Predicting daily-life antisocial behaviour in institutionalized adolescents with Transgression-related Implicit Association Tests

This study investigated whether implicit attitude (IA) and implicit self-concept (ISC) towards transgression predicted daily-life antisocial behaviour (ASB) in institutionalized adolescents. Eighty-seven adolescents completed two Implicit Association Tests (IAT) assessing IA and ISC towards transgression, and reported four times a day during eight days the intensity of their ASB. Staff members concurrently reported the intensity of each adolescent’s ASB. Adolescents filled in the Inventory for Callous-Unemotional Traits and answered a semi-structured interview assessing conduct disorder. Multilevel regression analyses confirmed that adolescents’ ISC towards transgression significantly predicted their self - and staff-reported ASB over and above conduct disorder and callous-unemotional traits. However, adolescents’ IA towards transgression did not predict their ASB. Results indicate that ISC towards transgression is a reliable predictor of daily-life ASB in institutionalized adolescents. These results suggest that transgression-related ISC represents a promising target for ASB prevention in institutionalized adolescents.     

On the evaluation of procedural systems in laboratory experiments

Conclusion This article has criticized various aspects of the Thibaut and Walker research. Thibaut and Walker have greatly contributed to the study of procedural justice by conceptually isolating issues and suggesting ways they can be empirically studied. Our criticisms in Section I point out weaknesses in the design of particular experiments but do not question the appropriateness of laboratory research on the operating characteristics of procedural systems. In this realm, Thibaut and Walker's work will provide the starting point for future research.We do question the appropriateness of laboratory research for answering subjective questions, as outlined in Section III. While we agree that experimental research can indicate how people feel about a system, we do not think that objective measurement of the incidence of such subjective feelings tells us anything about the objective qualities of the systems considered. The assertion that one system is superior to another because some people feel it is so goes beyond the limitations of the experiments and the data. This type of overgeneralization is seriously misleading when it is used to support policy recommendations, particularly when other factors, such as the costs we discuss in Section II, are not considered.We wish to thank Dr. Jacqueline Macaulay, Professor Stewart Macaulay, and Dr. Neil Vidmar for their comments on an earlier draft of this article. Responsibility for its contents rests solely with us.     

The effect of attending full‐day kindergarten on English learner students

A significant and growing English learner (EL) population attends public schools in the United States. Evidence suggests they are at a disadvantage when entering school and their achievement lags behind non‐EL students. Some educators have promoted full‐day kindergarten programs as especially helpful for EL students. We take advantage of the large EL population and variation in full‐day kindergarten implementation in the Los Angeles Unified School District to examine the impact of full‐day kindergarten on academic achievement, retention, and English language fluency using difference‐in‐differences models. We do not find signficant effects of full‐day kindergarten on most academic outcomes and English fluency through second grade. However, we find that EL students attending full‐day kindergarten were 5 percentage points less likely to be retained before second grade and there are differential effects for several outcomes by student and school characteristics. © 2011 by the Association for Public Policy Analysis and Management.     

Early Adolescent Peer Ecologies in Rural Communities: Bullying in Schools That Do and Do not Have a Transition During the Middle Grades

The transition to middle school is considered to be a heightened period for involvement in bullying because the lack of a defined dominance hierarchy is thought to promote jockeying for social positions among students. Accordingly, this study examined bullying in peer ecologies at the beginning of the middle grade years in rural schools that did and did not have a transition to middle school. Thirty-six schools (20 with transitions, 16 without transitions) participated in this research with a sample of 1,800 participants (52% female) who were in sixth grade during the second year of data collection. Overall, 67% were White, 19% African American, 7% Latino, 2% Native American, and 5% other (multi-racial, Asian, unknown). Compared to schools without a transition, schools with a transition had fewer bullies following the move from fifth to sixth grade and the social dynamics in schools with a transition appeared to be less supportive of bullying. Further, students in schools with a transition reported being bullied less frequently in sixth grade and they perceived the sixth grade peer ecology as being more protective against bullying than did students in schools without a transition. In addition, proportionally more youth had controversial sociometric status in schools without a transition during sixth grade than in schools with a transition. Collectively, these findings suggest that risk for involvement in bullying may be elevated in schools that do not have a transition to middle school. They also bring into question the conventional view of the small K-8 or K-12 rural school as a peaceful and supportive peer community.