Janet Bagby

The effects of socioeconomic diversity on the language, cognitive and social–emotional development of children from low‐income backgrounds

Previous studies on the influence of mixed groupings within preschool classrooms have indicated positive effects on children’s development. This study extended earlier findings to determine the effects of socioeconomic diversity within the classroom on the language, cognitive and social–emotional development of preschool children of low‐income backgrounds. Twenty‐seven preschool children were enrolled in two classrooms in a private university’s child development center. Twenty of the 27 enrolled were from low‐income backgrounds. The children were tested to determine a baseline measure of their language, cognitive and social–emotional skills. Classroom observations of the children’s language behavior were coded. Post‐testing was done at the conclusion of the school year to determine growth in language, cognitive and social–emotional skills. Differences in language usage and social–emotional development were observed. These results suggest that mixed income grouping as well as teacher interactions influence language and social–emotional development of children from low‐income backgrounds.

Implicit and Explicit Biases toward Obesity: Perspectives of School of Education Students

The current study investigated implicit and explicit biases toward obesity among a group of pre-service educators. Educators play a key role in helping children learn habits that contribute to a healthy lifestyle and lowered rate of obesity. Explicit biases, such as overt discrimination against obese children may be rare among educators, but implicit biases, such as not calling on obese children in class, may be more prevalent. More importantly, implicit biases may not be recognized or understood among educators. A total of 102 undergraduate and graduate students enrolled in a university level school of education were administered the Implicit Attitudes Test, the Antifat Attitudes Questionnaire and the Attitudes towards Obese Persons Scale. The participants did not demonstrate an explicit bias against obesity but did appear to have an implicit bias toward individuals with obesity.

The Effects of Environment on Children's Executive Function: A Study of Three Private Schools.

The purpose of this study was to examine the executive function of 4th- to 6th-grade students in three distinctively different private school environments: a Montessori school, a classical school, and a Catholic school. Using the Behavior Rating Inventory of Executive Function, parent-teacher dyads rated the executive function of 112 students. Results indicated differences in executive function ratings according to school environment, as well as by the source of the rating, with parents tending to rate their children higher as compared to the teacher ratings.

Is Anyone Listening? An Ecological Systems Perspective on Veterans Transitioning From the Military to Academia

Using an ecological systems model, this qualitative phenomenological study describes the experiences of 11 student veterans while they were in the military, as they transitioned to a private university, and as they adopted the student role. Results indicated that technology allowed military personnel to remain in multiple networks simultaneously with varied consequences. Results also indicated that the transition experiences and student experiences of these vets who served on active duty during the post-9/11 conflicts in Afghanistan or Iraq were similar to experiences of returning World War II vets. Targeted services, even at institutions with limited student-veteran enrollment, are needed.