Editorial:Fostering Creative Organizations: Antecedents, Processes, and Consequences of Individual and Team Creativity

Creativity, defined as the ability or process to generate novel and useful ideas, is the key engine of organizational innovation. It is a critical differentiator of mind from machine, a core driver of our uniqueness in an increasingly automated world. An important question, then, is how best to improve people's creativity, to enhance our collective innovativeness, enjoyment, and global living standards. Despite ample attention—including theory- and application-focused research—to this question, there remains much to learn about creativity..

The Council for Exceptional Children, Division of Emotional and Behavioral Health's Position Statement on Solitary Confinement

This document, from the Council for Exceptional Children, Division of Emotional and Behavioral Health (DEBH), provides clear and compelling support for the abolishment of solitary confinement with incarcerated youth and young adults in juvenile and adult correctional facilities. This is the first position statement from DEBH on the topic, and the information includes (a) a definition of solitary confinement, (b) discussion of its use, (c) an explanation of the impacts of solitary confinement on youth, (d) identification of systemic issues that perpetuate the use of solitary confinement, (e) an examination of U.S. laws concerning the use of solitary confinement, (f) a declaration of principles, and (g) recommendations for policy and practice.Peer reviewe

The Effect of Scaffolded Strategies on Content Learning in a Designed Science Cyberlearning Environment

Scientific inscriptions--graphs, diagrams, and data--and argumentation are integral to generating and communicating scientific understanding. Scientific inscriptions and argumentation are also important to learning science. However, previous research has indicated that learners struggle to understand and learn science content represented in inscriptions. Furthermore, when learners engage in argumentation, learning science content becomes secondary to the learning of argumentation skills. This design-based research study is nested within the larger effort to inform the design and development of the 5-Featured Dynamic Inquiry Enterprise design framework (5-DIE) for cyberlearning environments and to advance theory associated with the difficulties learners have with scientific inscriptions and the consequences related to using argumentation to learn science content. In an attempt to engage participants in the process of learning science content with scientific inscriptions and argumentation, two learning strategies were embedded in a 5-DIE lessons. The two learning strategies evaluated in this study were (1) self-explanation prompts paired with a scientific inscription and (2) faded worked examples for the evaluation and development of scientific knowledge claims. The participants consisted of ninth and tenth grade students (age: 13-16 years; N=245) enrolled in one of three state-mandated biology courses taught by four different teachers. A three factor mixed model analysis of variance (ANOVA) with two between factors (self-explanation prompts and faded worked examples) and one within factor (pre, post, delayed post-test) was used to evaluate the effects of the learning strategies on the acquisition and retention of domain-specific content knowledge. Both between factors had two levels (with & without) and are described by the following experimental conditions: (1) control condition (general prompts), (2) self-explanation condition, (3) faded worked examples condition, and (4) combined condition with both self-explanation and faded worked examples. Acquisition and retention of content knowledge was assessed with a 17-item multiple-choice, researcher-developed content knowledge test. Results indicated that self-explanation prompts and faded worked examples learning strategies did not influence acquisition and retention of science content in a positive (i.e., learning) way. Based on the finding of this study, it may be concluded that the use of general prompts is as effective as self-explanation prompts and faded worked examples for scaffolding learner engagement with scientific inscriptions and argumentation. Furthermore, the finding indicated additional research is warranted evaluating the generalizability of scaffolds from college to pre-college populations

Fathers' Parenting Behaviors and Risks for Adolescent Aggression in African American and Latino Boys

Guided by ecological resilience perspectives this study examined the association between various risk factors (neighborhood risk, discrimination, peer victimization, fathers' risk behaviors) and African American and Latino adolescent boys' physical and relational aggression. Fathers' parenting behaviors were examined primarily as mediators and moderators of those associations to determine how they might exacerbate or protect against those risks. Both adolescents and their fathers reported on fathers' parenting behaviors. Data were collected from 234 adolescents (mean age of 15.17, 34.2% African American, 65.8% Latino) and their fathers. Structural equation modeling was used to test two aspects of a theoretical model that from which two research questions evolved. The first model posited that (a) risks would be positively associated with boys' aggression, and (b) fathers' parenting behaviors would mediate the associations between risk factors and aggression. The second model posited that (a) victimization would be positively associated with boys' aggression and (b) fathers' parenting behaviors would mediate the associations between risk factors and aggression. In the model examining the relation of neighborhood risk and fathers' risk behaviors with adolescent boys' aggression, adolescents' reports of fathers' support mediated the relation between neighborhood risk and relational aggression for African American boys, but fathers' monitoring mediated the relation between fathers' risk behavior and physical aggression for Latino boys. In the model examining discrimination and peer victimization, adolescents' perceptions of fathers' monitoring emerged as a protective factor of physical and relational aggression at low levels of peer victimization but not high while fathers' self-reports of support emerged as a protective factor against relational aggression at low levels of peer victimization but not high. Future research can focus on these two racial/ethnic groups to better understand the role that fathers' parenting behaviors play as either risk or protector. Intervention programs should emphasize and encourage fathers' support as opposed to monitoring in the presence of higher risk factors. Programs should involve fathers and sons together and emphasize open communication between the pair.Department of Human Development and Family Scienc

Electronic decoupling of an epitaxial graphene monolayer by gold intercalation

The application of graphene in electronic devices requires large scale epitaxial growth. The presence of the substrate, however, usually reduces the charge carrier mobility considerably. We show that it is possible to decouple the partially sp3-hybridized first graphitic layer formed on the Si-terminated face of silicon carbide from the substrate by gold intercalation, leading to a completely sp2-hybridized graphene layer with improved electronic properties.Comment: 7 pages, 4 figures, 1 tabl