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This paper describes and evaluates aspects of a professional development programme for existing CS teachers in secondary schools (PLAN C) which was designed to support teachers at a time of substantial curricular change. The paper's particular focus is on the formation of a teacher professional development network across several hundred teachers and a wide geographical area. Evidence from a series of observations and teacher surveys over a two-year period is analysed with respect to the project's programme theory in order to illustrate not only "whether" it worked as intended, by "why". Results indicate that the PLAN C design has been successful in increasing teachers' professional confidence and appears to have catalysed powerful change in attitudes to learning. Presentation of challenging pedagogical content knowledge and conceptual frameworks, high-quality teacher-led professional dialogue, along with the space for reflection and classroom trials, triggered examination of the teachers' own current practices.

This study assessed the feasibility of a multi-domain measure of the occurrence, impact, and timing of childhood/adolescent psychological adversity exposure, the Subjective Impact and Timing of Adversity Scale (SITA). Participants were from among those who had previously participated in two waves of data collection when aged approximately 14 and 21 years. Internal consistency estimates at both online and interview stages were acceptable for all SITA domains (with the exception of parental loss). SITA domain scores correlated meaningfully with scores on other scales and psychological measures, supporting convergent validity. Those with lifetime psychiatric diagnoses scored significantly higher on SITA domains than those not meeting diagnostic threshold. There was evidence of the importance of both the subjective impact and timing of adversity with regard to psychiatric diagnoses. The study demonstrates the viability of the SITA; however, further studies are required to substantiate these findings in larger samples. [ABSTRACT FROM AUTHOR]

The exponential growth in studies demonstrating the utility of temporal psychology has been accompanied by many studies criticizing the psychometric properties of many of its assessment measures. The Adolescent (and Adult) Time Inventory-Time Attitudes Scale (AATI-TA) has been relatively immune to these criticisms. Given the increase in the use of this particular measure, we undertook a comprehensive review of studies assessing the psychometric validity and internal consistency of the AATI-TA. Computerized searches were conducted in Scopus, PsycINFO, and EMBASE databases, with 19 manuscripts ultimately retained, and data from a total of 29 samples analyzed. Results revealed that at a broad level, these analyses supported both the psychometric validity, and internal consistency of AATI-TA scores, with some minor issues identified with the Future Negative dimension. Meta-regression analyses revealed some small-sized but significant effects for age, language, and location on RMSEA, alpha values, and mean scores. However, these did not survive the Benjamini-Hochberg correction. Observed heterogeneity among studies has implications for any future creation of scale norms. Future directions for research include an exploration of the readability and appropriateness of Future Negative items, temporal stability of scores, and more psychometric studies with adult samples. [ABSTRACT FROM AUTHOR]