interactions play in children's physical, social, and emotional well-being. Using a phenomenological design, interviews with 14 mothers revealed a common experience in which play efforts were altered at times due to challenges related to social distancing and COVID-19. Four themes described these challenges: Lack of Parent Resources and Support, Work and Child Care Balance, Children's Struggles with Social Isolation, and Children's Uncertainty Regarding COVID-19. Mothers believed it was their responsibility to keep their children engaged in play as part of their childcare duties. They struggled to balance work and childcare, did not always enjoy playing with their children, and desired alone time to recover during this challenging time. They sought to best meet their children's needs but had to make allowances to their parenting practices and play attitudes. The authors discuss how more intensive parenting philosophies could be difficult to sustain when society does not operate as usual.

Professional literature in human development, social foundations, and academic subject area courses function as a major but understudied tool of teacher preparation programs. Through the overlapping lenses of sociocultural and critical theories of child development, this study employs descriptive content analysis to investigate the potential of common course texts to foster early childhood teachers' proleptical identities as practitioners of democratic education. Findings suggest NAEYC's influential texts on anti-bias education, as well as popular texts in child development, children's literature, and social studies, insufficiently address the democratic goal of fully inclusive classrooms. The presentation of same-sex parent families serves as an exemplar of the problem. Implications for teacher education are discussed.

The present study sought to understand parents' perspectives on the ease with which they felt they could play with their children during the initial period of social distancing. Seven hundred and five participants answered a 48-item questionnaire. This manuscript is focused on one Likert-type scale question and an open-ended follow-up question. Almost two thirds of participants indicated they felt indifference or that it was difficult to play with their children during social distancing. Five hundred and nine participants provided feedback for their answers. Thematic analysis was used to code and categorize these comments. Participants provided varied reasons for how they viewed playing with their children during social distancing, which were used to create five themes: Work and Professional Role, Mental & Physical Health, Time, Access to Resources, and Parenting Factors. The researchers offer implications for promoting play during times of social distancing.

Through a 48-item questionnaire shared via social media, 546 participants from 47 American States reported on their children's (ages 0-8) play activities during early social distancing efforts as a result of the COVID-19 pandemic. Descriptive and inferential statistics were used for data analysis. Results from the questionnaire indicate participants took social distancing guidelines seriously by keeping children at home and away from other children during the period of social distancing, thus affecting play behaviours. The study's findings are significant in that they document some parents' perspectives of their children's play during a unique period in American history. The authors discuss implications for parent and child play behaviours including the need for more unstructured play time, realities of parents working from home with children present, and the effects of children having a lack of access to peers to play with for sociodramatic and symbolic play. Recommendations for future research are provided.

Deep social studies-based engagement is critical in early childhood to provide a foundation for later learning and increasingly mature understandings. Skills and attitudes necessary for active citizenship should be fostered in prekindergarten "in a way which is appealing and pleasurable (Casey, DiCarlo, & Sheldon, 2019, p. 1)". The National Council for the Social Studies College, Career, and Civic Life (C3) Framework is written for kindergarten through 12th grade, but could it a guide for successful inquiries with children in prekindergarten? If so, could the framework also provide a helpful tool for early childhood educators unsure of how to create inquiry experiences? This study's purpose was to examine the experiences and outcomes of eleven prekindergarten students and their teacher as they explored landmarks over a five-week inquiry using the C3 Framework. Qualitative analyses of data sources suggest the C3 Framework guided inquiry on landmarks led to the formation of foundational geographical schemas in the children and supportive inquiry pedagogy schemas for the teacher.

Intercultural education, focused on understanding, respecting, and engaging in dialogue among and about different cultures (United Nations Educational, Scientific and Cultural Organization [UNESCO], 2006) adds to multicultural educational efforts by addressing diverse needs in learning and teaching students. This paper argues for focus on intercultural education in elementary social studies methods courses for pre-service teachers (PSTs) and describes the author-created three-perspective format for developing intercultural educational activities. Use of the three-perspective format is described followed by results from a study using the approach to guide response journals focused on the multicultural novel, "Inside Out and Back Again" (Lai, 2011), with 89 PSTs at a highly research-intensive university in the southern United States. Open coding of collective case studies revealed three themes in students' journal reflections when using the three-perspective format: insight into diverse perspectives, changes in attitudes for teaching, and a valuable learning experience. Combined with researcher field notes and student-generated emails, these emergent themes could indicate that some students experienced lasting change in attitudes and feelings towards others and themselves that had not been previously considered or held. This level of change could facilitate individual transformation and help make meaningful impressions and paradigm shifts in PSTs as described by Mezirow (1991) in Transformative Learning Theory.

Most prekindergarten (preK) teachers are probably unfamiliar with the "College, Career, and Civic Life (C3) Framework for Social Studies State Standards." John McDonnell, who teaches a class of eleven four-year-old children, also had not heard of it until he attended the author's workshop on early childhood social studies practices, which included an introduction to the C3 Framework. At the workshop, teachers from preK through third grade learned about using the Four Dimensions of the C3 Framework's Inquiry Arc: (1) developing questions and planning inquiries; (2) applying disciplinary concepts and tools; (3) evaluating sources and using evidence; and (4) communicating conclusions and taking informed action. Even though the C3 Framework focuses on the K-12 curriculum and was not designed for preK teaching, Mr. McDonnell wondered if it could be used to organize inquiry-based social studies lessons for his prekindergarten students at the LSU Early Childhood Education Laboratory Preschool in Baton Rouge, Louisiana (ECELP). This article describes a collaboration between the author and Mr. McDonnell to create the landmarks unit, combining knowledge about young children and social studies to plan for each of the four Dimensions. This prekindergarten social studies inquiry, created through use of the C3 Framework, is probably one of the first of such studies. The experience suggests the C3 Framework can provide a useful, guiding structure for early childhood teachers to ground inquiry experiences in social studies disciplines.

This article is centred on the constructs of teacher quality as defined by early childhood (EC) teachers in Belize. Using the concept of teacher beliefs as a framework, the researchers analyse teachers' perceptions of quality teaching, which should guide policy and practice decisions. For this pilot study, data were collected from 22 teachers using open-ended and Likert-scale questions from a questionnaire (n = 13) or focus groups (n = 9). Guiding research questions first sought to identify behaviours teachers believed were important or need to be stopped or improved, and second, to determine teacher agreement with guiding standards for excellence in EC teacher preparation as identified by National Association for the Education of Young Children (NAEYC). Open-coding and descriptives were used to interpret qualitative and quantitative findings. Themes identified by teachers as important EC teacher behaviours and behaviours that needed to be stopped or improved are presented, as well as teachers' agreement with standards of excellence in EC as identified by NAEYC.

This article describes how one social studies class used chants to express themselves. One student's chant communicated her understandings of citizenship; it included three specific ways that she can be a good responsible citizen. This student's communication of ideas reflects the fourth dimension of the Inquiry Arc in the College, Career, and Civic Life (C3) Framework. Integrating the arts into other content areas goes beyond what many teachers do when they have students listen to a song or examine a painting. Integration requires that teachers offer art instruction (of form or practice) and social studies instruction with equal rigor. Thus, the integrated lesson plan should target learning objectives in art as well as in social studies. This article focuses on Ms. Cruz's second grade classroom in a public school in the East Baton Rouge Parish School District in Louisiana where students are familiar with using arts integration practices to learn and explore new subject matter. It describes how chanting--the repetition of words using a varied rhythm, beat, and pitch--can be used as an art form and a way of learning. The article shares a social studies lesson plan to help other educators create their own C3 Framework lesson using chanting.

As bystander approaches become increasingly prevalent elements of sexual and domestic violence prevention efforts, it is necessary to better understand the factors that support or impede individuals in taking positive action in the face of aggressive or disrespectful behavior from others. This study presents descriptive findings about the bystander experiences of 27 men who recently became involved in antiviolence against women work. More specifically, we describe the consistency with which respondents actively intervene in the speech or behavior of others, the strategies they use, and the factors they weigh as they deliberate taking action. Respondents report a complex and interrelated set of individual and contextual influences on their choices within bystander opportunities, which hold implications for both violence-specific models of bystander behavior and for prevention intervention development. (Contains 1 figure.)

Although substantial numbers of women seeking Temporary Assistance for Needy Families (TANF) report domestic violence, few receive mandated services through the Family Violence Option (FVO). This study used transcripts of interviews between welfare caseworkers and their clients to identify and classify the responses made by workers to client disclosures of abuse and to assess the match or mismatch of these responses with FVO policy requirements. Only 22 of 782 client interviews involved the disclosure of abuse to the welfare caseworker. A typology of worker responses was created, from least to most engaged. This typology shows that only half of those who disclosed abuse received assistance from the welfare worker, despite policy mandates that clients receive information on TANF waivers and community resources. This study suggests that problems with implementation of the FVO reflect a systemic reluctance to address issues of violence with women rather than problems of individual workers.

Although peer networks have been implicated as influential in a range of adolescent behaviors, little is known about relationships between peer network structures and risk for intimate partner violence (IPV) among youth. This study is a descriptive analysis of how peer network "types" may be related to subsequent risk for IPV perpetration among adolescents using data from 3,030 male respondents to the National Longitudinal Study of Adolescent Health. Sampled youth were a mean of 16 years of age when surveyed about the nature of their peer networks, and 21.9 when asked to report about IPV perpetration in their adolescent and early adulthood relationships. A latent class analysis of the size, structure, gender composition and delinquency level of friendship groups identified four unique profiles of peer network structures. Men in the group type characterized by small, dense, mostly male peer networks with higher levels of delinquent behavior reported higher rates of subsequent IPV perpetration than men whose adolescent network type was characterized by large, loosely connected groups of less delinquent male and female friends. Other factors known to be antecedents and correlates of IPV perpetration varied in their distribution across the peer group types, suggesting that different configurations of risk for relationship aggression can be found across peer networks. Implications for prevention programming and future research are addressed.

Data from male participants in the National Longitudinal Study of Adolescent Health are used to examine childhood predictors of late adolescent and early adulthood sexually coercive behavior and adolescent mediators of these relationships. A path analysis shows that experiencing sexual abuse as a child has a direct effect on perpetrating subsequent coercion that is partially mediated by early sexual initiation. Involvement in delinquent activities in adolescence was the only additional significant predictor of sexually coercive behavior and completely mediated the relationship between physical abuse in childhood and later sexual coercion. Of note, more than half of men reporting sexually aggressive acts had no history of childhood victimization, so pathways to sexually coercive behavior for this group remain unidentified. In addition to the universal prevention approaches currently in use in the field, these findings suggest that targeted prevention programs need to be formulated for youth with histories of childhood sexual or physical abuse. (Contains 1 note, 1 table, and 1 figures.)