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1. Child Labor Activities and Schooling Decisions in Rural Côte D'ivoire. Working Paper

Author

University of Pennsylvania, Consortium for Policy Research in Education (CPRE), Samuel Kembou, Sharon Wolf, Kaja Jasinska, and Amy Ogan

Abstract

We leverage data on 1,857 families in 140 rural cocoa-growing communities of Côte d'Ivoire to report on child work activities and schooling decisions. We distinguish between unpaid domestic labor and unpaid agricultural child labor activities reported by children in 2021 during the COVID-19 pandemic. We find that more than 80% of children participate in at least one household work activity and more than 50% in at least one agricultural work activity, with differences between boys and girls. Older boys performed more unpaid agricultural work activities, and girls performed more domestic work activities. Thirty-five percent of children were engaged in unpaid agricultural child labor, a rate similar to a national estimate of child labor in cocoa-growing communities of Côte d'Ivoire in 2018/19. Agricultural child labor and schooling are predicted by a child's age and gender, household factors such as parental age, family size, multidimensional poverty, and community factors, especially community-level child labor rates. Social protection and education programs targeting older boys could improve their schooling outcomes and reduce agricultural child labor. Likewise, addressing acute poverty with multifaceted programs reducing consumption-based poverty, poor parental education, and improving community infrastructures could reduce child labor.

Published
2023

2. The Impact of Learning Disabilities on Children and Parental Outcomes: Evidence from the Panel Study of Income Dynamics. Working Papers. No. 23-7

Author

Federal Reserve Bank of Boston, Rachel Cummings, and María José Luengo-Prado

Abstract

We document the characteristics of children and young adults identified in the Panel Study of Income Dynamics as having a learning disability and study whether legislative changes in diagnosis criteria have had a noticeable effect determining who receives a diagnosis. We further document that children and young adults identified as a having a learning disability experience less desirable outcomes early in life, including trouble with the police, drug use, violent behavior, incarceration, self-reported low levels of well-being, lower educational attainment, and less favorable labor market outcomes. We also find that the mothers of children diagnosed with learning disabilities are less likely than other mothers to participate in the labor market.

Published
2023

3. Learning within Socio-Political Landscapes: (Re)Imagining Children's Geographies. Occasional Paper Series 48

Author

Bank Street College of Education, Boldt, Gail, Boldt, Gail, and Bank Street College of Education

Abstract

This issue of the Bank Street "Occasional Paper Series" brings together educators and researchers to (re)imagine what it means to teach and learn within the immediacy of the here and now, an orientation crucial to confronting contemporary threats to children's lives, democracy, and the planet. The papers seek to extend and broaden Bank Street College founder Lucy Sprague Mitchell's original conceptualizations by centering the past and future alongside the immediacies of the now, elevating Black, Indigenous, and People of Color (BIPOC) perspectives in children's geographies and exploring potentialities of mapping in analog as well as emerging digital forms. The authors also aim to carry forward her commitments to listening to children with curiosity and care, rooted in a belief that young people know a lot about the world already and that they are fully capable of delving deep into complex processes and problems. As such, this collection situates young peoples' here and now within sociopolitical landscapes, the wider nested systems and structures that constitute and reconstitute land, place, and children's geographies. The authors in this special issue extend, critique, and reimagine what it means to center young people's worlds and ways of knowing to make sense of the here and now.

Published
2022

4. Does the Digital Generation Comprehend Better from the Screen or from the Paper?: A Meta-Analysis

Author

Öztop, Feyyaz and Nayci, Ömer

Abstract

This research was carried out to determine whether the comprehension level differs according to the reading environment by examining the studies comparing the comprehension level according to reading from the screen and from the paper by using meta-analysis method. Meta-analysis method was used in this research. The data of the study were obtained from 12 studies (29 comparisons). All of these studies are studies in which Turkish texts are used in reading. The analysis of the obtained data was carried out using the Comprehensive MetaAnalysis software. In the interpretation of the studies, random effects model was taken as basis. As a result of the analyses performed, a significant and medium effect size (g=-0.423, p=0.003) was found in favor of reading from the paper. Therefore, this result shows that comprehension achievement is higher in reading from the paper than reading from the screen. In addition, it was determined that the effect sizes did not differ significantly according to the publication year, grade level, text type and digital tool. It is recommended to perform studies on improving the screen interface and screen reading skills.

Published
2021

5. Welcoming Narratives in Education: A Tribute to the Life Work of Jonathan Silin. Occasional Paper Series 45

Author

Bank Street College of Education, Boldt, Gail, Boldt, Gail, and Bank Street College of Education

Abstract

This issue of the Bank Street "Occasional Paper Series" is a labor of love. It testifies love for Jonathan Silin, who for 17 years served as Editor-in-Chief. This issue has been designed to exemplify two commitments that have shaped the decades of Jonathan's career and that will resonate with readers of the "Occasional Paper Series": (1) Jonathan's passionate belief in the power of narrative; and (2) Jonathan's devotion to nurturing intergenerational relationships for creating conditions that can welcome newcomers into the extant world. To celebrate the spirit of Jonathan's lifetime of work, this issue has invited scholars to tell stories of education as hospitality, as welcoming the newcomer and the stranger, with all the complexities this involves. To create the issue itself as an act of welcoming, a group of curriculum theorists who are newer to the field --scholars whose voices are emerging as powerful representatives of a new generation of scholars-- were invited to write essays. Each of these theorists were paired with a more senior scholar, who wrote a response to their paired partner. In inviting the senior scholars to respond, they were asked to put narrative to use in welcoming the work of their partner, again exemplifying hospitality, creativity, and care. Invited authors were told that their pieces did not have to directly reference Jonathan's work; some did and some did not. Regardless, what followed from the invitation to contribute was nothing less than a profound testament to the spirit of Jonathan's work, leading to inspired acts of support and generosity shown by our contributors to one another, all occurring during the extreme stresses of the COVID-19 pandemic.

Published
2021

6. Tablet or Paper and Pen? Examining Mode Effects on German Elementary School Students' Computation Skills with Curriculum-Based Measurements

Author

Blumenthal, Stefan and Blumenthal, Yvonne

Abstract

Progress monitoring of academic achievement is an essential element to prevent learning disorders. A prominent approach is curriculum-based measurement (CBM). Various studies have documented positive effects of CBM on students' achievement. Nevertheless, the use of CBM is associated with additional work for teachers. The use of tablets may be of help here. Yet, although many advantages of computer- or tablet-based assessments are being discussed in the literature (e. g. innovative item formats, adaptive testing, automated scoring and feedback), there are still concerns regarding the comparability of different assessment modes (paper-pencil vs. tablet). In the study presented, we analyze the CBM data of 98 fourth graders. They processed the exact same computation items once with paper and pen and once in a tablet application. The analyses point to comparable results in the test modes, although some significant deviations can be found at item level. In addition, the children report perceived benefits when working with the tablet.

Published
2020

7. Does Early Food Insecurity Impede the Educational Access Needed to Become Food Secure. University of Kentucky Center for Poverty Research Discussion Paper Series, DP2019-04

Author

University of Kentucky Center for Poverty Research, Hamersma, Sarah, and Kim, Matthew

Abstract

Education is considered one of the great equalizers of economic opportunity. However, pre-existing differences in educational access may generate differences in educational investment, which may perpetuate the economic inequalities that education is supposed to mitigate. In this paper, we examine the role of reduced educational investment as a mechanism for the intergenerational transmission of food insecurity. Specifically, we examine how food insecurity during childhood may reduce educational investments, which, in turn, may increase food insecurity during adulthood. Identifying the mechanism(s) for the intergenerational transmission of food insecurity is essential for designing effective policies to address food insecurity and improve national nutrition and health. Furthermore, understanding the extent to which improvements in food security create positive spillovers in future educational attainment and food security will provide a clearer assessment of the value of programs designed to improve food security. We use longitudinal data from the Panel Study of Income Dynamics to examine education as a potential mechanism (mediator) in the intergenerational transmission of food insecurity. We follow a sample of children almost two decades as they transition from childhood to adulthood. We use an estimator developed by Flores and Flores-Lagunes (2009) to estimate the share of the intergenerational transmission of food insecurity that can be attributed to compromised educational investments. In our preliminary analysis, we find only a small amount of evidence for reduced educational investment as a mechanism for the intergenerational transmission of food insecurity. However, the estimates vary widely across specifications such that large effects are not ruled out.

Published
2019

9. The Influence of Nutrition Assistance Program Participation, Parental Nutritional Knowledge, and Family Foodways on Food Security and Child Well-Being. University of Kentucky Center for Poverty Research Discussion Paper Series, DP2019-02

Author

University of Kentucky Center for Poverty Research, Wolfson, Julia, Insolera, Noura, and Cohen, Alicia

Abstract

In this report we present results from our study of the effect of SNAP [Supplemental Nutrition Assistance Program] and WIC [Special Supplemental Nutrition Program for Women, Infants and Children] participation during childhood on food insecurity risk in young adulthood. We also examined the effect of parental nutritional knowledge and childhood food involvement on food insecurity in young adulthood. We used data from the Panel Study of Income Dynamics Original Childhood Development Supplement. Our balanced panel (n=1,305) was comprised of individuals who were 0-12 years old in 1997, had data on SNAP and income from their year of birth through 2015, food insecurity data in 2015/2017, and had moved out of their parents' home and started their own household prior to 2015. We estimated logistic models using sample, cluster and strata weights to generate nationally representative results. We find a small, but non-statistically significant effect of SNAP and WIC participation during childhood on odds of being food insecure during young adulthood. When examining change in food security from 1999-2015, we find that participation in SNAP during ages 0-5 years (OR 2.36, 95% CI: 0.99, 5.61), and during ages 12-18 years (OR 2.68, 95% CI: 1.09, 6.57) is associated with a higher odds of being more secure in 2015 than in 1999 compared to low income children who were eligible for, but did not participate in SNAP. Participation in both SNAP and WIC during ages 0-5 predicts higher odds (OR: 4.47, 95% CI: 2.04, 9.78) of being more secure in young adulthood than in childhood compared to low income children who were eligible for, but did not participate in SNAP or WIC. Finally, we saw a statistically significant protective effect of high parental nutritional knowledge (in 1999) and child time spent preparing food (during ages 5-12) on food insecurity risk in 2015-2017. SNAP and WIC, as well as parental nutritional knowledge and childhood food involvement appear to have some protective effect on food insecurity in young adulthood. Future research should further investigate the effects of nutrition education, nutrition assistance program participation, and involvement in food preparation on food insecurity over the short- and long-term.

Published
2019

10. Childhood and Adolescent Food Security and Young Adult Outcomes. University of Kentucky Center for Poverty Research Discussion Paper Series, DP2019-05

Author

University of Kentucky Center for Poverty Research, Heflin, Colleen, and Kukla-Acevedo, Sharon

Abstract

Exposure to stressful life experiences during childhood, such as food insecurity, can have negative consequences for attainment later in life. The developmental timing of stressful events and how they influence outcomes over the life course is a critical area of research. Indeed, a more comprehensive understanding of the latter life consequences of childhood food insecurity could guide policy-makers in designing more effective social policies to reduce the severity of the poor life outcomes. This project uses data from the Panel Study of Income Dynamics to estimate the young adult impacts (as late as age 25) of food insecurity experienced in discrete childhood stages -- middle childhood (ages 5-10), early adolescence (ages 11-14), and middle adolescence (ages 15-18). It aims to identify which childhood stage-specific effects of food insecurity are most important to five young adult outcomes in two main areas -- risky sexual behaviors and criminal justice involvement. Results provide consistent evidence that the mean food security scores in middle childhood are associated with the criminal justice involvement outcome. The results are less consistent with the sexual risk taking outcomes. Middle childhood food insecurity is associated with the number of sexual partners in young adulthood, while early adolescent food insecurity is associated with the number of children in young adulthood. Results indicate that male respondents appear to be more sensitive to food insecurity than females.

Published
2019

11. Use of Children's Popular Culture in Literacy Curricula: An Analysis of the Papers by Parry (2002) and Dickie and Shuker (2014) through the Lenses of 'No Research Can Be Value-Laden

Author

Altintug, Fatma Aslanturk and Debrelu, Emre

Abstract

This paper focuses on the importance of children's out-of-school experiences as their popular culture and discusses how such experiences contribute to their creativity and critical thinking. In addition to this, the paper also discusses the critical role of researchers' values in terms of how values affect the design and process of research. From this standpoint, it analyses two research articles, namely as: "Popular culture, participation and progression in the literacy classroom", by Parry (2014), and "Ben 10, superheroes and princesses: primary teachers' views of popular culture and school literacy", by Dickie and Shuker (2014). Throughout the analysis, the paper discusses how the values of the authors' of these papers affected their selection of the research topics, as well as the process of research, by bringing out the importance of critical literacy in pre-school curricula.

Published
2018

12. Long-Run Impact of Welfare Reform on Educational Attainment and Family Structure. University of Kentucky Center for Poverty Research Discussion Paper Series, DP2018-07

Author

University of Kentucky Center for Poverty Research and Vaughn, Cody

Abstract

In the early 90's, the United States reformed its welfare system through state waivers and the Temporary Assistance for Needy Families program. These changes altered family resources and potential investments for childhood human capital, which in turn could affect later adult outcomes. Using data from the Panel Study of Income Dynamics, I examine the long-run impact of growing up under welfare reform on adult education and family structure through age 28. I find that as children, these individuals have higher reading test scores by an average of 6% of a standard deviation. As adults, I find robust evidence that these treated individuals are on average 9% more like to graduate college. I find some evidence that they are more likely to be married and less likely to have a child out of wedlock. The effects for women are larger than men for college completion, marriage rates, and out of wedlock births.

Published
2018

13. The Effect of SNAP and the Broader Safety Net on Mental Health and Food Insecurity. University of Kentucky Center for Poverty Research Discussion Paper Series, DP2018-04

Author

University of Kentucky Center for Poverty Research (UKCPR), Schmidt, Lucie, Shore-Sheppard, Lara, and Watson, Tara

Abstract

Previous literature documents a strong relationship between food insecurity and mental health, and also examines the impact of safety net programs on food insecurity. However, little is known about the intersection between mental health, safety net participation, and food insecurity. In this research, we use a multi-program safety net calculator (including cash, food, and health insurance programs) and data from the National Health Interview Survey and the Current Population Survey to examine the effects of safety net generosity on food insecurity and mental health for single mother families. We examine four research questions. First, does state safety net generosity affect self-reported participation in safety net programs? Second, does mental health affect participation in safety net programs, conditional on generosity? Third, does more generous cash and food assistance affect mental health? And finally, how effective is the safety net in reducing food insecurity in the presence of mental health issues? We find that state-level safety net generosity does predict self-reported participation, and that conditional on generosity, those with mental health issues are significantly more likely to participate in safety net programs. More generous cash and food assistance is protective of maternal mental health, but results are somewhat sensitive to the measure of mental health examined. Finally, we find no effect of the safety net on 30-day food insecurity. These results have important implications for the effectiveness of safety net programs for some of the most vulnerable members of society: low-income mothers suffering from mental health challenges and their children.

Published
2018

14. Disability and Inclusive Education: Stocktake of Education Sector Plans and GPE-Funded Grants. Working Paper #3

Author

Global Partnership for Education (GPE)

Abstract

This report was commissioned by the Global Partnership for Education's Secretariat to take stock of how disability and inclusive education are in included in education sector plans (ESPs) in 51 countries, including GPE-funded programs, such as education sector program implementation grants (ESPIGs), program documents (PADs), implementation progress reports (IPRs) Education Sector Analysis (ESA), if applicable, and other relevant GPE program documents. Moreover, a plethora of key international reports and monitoring reports was reviewed. This report documents progress and highlights the need to step up support to GPE partner countries on disability and inclusive education, to improve consideration of issues around disability and inclusion in education sector analysis and sector planning processes to better promote the achievement of GPE 2020 strategic goal 2, and to fulfill the transformative vision of Agenda 2030. This means ensuring that girls and boys with disabilities are not only able to access their right to a quality education in a nurturing environment, but also, through education, become empowered to participate fully in society, and enjoy full realization of their rights and capabilities. [This report was written with Louise Banham and Eleni Papakosta.]

Published
2018

15. Examining Part C Exiting Data Variation. White Paper. Version 1.0

Author

IDEA Data Center (IDC), Westat, Inc., Henson, Jim, Gooden, Caroline, Bernstein, Haidee, Romero, Luis, Colgan, Siobhan, and Finello, Karen

Abstract

This white paper explores the variation among Part C exiting categories as reported by the 50 states and Washington, D.C., using 2012-13 exiting data. Examining factors that may contribute to variation can lead to improved Part C exiting data quality within and across states. Examination of the Part C exiting data shows that 8 of the 10 categories (categories 1, 2, 4, 5, 6, 8, 9, and 10) had relatively wider variation among states. The paper investigates state characteristics that may influence exiting data variation, as well as possible strategies for improving data quality. This white paper includes four sections. Part 1 summarizes Part C exiting definitions. Part 2 reviews broad, general trends in exiting data variation. Part 3 examines potential reasons for variation, with possible strategies to improve exiting data quality. Finally, Part 4 summarizes the findings of examination of exiting data variation and highlights key findings for state data personnel. [The IDEA Data Center is one of the centers in the Technical Assistance and Dissemination Network (TA&D Network), funded by the Office of Special Education Programs (OSEP).]

Published
2016

16. Disabilities Inclusive Education Systems and Policies Guide for Low- and Middle-Income Countries. Occasional Paper. RTI Press Publication OP-0043-1707

Author

RTI International, Hayes, Anne M., and Bulat, Jennae

Abstract

Having a disability can be one of the most marginalizing factors in a child's life. In education, finding ways to meet the learning needs of students with disabilities can be challenging, especially in schools, districts, regions, and countries with severely limited resources. Inclusive education--which fully engages all students, including students with disabilities or other learning challenges, in quality education--has proven particularly effective in helping all students learn, even while challenges to implementing inclusive education systems remain. This guide provides suggestions for developing inclusive education systems and policies, especially for low- and middle-income countries that are moving from a segregated system toward an inclusive system of education. We specifically address the needs of countries with limited resources for implementing inclusive education. However, our strategies and recommendations can be equally useful in other contexts where inclusive education practices have not yet been adopted. Two appendices are included.

Published
2017

17. The Real Value of SNAP Benefits and Health Outcomes. University of Kentucky Center for Poverty Research Discussion Paper Series, DP2017-03

Author

University of Kentucky Center for Poverty Research, Hoynes, Hilary, Bronchetti, Erin, and Christensen, Garret

Abstract

The food stamp program (SNAP) is one of the most important elements of the social safety net and is the second largest anti-poverty program for children in the U.S. (only the EITC raises more children above poverty). The program varies little across states and over time, which creates challenges for quasi-experimental evaluation. Notably, SNAP benefit levels are fixed across 48 states; but local food prices vary widely, leading to substantial variation in the real value of SNAP benefits. In this study, we leverage time variation in the real value of the SNAP benefit across markets to examine the effects of SNAP on child health. We link panel data on regional food prices and the cost of the Thrifty Food Plan [TFP], as measured by the USDA's Quarterly Food at Home Price Database, to restricted-access geo-located National Health Interview Survey data on samples of SNAP-recipient and SNAP-eligible children. We estimate the relationship between the real value of SNAP benefits (i.e., the ratio of the SNAP maximum benefit to the TFP price faced by a household) and children's health and health care utilization, in a fixed effects framework that controls for a number of individual-level and region characteristics, including non-food prices. Our findings indicate that children in market regions with a lower real value of SNAP benefits utilize significantly less health care, and may utilize emergency room care at increased rates. Lower real SNAP benefits also lead to an increase in school absences but we find no effect on reported health status.

Published
2017

18. Educational and Labour Market Outcomes of Childhood Immigrants by Admission Class. Analytical Studies Branch Research Paper Series

Author

Statistics Canada, Hou, Feng, and Bonikowska, Aneta

Abstract

It has been well documented that the children of immigrants in Canada outperform their peers with Canadian-born parents in educational attainment, and that the two groups have similar labour market outcomes. However, large variations by ethnicity or source country exist among the children of immigrants. This study examines the extent to which admission class (e.g., skilled workers, business immigrants, live-in caregivers, the family class and refugees) also matters in the socioeconomic outcomes of childhood immigrants who arrived in Canada before the age of 18. Using the 2011 National Household Survey, linked with the Immigrant Landing File, this study finds large differences by admission class in university completion rates and earnings for childhood immigrants aged 25 to 44. Children of skilled workers and business immigrants had the highest university completion rates and earnings. Children of live-in caregivers and in the family class had the lowest university completion rates, and children of live-in caregivers and refugees landed in Canada had the lowest earnings. The analysis shows that the admission class of immigrant parents matters to their children's outcomes partly through group differences in the education and official language ability of parents and partly through the unique pre- and post-migration circumstances experienced by each admission class.

Published
2016

19. 'Teaching to Teach' Literacy. CEP Discussion Paper No. 1425

Author

London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP), Machin, Stephen, McNally, Sandra, and Viarengo, Martina

Abstract

Significant numbers of people have very low levels of literacy in many OECD countries and, because of this, face significant labour market penalties. Despite this, it remains unclear what teaching strategies are most useful for actually rectifying literacy deficiencies. The subject remains hugely controversial amongst educationalists and has seldom been studied by economists. Research evidence from part of Scotland prompted a national change in the policy guidance given to schools in England in the mid-2000s about how children are taught to read. We conceptualise this as a shock to the education production function that affects the technology of teaching. In particular, there was phasing in of intensive support to some schools across Local Authorities: teachers were trained to use a new phonics approach. We use this staggered introduction of intensive support to estimate the effect of the new "teaching technology" on children's educational attainment. We find there to be effects of the teaching technology ("synthetic phonics") at age 5 and 7. However, by the age of 11, other children have caught up and there are no average effects. There are long-term effects only for those children with a higher initial propensity to struggle with reading. An appendix contains the following tables: (1) Communication, Language and Literacy at Age 5; (2) Local Authorities in Treatment and Control Groups; (3) Heterogeneity in Estimated Treatment Effects by Non-Native Speaker Status and Free School Meals Eligibility--Different Cohorts for the EDRp v Control; (4) Age 11 Results With and Without Imputation; (5) Heterogeneity in Estimated Treatment Effects by Language Type (i.e. Latin Script v Non-Latin Script) and Free School Meals Eligibility; (6) Heterogeneous Effects for Boys and Girls; (7) Heterogeneity by Subject; and (8) Heterogeneity by Subject: Threshold Effects. [Support was provided by the British Academy and the Royal Society in the framework of the Newton International Fellowship.]

Published
2016

20. Job Loss at Home: Children's School Performance during the Great Recession in Spain. CEP Discussion Paper No. 1364

Author

London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP) and Ruiz-Valenzuela, Jenifer

Abstract

This paper studies the effect of parental job loss on children's school performance during the Great Recession in Spain, using an original panel dataset for students observed since the beginning of the crisis in a school in the province of Barcelona. By using fixed effects, this paper is more likely to deal with the problem of selection into troubled firms which is prevalent in the literature. Fixed effect estimates show that students experience a negative and significant decrease on average grades of about 13% of a standard deviation after father's job loss. The impact of paternal job loss is not homogeneous across students, but it is largely concentrated among children whose fathers suffer long unemployment spells after job loss and students in already disadvantaged families in terms of the father's education level. These results suggest that paternal job loss is a mechanism through which further inequalities might develop during and after a deep economic crisis. The following are appended: (1) The impact of parental job loss on grades. A simple theoretical framework; and (2) More details on the data.

Published
2015

21. The Other 17 Hours: Valuing Out-of-School Time. Occasional Papers 30

Author

Bank Street College of Education, Teitle, Jennifer, Teitle, Jennifer, and Bank Street College of Education

Abstract

This issue of "Bank Street Occasional Papers" explores the value of time outside of school. Educators have given relatively little scholarly attention to young people's nonschool lives. Ignored or valorized, nonschool spaces show up in educational research only as a backdrop, implying that school learning is the yardstick by which to measure the young people's lives. Even scholars who focus primarily on nonschool spaces are limited by their inability to theorize nonschool learning without framing it in terms of school learning (Sefton-Green, 2012; Teitle, 2012). Yet this myopic view of school outcomes only serves to narrow the purpose and possibilities of nonschool time. Therefore, the editors of "Bank Street Occasional Papers" asked authors to expand the conversation about young people's lives outside of school. Contributing authors both engage with current literature on nonschool spaces and offer new and exciting ways to conceptualize nonschool activity and learning. Articles in this issue include: (1) What (and Where) Is the "Learning" When We Talk About Learning in the Home? (Julian Sefton-Green); (2) Global Childhoods, Asian Lifeworlds: After School Time in Hong Kong (Nicola Yelland, Sandy Muspratt, and Caja Gilbert); (3) Becoming-Belieber: Girls' Passionate Encounters with Bieber Culture (Kortney Sherbine); (4) Building After-School Islands of Expertise in "Wrestling Club" (Victor Sensenig); (5) Mapping the Social Across Lived Experiences: Relational Geographies and After-School Time (Jennifer A. Vadeboncoeur and Louai Rahal); (6) Changing Through Laughter with "Laughter for a Change" (Laurel J. Felt and Ed Greenberg); (7) Enhanced Participation: Creating Opportunities for Youth Leadership Development (Clara Waloff); (8) Witnessing the Power of El Sistema in Urban Communities: Sister Cities Girlchoir (Erika Kitzmiller); and (9) Playing Outdoors: The Importance of the City as a Playground for Skateboarding and Parkour (Michael Jeffries, Sebastian Messer, and Jon Swords). Individual articles contain references.

Published
2015

22. House Price Growth When Children Are Teenagers: A Path to Higher Earnings? Working Paper No. 14-13

Author

Federal Reserve Bank of Boston, MA., Cooper, Daniel, and Luengo-Prado, María José

Abstract

This paper examines whether a rise in house prices that occurs immediately prior to children entering college has an impact on their earnings as adults. Higher house prices provide homeowners with additional funds to invest in their children's human capital. The results show that a 1 percentage point increase in house prices, when children are 17 years-old, results in roughly 0.9 percent "higher" annual income for the children of homeowners, and a 1.5 percent "lower" annual income for the children of renters. House price appreciation at age 17 also leads to higher college enrollment rates at age 19 and an increased likelihood of attendance at higher-ranked post-secondary institutions for the children of homeowners, as well as lower college enrollment rates for the children of renters. This Working Paper also includes the following appendices: (1) Data Construction and Summary Statistics; (2) House Prices and Rents; (3) Controlling for Selection into Homeownership; and (4) Intergenerational Mobility.

Published
2014

23. School Counsellors in England, Tackling a Children's Mental Health Crisis

Author

Gillian L. S. Hilton

Abstract

This paper explores the current provisiom and roles of school counsellors in England's schools. Government interventions are discussed and the ongoing problems with the deteriorating mental health of children and adolescents, caused by social pressures, and then the Covid 19 pandemic, addressed. The numbers of counsellors available has risen, but is in no way equal to the provision in other countries and the response of the National Health Service (NHS) is also under severe pressure. Attitudes of parents, teachers and young people to counselling are explored, together with the wide-ranging qualifications and duties required of counsellors in England's schools. The conclusion is that the change of attitude by government towards counselling in schools, is still too little and too late. as many children have no access to in-school help with mental issues, or teachers the support they need to understand the mental health problems affecting children in their classes. [For the complete Volume 22 proceedings, see ED656158.]

Published
2024

24. Private Encroachment through Crisis-Making: The Privatization of Education for Refugees

Author

Le, Hang M.

Abstract

How has education for refugees been shaped by broader dynamics of educational privatization? This paper argues that the invoking of the 'refugee crisis' narrative has been a crucial force in facilitating the privatization of this sector. The urgency of crisis helps to naturalize private actors' participation in refugees' education as equal partners to host governments, multilateral agencies, and civil society. Consistent with Stephen Ball's (2012) distinction between privatization in and of education, the privatization of refugee education also advances through two dimensions: the creation of a new space -- a new 'market' -- for private actors, and the infusion of market and business principles such as 'innovation' into all aspects of education. The crisis narrative has created a new 'horizon of taken-for-granted' (Hall, 1993), where it is simply natural that private actors must participate in the assumption of the traditional responsibilities of the state in providing education for refugees.

Published
2019

25. Opinion paper: effectiveness of sirolimus in treating partial Di George syndrome with autoimmune lymphoproliferative syndrome-like features

Author

Jutte van der Werff ten Bosch

Subjects
Di George syndrome, ALPS, treatment, sirolimus, children, Pediatrics, RJ1-570
Abstract

Di George syndrome is a disorder well known by pediatricians, caused by deletions in chromosome 22q11.2 and presenting with a wide range of clinical abnormalities, including immunodeficiency. Thymic function is diminished, leading to a decreased output of naive T cells (naïve T-helper cells, naïve T-regulatory cells, naïve cytotoxic T cells) as compared to healthy age matched controls. Immunedysregulation, such as autoimmunity and immunoproliferation are common in these patients, because the lack of a correctly functioning T cell repertoire. treatment of these complication are a challenge in many immunodeficiencies, including Di George syndrome. Gu et al. discuss a case of a patient with 22q11 deletion and lymphoproliferation and treated successfully with Sirolimus. This opinion paper highlights the need to collect information on the treatment of patients with immunoproliferation through sharing of information of individual cases and international cooperation.

Published
2023
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26. Keyboard as a Stimulator in Timbre Recognition Training

Author

Adam Rosinski

Abstract

This paper presents the results of a research conducted in a group of Youth Palace in Olsztyn participants. Two different keyboards were used in the experiment to teach how to recognize the timbres of selected musical instruments. Obtained results clearly showed that musical education with the use of keyboards significantly develops timbre hearing of children and youth. The research group performed much better in the tests in comparison with the control group. A danger appearing during this kind of training is the listener getting used to a given timbre (sample). Big part of psychoacoustic research is limited to acoustic stimuli not related to the art of music in a real way, which does not allow the use of this type of research and stimuli in musical didactics. The experiment presented in this paper is based on generating musical sounds that have worked well in education. [For the full proceedings, see ED636095.]

Published
2023

27. Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Mobile Learning (13th, Budapest, Hungary, April 10-12, 2017)

Author

International Association for Development of the Information Society (IADIS), Sánchez, Inmaculada Arnedillo, and Isaías, Pedro

Abstract

These proceedings contain the papers and posters of the 13th International Conference on Mobile Learning 2017, which was organised by the International Association for Development of the Information Society (IADIS), in Budapest, Hungary, April 10-12, 2017. The Mobile Learning 2017 Conference seeks to provide a forum for the presentation and discussion of mobile learning research which illustrates developments in the field. Full papers presented in these proceedings include: (1) Design of a Prototype Mobile Application to Make Mathematics Education More Realistic (Dawid B. Jordaan, Dorothy J. Laubscher, and A. Seugnet Blignaut); (2) Tablets and Applications to Tell Mathematics' History in High School (Eduardo Jesus Dias, Carlos Fernando Araujo, Jr., and Marcos Andrei Ota); (3) Assessing the Potential of LevelUp as a Persuasive Technology for South African Learners (Nhlanhla A. Sibanyoni and Patricia M. Alexander); (4) #Gottacatchemall: Exploring Pokemon Go in Search of Learning Enhancement Objects (Annamaria Cacchione, Emma Procter-Legg, and Sobah Abbas Petersen); (5) A Framework for Flipped Learning (Jenny Eppard and Aicha Rochdi); (6) The Technology Acceptance of Mobile Applications in Education (Mark Anthony Camilleri and Adriana Caterina Camilleri); (7) Engaging Children in Diabetes Education through Mobile Games (Nilufar Baghaei, John Casey, David Nandigam, Abdolhossein Sarrafzadeh, and Ralph Maddison); (8) A Mobile Application for User Regulated Self-Assessments (Fotis Lazarinis, Vassilios S. Verykios, and Chris Panagiotakopoulos); and (9) Acceptance of Mobile Learning at SMEs of the Service Sector (Marc Beutner and Frederike Anna Rüscher). Short papers presented include: (1) Possible Potential of Facebook to Enhance Learners' Motivation in Mobile Learning Environment (Mehwish Raza); (2) D-Move: A Mobile Communication Based Delphi for Digital Natives to Support Embedded Research (Otto Petrovic); (3) Small Private Online Research: A Proposal for a Numerical Methods Course Based on Technology Use and Blended Learning (Francisco Javier Delgado Cepeda); (4) Experimenting with Support of Mobile Touch Devices for Pupils with Special Educational Needs (Vojtech Gybas, Katerina Kostolányová, and Libor Klubal); (5) Mobile Learning in the Theater Arts Classroom (Zihao Li); (6) Nomophobia: Is Smartphone Addiction a Genuine Risk for Mobile Learning? (Neil Davie and Tobias Hilber); (7) Analysis of Means for Building Context-Aware Recommendation System for Mobile Learning (Larysa Shcherbachenko and Samuel Nowakowski); (8) RunJumpCode: An Educational Game for Educating Programming (Matthew Hinds, Nilufar Baghaei, Pedrito Ragon, Jonathon Lambert, Tharindu Rajakaruna, Travers Houghton, and Simon Dacey); (9) Readiness for Mobile Learning: Multidisciplinary Cases from Yaroslavl State University (Vladimir Khryashchev, Natalia Kasatkina, and Dmitry Sokolenko); and (10) The M-Learning Experience of Language Learners in Informal Settings (Emine Sendurur, Esra Efendioglu, Neslihan Yondemir Çaliskan, Nomin Boldbaatar, Emine Kandin, and Sevinç Namazli). Reflection papers presented include: (1) New Model of Mobile Learning for the High School Students Preparing for the Unified State Exam (Airat Khasianov and Irina Shakhova); (2) Re-Ment--Reverse Mentoring as a Way to Deconstruct Gender Related Stereotypes in ICT (Kathrin Permoser); (3) Academic Success Foundation: Enhancing Academic Integrity through Mobile Learning (Alice Schmidt Hanbidge, Amanda Mackenzie, Nicole Sanderson, Kyle Scholz, and Tony Tin); (4) Using Tablet and iTunesU as Individualized Instruction Tools (Libor Klubal, Katerina Kostolányová, and Vojtech Gybas); (5) DuoLibras--An App Used for Teaching-Learning of Libras (Erick Nilson Sodré Filho, Lucas Gomes dos Santos, Aristóteles Esteves Marçal da Silva, Nidyana Rodrigues Miranda de Oliveira e Oliveira, Pedro Kislansky, and Marisete da Silva Andrade); (6) Educators Adopting M-Learning: Is It Sustainable in Higher Education? (Nicole Sanderson and Alice Schmidt Hanbidge); and (7) M-Kinyarwanda: Promoting Autonomous Language Learning through a Robust Mobile Application (Emmanuel Bikorimana, Joachim Rutayisire, Mwana Said Omar, and Yi Sun). Posters include: (1) Design of Mobile E-Books as a Teaching Tool for Diabetes Education (Sophie Huey-Ming Guo); and (2) Reading While Listening on Mobile Devices: An Innovative Approach to Enhance Reading (Aicha Rochdi and Jenny Eppard). The Doctoral Consortium includes: How Can Tablets Be Used for Meaning-Making and Learning (Liv Lofthus). Individual papers include references, and an Author Index is included.

Published
2017

28. Vegan Diets for Children: A Narrative Review of Position Papers Published by Relevant Associations

Author

Boštjan Jakše, Zlatko Fras, and Nataša Fidler Mis

Subjects
vegan diet, children, adolescents, position statement, expert opinion, Nutrition. Foods and food supply, TX341-641
Abstract

The scientific discourse on vegan diets for children and adolescents primarily involves referencing position statement papers from different scientific and professional organizations, including paediatric associations. Over the past two decades, specialized associations have issued official statements and published position papers about adopting well-designed vegan diets during crucial life stages, including pregnancy and lactation, infancy, and childhood. A subset of these associations firmly supports the notion that a well-designed vegan diet can indeed be healthy and support normal growth and development during particularly delicate life stages, emphasizing careful planning, vitamin B12 supplementation, and regular supervised medical and dietetics oversight. In contrast, specific paediatric associations caution against vegan diets for children and adolescents, citing potential harm and the lack of adequate substantiation. These criticisms in position papers frequently point to lower-quality studies and/or outdated studies. Additionally, concerns extend to comparing vegan and omnivorous diets, considering public health issues such as obesity and early stages of cardiovascular disease as well as the risk of prediabetes and type 2 diabetes. Notably, some scepticism stems from studies where children’s adherence to a well-designed vegan diet is incomplete. Scientific rigor suggests performing a comparable assessment of omnivorous and vegan diets. This narrative review highlights the need for a comprehensive, up-to-date literature review to inform balanced perspectives on vegan diets for children and adolescents. Researchers and decision-makers should aim to actively improve the design and consistent implementation of both diet types.

Published
2023
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29. A Paper-Based IL-6 Test Strip Coupled With a Spectrum-Based Optical Reader for Differentiating Influenza Severity in Children

Author

Sheng-Wen Lin, Ching-Fen Shen, Ching-Chuan Liu, and Chao-Min Cheng

Subjects
influenza infection, interleukin-6, point-of-care testing, paper-based test strip, spectrum-based optical reader, children, Biotechnology, TP248.13-248.65
Abstract

Influenza virus infection is a major worldwide public health problem. Influenza virus infections are associated with a high hospitalization rate in children between the ages of 5 and 14. The predominant reason for poor influenza prognosis is the lack of any effective means for early diagnosis. Early diagnosis of severe illness is critical to improving patient outcome, and could be especially useful in areas with limited medical resources. Accurate, inexpensive, and easy-to-use diagnostic tools could improve early diagnosis and patient outcome, and reduce overall healthcare costs. We developed an interleukin-6 paper-based test strip that used colloidal gold-conjugated antibodies to detect human interleukin-6 protein. These complexes were captured on a paper-based test strip patterned with perpendicular T lines that were pre-coated with anti-human interleukin-6 antibodies. Applied serum samples interacted with these antibodies and presented as colored bands that could be read using a spectrum-based optical reader. The full-spectrum of the reflected light interleukin-6 protein signal could be obtained from the spectral optics module, and the standard could be used to quantitatively analyze interleukin 6 level in serum. We retrospectively evaluated 10 children (23 serum samples) with severe influenza virus infections, 26 children (26 serum samples) with mild influenza virus infections, and 10 healthy children (10 serum samples). Our system, the combined use of a paper-based test strip and a spectrum-based optical reader, provided both qualitative and quantitative information. When used with the optical reader, the detection limit was improved from a qualitative, naked-eye level of 400 pg/ml to a quantitative, optical reader level of 76.85 pg/ml. After monitoring serum interleukin-6 level via our system, we found a high correlation between our system results and those obtainable using a conventional sandwich enzyme-linked immunosorbent assay method (Rho = 0.706, p < 0.001). The sensitivity and specificity for differentiating between severe and mild influenza using our combined method (test strip coupled with optical reader) were 78.3 and 50.0%, respectively. When interleukin-6 was combined with serum C-reaction protein, the sensitivity and specificity were 85.7 and 95.5%, and the receiver operating characteristic area-under-the-curve was quite high (AUC = 0.911, p < 0.001). The potential advantages of our system, i.e., a paper-based test strip coupled with a spectrum-based optical reader, are as follows: 1) simple user operation; 2) rapid turnaround times–within 20 min; 3) high detection performance; and, 4) low-cost fabrication.

Published
2021
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32. Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Mobile Learning (11th, Madeira, Portugal, March 14-16, 2015)

Author

International Association for Development of the Information Society (IADIS), Sánchez, Inmaculada Arnedillo, and Isaías, Pedro

Abstract

These proceedings contain the papers and posters of the 11th International Conference on Mobile Learning 2015, which was organised by the International Association for Development of the Information Society, in Madeira, Portugal, March 14-16, 2015. The Mobile Learning 2015 Conference seeks to provide a forum for the presentation and discussion of mobile learning research which illustrate developments in the field. The following are included in these proceedings: (1) Evolution or Revolution? Diffusion and Adaptation of (Smart) Mobile Phones among Children and Adolescents (Gitte Bang Stald); (2) Wearables and the "Anatomy" of Information: Biodata, Privacy, and Ethics (Amber Hutchins and Jake McNeill); (3) Scaffolding Java Programming on a Mobile Phone for Novice Learners (Chao Mbogo, Edwin Blake and Hussein Suleman); (4) Implementation of an Intelligent Tutorial System for Socioenvironmental Management Projects (Gil Vera, Víctor Daniel and Gabriel Awad); (5) Patterns of Mobile Technology Use in Teaching: A Pilot Study (Tami Seifert); (6) Developing Students' Professional Digital Identity (Thomas Cochrane and Laurent Antonczak); (7) Impact of Contextuality on Mobile Learning Acceptance: An Empirical Study Based on Language Learning App (Stephan Böhm and Georges Philip Constantine); (8) Do Mobile Learning Devices Enhance Learning in Higher Education Anatomy Classrooms? (Kate Wilkinson and Phil Barter); (9) It's Not Just the Pedagogy: Challenges in Scaling Mobile Learning Applications into Institution-Wide Learning Technologies (Peter Bird and Mark Stubbs); (10) Mobile Learning and Teacher Education: Researching MLEARN Pilot Development (Don Passey and Joana Zozimo); (11) Mobile-Assisted Language Learning: Student Attitudes to Using Smartphones to Learn English Vocabulary (Neil Davie and Tobias Hilber); (12) Active Students in Webinars (Line Kolås, Hugo Nordseth and Jørgen Sørlie Yri); (13) Expanding the Media Mix in Statistics Education through Platform-Independent and Interactive Learning Objects (Hans-Joachim Mittag); (14) Research on Mobile Learning Activities Applying Tablets (Eugenijus Kurilovas, Anita Juskeviciene and Virginija Bireniene); (15) Learner Centered Experiences with Flipped Classroom and Mobile Online Webinars in Distance Education Program (Lisbeth Amhag); (16) Walk Like an Egyptian: A Serious, Pervasive Mobile Game for Tourism (Fatema Mohsen Gabr and Slim Abdennadher); (17) Educational Materials for Mobile Learning (Kosuke Kaneko, Yoshihiro Okada, Motofumi Yoshida, Hitoshi Inoue and Naomi Fujimura); (18) Boosting up JSL Learners' Outside-Class Learning Time with Learning Log System (Noriko Uosaki, Hiroaki Ogata and Kousuke Mouri); (19) An Integrated Learning Management System for Location-Based Mobile Learning (Christian Sailer, Peter Kiefer and Martin Raubal); (20) The Influence of Affordances on Learner Preferences in Mobile Language Learning (Maria Uther and Adrian Banks); (21) Microlearning as Innovative Pedagogy for Mobile Learning in MOOC (Despina Kamilali and Chryssa Sofianopoulou); (22) Cross-Platform User Interface of e-Learning Applications (Michal Stoces, Jan Masner, Jan Jarolímek, Pavel Šimek, Jirí Vanek and Miloš Ulman); (23) Technology Trends in Mobile Computer Supported Collaborative Learning in Elementary Education from 2009 to 2014 (Mia Carapina and Ivica Boticki); (24) Challenges of Using Learning Analytics Techniques to Support Mobile Learning (Marco Arrigo, Giovanni Fulantelli and Davide Taibi); (25) Effectiveness and Utility of Terminal Tablet as Electric Textbooks for Nursing Practicum (Yumiko Nakamura, Kaori Fukayama and Yukie Majima); (26) A Study on the Process of Development of Collective Intelligence for Utilization of Unused Space of Abandoned Schools (Uk Kim and Junyoung Yang); (27) Implementation of an Adaptive Learning System Using a Bayesian Network (Keiji Yasuda, Hiroyuki Kawashima, Yoko Hata and Hiroaki Kimura); (28) Mathematics and Mobile Learning (Fayez Sayed); and (29) A Framework to Support Global Corporate M-Learning: Learner Initiative and Technology Acceptance across Cultures (Wendy Farrell). An author index is provided. (Individual papers contain references.)

Published
2015

33. The Most Underserved Populations: How Rich and Poor Orphans Rise Together

Author

Brant, James Michael

Abstract

Our world has become starkly inequitable with 0.01% of the population owning 11% of all wealth, 1% owning 38% of all wealth, 10% owning 76% of all wealth, and the lower 50% owning almost nothing. Amongst all of these, there is a group of the most vulnerable, the most underserved, and ironically the most silent because, for the most part, they cannot speak for themselves: orphans, most of whom are in the lower 61%. The world population of orphans today is approximately 153 million. Selfishness and indifference have brought us to an appalling point in human history, but a radical change could be made, starting with the orphan population, if the world's middle class and above would adopt them in some way. The purpose of this paper is to explore the feasibility of such a social action and demonstrate the viability and potentially rapid effectiveness of this positive social engineering. The subject area is social and emotional learning, social responsibility, social entrepreneurship, and global citizenship. One of the groups in question is underserved and one is overserved yet underserved in that it lacks real happiness, in effect, both orphans. Through the lens of social constructivism, we examine the feasibility of projects through which the overserved help the underserved and both find fulfillment. Quantitative facts highlight the possibilities for radically ameliorating the orphan problem and qualitative investigation can measure the ensuing fulfillment of these groups. The final significant implication is that the orphan problem could be solved in this generation. [For the complete Volume 21 proceedings, see ED629259.]

Published
2023

34. The Effect of 10-Week Adapted Educational Games on Social Skill Development of Children with an Intellectual Disability: Behaviour Analysis

Author

Büsra Süngü

Abstract

This study aimed to examine the social skills of children with educable intellectual disabilities through behavioural analysis. The participant group of the study consisted of 11 students with a mild level of intellectual disability (ID). The students participated in adapted educational game practices 2 days a week for 10 weeks. The Social Skills Analysis Observation Form (SSAOF), the data collection tool of the study, was created based on constructivist recording techniques. The purpose of the SSAOF is to monitor the social skills development of children with ID every week. Based on this, the researcher recorded all sessions of the "Adapted Educational Game" applications, which were conducted for two days a week and for forty minutes, and transferred these records to the SSAOF. As a result, 2 points were given for each behaviour performed independently, 1 point for each behaviour performed with prompting and 0 points for each behaviour not performed. Results showed that the behaviours exhibited with prompting decreased and independent behaviours increased. Therefore, the average increased 7.72 times compared to the first week. In the first weeks of the "Adapted Educational Game" intervention, it was found that children with ID mostly exhibited behaviours exhibited with prompting. However, in the fifth and sixth week on average, independent behaviours started to develop more than the behaviours exhibited with prompting. As a result, it can be said that children participating in adapted educational games develop target social skills independently. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 59-71.]

Published
2023

36. Investigating differences between traditional (paper bag) ordering and online ordering from primary school canteens: a cross-sectional study comparing menu, usage and lunch order characteristics.

Author

Leonard, Alecia, Delaney, Tessa, Seward, Kirsty, Zoetemeyer, Rachel, Lamont, Hannah, Sutherland, Rachel, Reilly, Kathryn, Lecathelinais, Christophe, and Wyse, Rebecca

Subjects
PAPER bags, PRIMARY schools, SCHOOL children, CROSS-sectional method, LUNCHEONS, PACKAGED foods, RESEARCH, FERRANS & Powers Quality of Life Index, RESEARCH methodology, MEDICAL cooperation, EVALUATION research, COMPARATIVE studies, SCHOOLS, FOOD service
Abstract

Objective: To assess differences between traditional paper bag ordering and online ordering from primary school canteens in terms of menu, usage and lunch order characteristics.Design: A cross-sectional study.Setting: New South Wales (NSW) primary schools that offered both paper bag and online canteen ordering.Participants: Students (aged 5-12 years) with a lunch order on the day of the observation.Results: Across the six school canteens, 59-90 % of all available items were listed on both the online and paper menus, with no significant differences in the nutritional quality ('Everyday'/'Occasional') or nutritional content (kJ/saturated fat/sugar/sodium) of menu items. In total, 387 student lunch orders were placed, containing 776 menu items. Most orders (68 %) were placed online. There were no significant differences between order modality in the quantity of items ordered or the cost of orders, or the nutritional quality of orders based on the classification system of the NSW Healthy School Canteen Strategy ('Everyday'/'Occasional'). However, nutritional analysis revealed that paper bag orders contained 222 fewer kJ than online orders (P = 0·001), 0·65 g less saturated fat (P = 0·04) and 4·7 g less sugar (P < 0·001).Conclusions: Online canteens are commonly used to order canteen lunches for primary school children. This is the first study to investigate differences between traditional paper bag ordering and online ordering in this setting. Given the rapid increase in the use of online ordering systems in schools and other food settings and their potential to deliver public health nutrition interventions, additional research is warranted to further investigate differences in ordering modalities. [ABSTRACT FROM AUTHOR]

Published
2021
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37. Treatment of children with COVID-19: position paper of the Italian Society of Pediatric Infectious Disease

Author

Elisabetta Venturini, Carlotta Montagnani, Silvia Garazzino, Daniele Donà, Luca Pierantoni, Andrea Lo Vecchio, Giangiacomo Nicolini, Sonia Bianchini, Andrzej Krzysztofiak, Luisa Galli, Alberto Villani, Guido Castelli-Gattinara, and for the Italian SITIP-SIP SARS-Cov-2 pediatric infection study group

Subjects
COVID-19, SARS CoV-2, Children, Treatment, Pediatrics, RJ1-570
Abstract

Abstract A statement of consensus was formulated after reviewing available literature on pediatric treatment strategies for COVID-19 by the Steering and Scientific Committee of the Italian Society of Infectious Pediatric Diseases in connection with the Italian Society of Paediatrics.

Published
2020
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39. The Deficit in Visuo-Spatial Working Memory in Dyslexic Population? A Systemic Review and Meta-Analysis

Author

Du, Yujie and Zhang, Chenyi

Abstract

Development dyslexia (DD) is a common language disorder, which significantly affects children. Despite having ordinary intelligence, dyslexic people struggle with reading, writing, and comprehension in their native tongue. It is still unclear whether dyslexic kids have difficulties with visuo-spatial working memory. Using meta-analysis, this gap was filled. Applying a Boolean search on Web of Science was necessary to find the pertinent papers. Thirteen studies were analyzed. The average, standard deviation, and sample size for each task were extracted. There were large effect sizes between children with DD and their age-matched peers in terms of their visuo-spatial working memory. The findings imply that visuo-spatial working memory deficiencies in dyslexic children indicate that dyslexia might exhibit domain-general characteristics. We discovered during our research that the type of language used, and the testing procedure could have an impact on the test outcomes. Therefore, future research should focus on the type of tasks or language. [For the full proceedings, see ED631133.]

Published
2022

40. The Behavioral Neuroscience of Posttraumatic Stress Disorder (PTSD) and Barriers to Learning

Author

Downing, Callie F., Weigle, Rebecca J., and Harrison, Marissa A.

Abstract

The number of migrants around the world has increased over the last decade, which can be attributed, in part, to increased violence from wars in the Middle East (Böhm et al., 2018; Hahnefeld, 2021; Reavell & Fazil, 2017; USA for UNHCR, 2022). About half of refugees are children (Amnesty International, 2022). These children are at risk of experiencing profound mental health issues (Williams et al., 2016), including posttraumatic stress disorder (PTSD). PTSD has been described as a condition wherein an individual enters "survival mode" (Dyer et al., 2009) and is characterized by anxiety, intrusion symptoms, avoidance of stimuli, negative alterations in cognitions and mood, and marked alterations in arousal and reactivity (American Psychiatric Association, 2013; Fasfous et al., 2021). PTSD can interfere with learning processes due to consequential deficits in verbal memory, top-down processing, and other neuropsychological functions (Herringa, 2018; Samuelson, 2010, 2017; van Rooij et al., 2018; Wrocklage et al., 2016). Researchers have documented poorer learning outcomes in refugee children compared to control (Fasofous et al., 2021). Moreover, deleterious consequences extend beyond childhood. Even after resettlement outside of a refugee camp, psychological concerns can persist, and deficits may be prevalent (Hess et al., 2022). For governments and practitioners seeking to assist refugees, it is important to understand the connection between trauma and learning so as to develop effective interventions and treatments. [This paper was published in: "EJERCongress 2022 Conference Proceedings," Ani Publishing, 2022, pp. 218-224.]

Published
2022

41. Attention Deficit and Hyperactivity Disorder Traits of Siblings of Children with Autism Spectrum Disorder

Author

Sengül Erdem, Hatice

Abstract

Despite the presence of many studies on the conduct and adjustment traits of typically developing siblings of children with autism spectrum disorder (sibs-ASD) in the literature, studies examining the risk of siblings developing a psychiatric and psychological disorder or neurodevelopmental disability are limited. This study aims to comparatively investigate the attention deficit and hyperactivity disorder (ADHD) traits of sibs-ASD. In the study, which was designed in the form of causal-comparative research among the survey models, the study group consisted of a total of 92 children with siblings with ASD (research group: N=47) and with siblings without any developmental disability (comparison group: N=46). The data were collected through mothers and analyzed. According to the study findings, the siblings in the research group exhibited significantly higher ADHD traits in all subscales of the Conners Parent Rating Scale-48 items (CPRS-48), through which the data were obtained, except for impulsivity-hyperactivity, and in the total score of the scale compared to the comparison group. Moreover, it was revealed that the ADHD traits of the siblings in the research group did not differ according to gender. According to the study results, having a sibling with ASD increases the risk of ADHD in sibs-ASD, whereas this risk does not differ significantly according to gender. Specialists and educators providing services to children with ASD and their parents should consider the family as a whole and keep in mind that ASD can be a neurodevelopmental disorder that may affect all family systems, including siblings. It is recommended to examine ADHD traits of siblings with studies using different measurement tools and different data sources such as teachers and siblings themselves for future research and conduct studies with more comprehensive and large participant groups examining the effects of demographic variables such as birth order and the gender of a sibling with ASD, different environmental variables such as the severity of ASD, and genetic factors such as the broad autism phenotype on the risk of developing neurodevelopmental disorders such as ADHD in siblings. [This paper was published in: "EJERCongress 2022 Conference Proceedings," Ani Publishing, 2022, pp. 174-184.]

Published
2022

42. An Evaluation of CODE2VEC Embeddings for Scratch

Author

Fein, Benedikt, Graßl, Isabella, Beck, Florian, and Fraser, Gordon

Abstract

The recent trend of embedding source code for machine learning applications also enables new opportunities in learning analytics in programming education, but which code embedding approach is most suitable for learning analytics remains an open question. A common approach to embedding source code lies in extracting syntactic information from a program's syntax tree and learning to merge these into continuous distributed vectors (e.g., CODE2VEC). CODE2VEC has been predominantly investigated in the context of professional programming languages, but learning analytics are particularly important in the context of educational programming languages such as SCRATCH. In this paper, we therefore instantiate the popular embedding approach CODE2VEC for SCRATCH programs, create three different classification tasks with corresponding datasets, and empirically evaluate CODE2VEC on them. Our experiments demonstrate that a transfer of CODE2VEC to the educational environment of SCRATCH is feasible. Our findings serve as a basis to apply code embeddings to further educational tasks such as automated detection of misconceptions of programming concepts in SCRATCH programs. [For the full proceedings, see ED623995.]

Published
2022

43. Exploring the Attentional Profile of Gifted Children Using a VR-Based Assessment Tool

Author

International Association for Development of the Information Society (IADIS), Renati, Roberta, Bonfiglio, Natale Salvatore, Mascia, Maria Lidia, and Penna, Maria Pietronilla

Abstract

An accurate global assessment of gifted children is essential to provide them with educational and counseling programs tailored to their strengths and vulnerabilities. Without neglecting the fundamental role of social-emotional skills on individual well-being and academic success, it is essential to shedding light on the attentional profile of intellectually gifted children. In this regard, findings from empirical studies are not always consistent. The purpose of this exploratory study was to investigate the relationship between the cognitive profile of fifteen gifted children (mean age 9.6 years; SD 2.3), as described through the main WISC-IV indexes (IVE, IRP, IML, IVE, FSIQ), and their attentional profile assessed through AULA, an innovative VR-based ecological assessment tool that evaluates attention and inhibitory control. These first findings highlighted the correlation between intelligence and attention and provided indications for educational interventions. Therefore it is crucial to use innovative and highly ecological assessment tools to engage the IGen gifted learners. In this regard, researchers have recently developed and tested new tools that employ virtual reality (VR) to assess EFs (Climent et al. , 2010; Rizzo et al., 2006). VR-based assessment tools allow children to interact dynamically with realistic scenarios and situations that reproduce aspects of their everyday life. The present study aimed to explore the correlation between the cognitive profile of gifted students, as measured by the WISC-IV paper-and-pencil test, and their attentional profile assessed through AULA, an innovative virtual reality-based attention assessment tool. A previous study by Diaz-Orueta et al. (2014) explored the correlation between WISC-IV indices in a sample of averaged cognitive ability learners diagnosed with ADHD, demonstrating the reliability of the VR-based attention assessment tool in discriminating clinical subjects. To our knowledge, no studies have yet been conducted analysing the attentional profile of gifted children using a VR-based attention assessment tool. Therefore, we expect to provide valuable new information on the peculiar attentional functioning of gifted children.

Published
2022

44. Celebrating the Influence of Knowles' Andragogy on Dr. Clinton Lee (Andy) Anderson and Military (Army) Education: A Tribute

Author

Edwards, Grey and Henschke, John A.

Abstract

This paper presents a summary of Dr. Clinton Lee (Andy) Anderson's 40+ years Military (US Army) Educator Service implementing Dr. Malcolm S. Knowles' perspective on andragogy. Some specifics of Anderson's implementation include five Adult Basic Education (ABE) characteristics of facilitating Knowles' andragogy, six differences between teaching and facilitating adult learning and teaching children, fourteen self-actualization of andragogical, self-directed learning initiatives implemented in US Army education, ten general characteristics of adult learning in andragogy, and fifteen directions of growth in ABE learners' maturation. [For full proceedings, see ED628982.]

Published
2022

45. Critically appraised paper: Hand-arm bimanual intensive therapy including lower extremities (HABIT-ILE) improves bimanual performance and gross motor function in pre-school children with unilateral cerebral palsy [commentary].

Author

Reedman, Sarah

Subjects
HAND physiology, LEG physiology, ARM physiology, FUNCTIONAL assessment, MANIPULATION therapy, CEREBRAL palsy, BODY movement, CHILDREN
Abstract

The article focuses on a commentary discussing a critically appraised paper titled "Hand-arm bimanual intensive therapy including lower extremities (HABIT-ILE) improves bimanual performance and gross motor function in pre-school children with unilateral cerebral palsy." It mentions the efficacy of HABIT-ILE in enhancing bimanual performance and gross motor function among preschool-aged children diagnosed with unilateral cerebral palsy, offering insights into its benefits for this demographic.

Published
2024
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46. Critically appraised paper: Hand-arm bimanual intensive therapy including lower extremities (HABIT-ILE) improves bi-manual performance and gross motor function in pre-school children with unilateral cerebral palsy [synopsis].

Author

Milne, Nikki

Subjects
HAND physiology, ARM physiology, MOTOR ability, PHYSICAL therapy, LEG, ARM, CEREBRAL palsy, MANIPULATION therapy, CHILDREN
Abstract

The article focuses on a critically appraised paper titled "Hand-arm bimanual intensive therapy including lower extremities (HABIT-ILE) improves bi-manual performance and gross motor function in pre-school children with unilateral cerebral palsy." It discusses the efficacy of HABIT-ILE in enhancing manual dexterity and overall motor function in young children diagnosed with unilateral cerebral palsy, highlighting its potential benefits for this specific population.

Published
2024
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47. SIAIP position paper: provocation challenge to antibiotics and non-steroidal anti-inflammatory drugs in children

Author

Carlo Caffarelli, Fabrizio Franceschini, Davide Caimmi, Francesca Mori, Lucia Diaferio, Dora Di Mauro, Carla Mastrorilli, Stefania Arasi, Simona Barni, Paolo Bottau, Silvia Caimmi, Fabio Cardinale, Pasquale Comberiati, Giuseppe Crisafulli, Lucia Liotti, Umberto Pelosi, Francesca Saretta, Gianluigi Marseglia, Marzia Duse, and Francesco Paravati

Subjects
Allergy, Antibiotics, Challenge, Children, Diagnosis, Drug allergy, Pediatrics, RJ1-570
Abstract

Abstract Drug hypersensitivity reactions (DHRs) in childhood are mainly caused by betalactam or non-betalactam antibiotics, and non-steroidal anti-inflammatory drugs (NSAIDs). Laboratory tests for identifying children who are allergic to drugs have low diagnostic accuracy and predictive value. The gold standard to diagnose DHR is represented by the drug provocation test (DPT), that aims of ascertaining the causative role of an allergen and evaluating the tolerance to the suspected drug. Different protocols through the administration of divided increasing doses have been postulated according to the type of drug and the onset of the reaction (immediate or non immediate reactions). DPT protocols differ in doses and time interval between doses. In this position paper, the Italian Pediatric Society for Allergy and Immunology provides a practical guide for provocation test to antibiotics and NSAIDs in children and adolescents.

Published
2018
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48. Data Interpretation and Representation in Middle Primary: Two Case Studies

Author

Mathematics Education Research Group of Australasia (MERGA), Oslington, Gabrielle, and Mulligan, Joanne

Abstract

Two case studies of Australian primary school students tracked changes in their data interpretation and representation over three years. Students were engaged in predictive reasoning tasks based on their interpretation of a data table showing temperature change over time. Students' explanations and graphical representations were collected at the beginning of Years 3 and 4 and the end of Years 4 and 5. The first case study was a student mathematically weaker than her peers while case study two was within the average range for her year. Despite differences in starting points, both case studies followed a similar developmental sequence of predicting, interpreting and representing, with the first case generally lagging one stage behind the second case. Similarities and contrasts between the two students are discussed.

Published
2023

49. Best Practice When Engaging with the Many Aspects of the Written Word in History Teaching

Author

Yosanne Vella

Abstract

The purpose of this paper is to present a theoretical examination on the importance of writing in history teaching in schools to age groups 7-16 year old. It presents a discussion and an overview of best and meaningful practice in history teaching when using written historical sources as evidence for analyses in the classroom. It also looks at how educators can support pupils' own writing in history lessons in effective ways. The paper attempts to do this by reporting on various pedagogical research work conducted specifically on writing in history and its many facets when it comes to history learning in schools. The author offers various pedagogical recommendations based on her own as well as others' research work on the written word in history teaching. The paper looks at written sources from four different aspects. It discusses written sources as primary historical sources in themselves and how they can be made more palpable, that is more tangible and easier to use for pupils. It then looks at secondary written sources, that is, historians' interpretation of history and how these can be presented to pupils, followed by how primary written sources can also produce opportunity to practice the skill of detecting bias. Lastly pupils' own writing is discussed and how their writing in history can be made better.

Published
2023

50. Should Wellbeing Be a Goal of Schooling?

Author

Marina Schwimmer

Abstract

Several philosophers and psychologists of education have taken the position that wellbeing should be at theheart of our educational system, if not its primary goal. The aim of this paper is to outline, question, andchallenge this position. It starts by discussing the main approaches that consider student wellbeing as theprimary goal of the educational system -- the propositions of positive psychology and those of certain educationalphilosophers and psychologists. It follows with an examination of some major social critiques of the idea ofwellbeing as a goal of schooling. Drawing mainly on Foucault, the paper questions the extent to which theaim of wellbeing contributes to normalization and hinders the possibility of self-government. The paperconcludes that wellbeing should not be conceived as a goal, but rather as an ongoing preoccupation of care forthe self.

Published
2023