Child Development Experts Study Multiple Mother Effects

Mothering and its effect on child growth is the subject of current child development research

The Iowa Homemaker vol.40, no.1

As Others See Us, Tom Emmerson, Beth Lambeth and Sue Guernsey, page 6 China Cues for Smart Shoppers, Doris Post, page 8 Reflections of You, Sylvia Noid, page 9 Campus Tours, Inc., Patty Anderson, page 10 Child Development Experts Study “Multiple Mother” Effects, Carol Calhoon, page 11 Behind the TV Camera, Carolynn DeLay, page 12 Gray Meals, One Subject of Food Technology, Mary Ellen Muckenhirn, page 14 Coed Chooses Spring Fashion’s Fancy, Laveda Jansonius, page 17 Expand Your World, Marty Keeney, page 18 RAIN, Diane Houser, page 21 What’s Going On?, Carol Shellenbarger, page 2

Child Development Experts Study "Multiple Mother" Effects

Mothering and its effect on child growth is the subject of current child development research.</p

Effects of Computer-Based Test Accommodations on Mathematics Performance Assessments for Secondary Students with Learning Disabilities

The purpose of this study was to compare the effects of computer-based test accommodations to a noncomputer-based test accommodation and to no accommodation on mathematics performance assessment (PA) scores for secondary students with learning disabilities. Over four weeks, each student ( N = 81) was tested on four parallel PAs, each time under a different condition: (a) standard administration (SA), (b) teacher-read (TR), (c) computer-read (CR), and (d) CR with video (CRV). PA alternate forms and order of conditions were counterbalanced across classrooms. After each PA administration, a student questionnaire assessed perceptions of the benefits of the testing condition. Results indicated that providing a reader, either human or computer, increases scores, but no significant difference was seen among TR, CR, and CRV. Implications are discussed with respect to reading accommodations, computerized testing, and the effects of reading accommodations on students with differing reading achievement levels

The Effect of Peer-Assisted Mathematics Learning Opportunities in First Grade Classrooms: What Works for Whom?

To investigate whether child × instruction effects contribute to mathematics gains in first grade, we conducted a cluster randomized controlled trial with 454 (205 treatment; 249 control) students in 28 classrooms. Classrooms were randomly assigned to implement Math Peer Assisted Learning Strategies (Math PALS) to supplement Saxon Math or Saxon Math alone. Teachers received professional development on either Math PALS (treatment) or individualized reading instruction (control). Intent-to-treat and treatment-on-the-treated results revealed no significant difference between the Math PALS and control groups in student mathematics gains. However, Math PALS effectiveness varied with initial math skills. Based on modeled results of the continuous fall math score, students who scored at the 75th percentile of the sample demonstrated significantly stronger mathematics outcomes compared with the treated control group; there was no significant treatment effect for students at the 50th percentile. For students with lower initial math skills (modeled at the 25th percentile of the sample), the effect of the treatment was negative. Students with lower initial mathematics skills made greater gains in the control group (Saxon Math alone) versus the Math PALS group

The Iowa Homemaker vol.40, no.1

As Others See Us, Tom Emmerson, Beth Lambeth and Sue Guernsey, page 6 China Cues for Smart Shoppers, Doris Post, page 8 Reflections of You, Sylvia Noid, page 9 Campus Tours, Inc., Patty Anderson, page 10 Child Development Experts Study “Multiple Mother” Effects, Carol Calhoon, page 11 Behind the TV Camera, Carolynn DeLay, page 12 Gray Meals, One Subject of Food Technology, Mary Ellen Muckenhirn, page 14 Coed Chooses Spring Fashion’s Fancy, Laveda Jansonius, page 17 Expand Your World, Marty Keeney, page 18 RAIN, Diane Houser, page 21 What’s Going On?, Carol Shellenbarger, page 22</p