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Teacher evaluation commonly includes classroom observations conducted by principals. Despite widespread use, little is known about the quality of principal ratings. We investigated 1,324 principals’ rating accuracy of six teaching practices at the conclusion of training within an authentic teacher evaluation system. Data are from a video-based exam of four 10-minute classroom observations. Many-Facet Rasch modeling revealed that (1) overall principals had high accuracy, but individuals varied substantially, and (2) some teaching episodes and practices were easier to rate accurately. For example, promotes critical thinking was rated more accurately than uses formative assessment. Because Many-Facet Rasch modeling estimates individuals’ accuracy patterns across teaching episodes and practices, it is a useful tool for identifying areas that individual principals, or groups, may need additional training (e.g., evaluating formative assessment). Implications for improving training of principals to conduct classroom observations for teacher evaluation are discussed.

Teachers were trained to use reinforcement and induction to increase prosocial behavior in a sample of 98 children in Head Start-affiliated preschools, using a peer coaching model. There was one control group and three intervention groups: reinforcement-only, induction-only, and reinforcement-and-induction. Results indicated that the intervention groups showed a significant increase in total classroom prosocial behavior compared to the control group. The induction-only group increased dramatically in affection. The reinforcement-only group increased more in helping, sharing, and cooperation than in affection and comforting. Teacher behaviors in the classroom did not reflect conclusively that they were using the intervention strategies, possibly due to inadequate measurement.

This article describes EXCEL, a program that encourages youth underrepresented in higher education to enroll in higher education, specifically at the sponsoring university. Eighty-three eighth grade students with GPA of B and above and standardized test scores at grade level or above were randomly assigned to the program or to a control group. The program guaranteed a scholarship to the sponsoring university and provided enrichment activities throughout high school. Program students were more likely to enroll at the sponsoring university than were control students. However, program and control students enrolled in higher education at rates that did not differ significantly. No differences were detected in self-esteem or high school GPA. Program students desired more education than control students. The results suggest that scholarship incentive and support programs that target average to above average achieving students in the eighth grade may not raise the overall number of aspiring minority youth attending college, but may be useful to specific universities to raise their minority enrollment.

This study investigated young adolescents' perceptions of their peers' prosocial behaviours. In eight focus groups, 53 11- to 13-year olds described specific prosocial acts of their peers. Results suggest that traditional research has not addressed the diversity of prosocial behaviours that youth enact, nor emphasized behaviours that are salient to young adolescents. Such behaviours included standing up for others, encouraging others, helping others develop skills, including others who are left out, and being humorous. Facilitating emotional regulation of others emerged as an important component of prosocial behaviour. These data can help guide future research on prosocial development to include a broader array of authentic behaviours of young adolescents.

This article addresses the affective quality of the parent-child relationship during shared book reading with kindergarten and first-grade children. Research has emphasized the frequency, rather than quality, of parent-child reading with beginning readers. However, frequent shared reading may not be beneficial if parents are hostile and critical as their child struggles to read. Thirty-two parent-child dyads were videotaped reading to each other. Interaction was coded for several affective dimensions: praise, hostility, criticism, support, positive affect, emotional spontaneity, physical proximity, and affection. manova analyses indicated that there was a significant difference in the affective quality of the parent-child relationship related to both the child's attitude toward readingand the child's reading fluency. Dyads who were affectionate during shared reading had children who were less frustrated with and more engaged in reading and who read more words per minute earlier, than less affectionate dyads. Educators may need to help parents make joint reading a pleasurable experience rather than just encouraging them to engage in more frequent joint book reading.

The purpose of this study was to examine the psychological well-being and attachment behavior of nonoffending mothers of child sexual abuse victims (CSAVs). This topic is significant because it is the mothers who most often provide support for young child victims. Two sets of data on maternal depression, state and trait anxiety, and Ainsworth's maternal attachment behaviors were analyzed. First, 38 mothers of CSAVs were compared based on the presence or absence of maternal history of abuse. Second, from the original 38 mothers of CSAVs, 27 mothers were compared to a matched group of mothers of nonabused children. Children in both data sets were 6 to 48 months. In the first data set, there were no significant differences in depression, anxiety, and attachment behaviors based on mothers' personal history of abuse. However, in the second data set, mothers of CSAVs had heightened levels of depression and anxiety and diminished maternal attachment behaviors.

In this article the authors distill principles of effective classroom discipline from the extensive literature on parent–child interaction and on motivation of behavior. Although there are many books and articles on classroom management, there is little empirical research on the topic, and even less that stresses management that aims to preserve children's perceptions of autonomy and to foster self-control. Research and theory make many recommendations regarding autonomy, control, internalization, and so forth, but they tend to be abstract. Based on that literature, the authors suggest a concrete approach to discipline that they call persistent persuasion. Persistent persuasion involves the adult continually restating a command until the child complies, but without increasing the level of power or using coercive threats so that the development of self-control is not undermined.

Prenatal drug exposure is an important pediatric health issue. However, the effects on children are not clear because of limitations in the way drug exposure is typically measured. For example, one cannot say cocaine causes a specific outcome if cocaine exposure is not measured accurately. Before we can determine the developmental outcomes associated with drug exposure, 4 measurement issues must be considered: (1) the amount of exposure varies greatly, such as from 1 to 709 g of crack per month; (2) exposure may vary by trimester; (3) exposure could be to one drug or multiple drugs; and (4) different sources of exposure data can be inconsistent (e.g., toxicology and maternal self-report). We use data from 248 families participating in an ongoing longitudinal study to provide concrete examples of these measurement issues. Both nursing researchers and practitioners must carefully attend to measurement issues when interpreting research on the effects of prenatal drug exposure.