Die California College Preparatory Academy. Eine nachhaltige Zusammenarbeit zwischen Schule und Universität

Partnerships between universities and K-12 schools [from kindergarten (=K) for 4- to 6-year-olds through twelfth grade (12) for 17- to 19-year-olds] have a long history in the United States. The early partnerships typically involved elite or selective schools that catered to children from affluent households or children of academics. In the past few decades, a third wave of university schools has opened. These schools have a social justice and equity focus and are intended to provide quality educational experiences to children from low-income backgrounds and children from groups underrepresented in tertiary education. The California College Preparatory Academy (CAL Prep) is a member of this third wave and one of several school-university partnerships involving University of California campuses. CAL Prep opened in 2005 and is an ongoing partnership involving Aspire Pubic Schools and the University of California, Berkeley. This article provides a description of CAL Prep, and an overview of the circumstances that led to CAL Prep\u27s formation. The partnership structures, which contributed to the longevity of the partnership, are also described. (DIPF/Orig.)Partnerschaften zwischen Universitäten und K-12-Schulen [Schulen, die vom Kindergarten bis zur zwölften Klasse führen] haben in den USA eine lange Geschichte. Die ersten Partnerschaften bestanden meist mit Eliteschulen, die entweder von Kindern aus wohlhabendem Elternhaus oder von Akademikerkindern besucht wurden. In den letzten Jahrzehnten kam es zur Gründung einer dritten Form von Universitätsschulen. Diesen Schulen geht es vor allem um soziale Gerechtigkeit und Chancengleichheit; sie sollen Kindern aus einkommensschwachen Elternhäusern und Kindern mit bildungsferner Herkunft eine qualifizierte Bildung bieten. Die California College Preparatory Academy (CAL Prep) gehört zu dieser dritten Gruppe; es handelt sich bei ihr um eine von mehreren Partnerschaften zwischen Universitäten und Schulen in Kalifornien. Die CAL Prep wurde im Jahre 2005 gegründet und beruht auf der Partnerschaft zwischen Aspire Public Schools und der University of California, Berkeley. Dieser Beitrag stellt die CAL Prep vor und erläutert die Umstände, die zu ihrer Gründung geführt haben. Außerdem werden die Strukturen beschrieben, die die Nachhaltigkeit dieser Partnerschaft gesichert haben. (DIPF/Orig.

Measuring time perspective in adolescents : can you get the right answer by asking the wrong questions?

Time perspective continues to evolve as a psychological construct. The extant literature suggests that higher future orientation and lower present orientation are associated with better developmental outcomes. However, the extant literature also suggests that issues remain with the measurement of the construct. Recently, a 25-item version of the Zimbardo Time Perspective Inventory (ZTPI-25) was suggested for use based on high internal consistency estimates and good discriminant validity of scores in a sample of Italian adolescents. However, the genesis of this scale is uncertain. The present study examined the factorial validity, reliability, and concurrent validity of ZTPI-25 scores in Slovenian, American, and British adolescents. Results revealed satisfactory concurrent validity based on correlations with measures used in the development of the full ZTPI. However, internal consistency and factorial validity of scores were unsatisfactory. The present study questions the use of the ZTPI-25 with adolescents in the context of conceptual and measurement issues more broadly

Different version, similar result? A critical analysis of the multiplicity of shortened versions of the zimbardo time perspective inventory

The Zimbardo Time Perspective Inventory (ZTPI) has been extensively used, with more than 1,400 citations in Scopus alone. After identifying psychometric problems however, several authors have attempted to overcome limitations by shortening the scale. As such, there now exist multiple. shortened versions of the ZTPI, all using some of the original 56 items. Although each shorter version reports various broadly acceptable validity parameters using the group with which it was developed, these are often sample specific and at the cost of reliability, generalizability, and ability to detect individual differences in the construct. To examine this more closely, we reviewed the psychometric properties of the ZTPI and some of its derivatives, and found that data-driven approaches to creating these shortened versions of the scale prioritized improved model fit over internal reliability and sensitivity. In conclusion, we suggest that it is time for a new collaborative strategy to address conceptual and measurement concerns with the ZTPI, and discourage data-driven and sample-specific solutions to the psychometric concerns of the scale's scores. More broadly, we recommend that researchers consider the impact on reliability, generalizability, and ability to detect individual differences when developing short psychometric scales. **Please note that there are multiple authors for this article therefore only the name of the first 5 including Federation University Australia affiliate “Elizabeth Temple” is provided in this record*

Talent Development in Achievement Domains: A Psychological Framework for Within- and Cross-Domain Research

Achievement in different domains, such as academics, music, or visual arts, plays a central role in all modern societies. Different psychological models aim to describe and explain achievement and its development in different domains. However, there remains a need for a framework that guides empirical research within and across different domains. With the talent-development-in-achievement-domains (TAD) framework, we provide a general talent-development framework applicable to a wide range of achievement domains. The overarching aim of this framework is to support empirical research by focusing on measurable psychological constructs and their meaning at different levels of talent development. Furthermore, the TAD framework can be used for constructing domain-specific talent-development models. With examples for the application of the TAD framework to the domains of mathematics, music, and visual arts, the review provided supports the suitability of the TAD framework for domain-specific model construction and indicates numerous research gaps and open questions that should be addressed in future research

Teacher-directed violence and anxiety and stress: Predicting intentions to transfer and quit

Teacher well-being and experiences of violence have become issues of national concern, and teacher shortages have increased since the onset of COVID-19. In this national study, we examined verbal and physical violence against teachers from multiple aggressors and the role of anxiety and stress in predicting intentions to transfer positions or quit the profession. The majority of the sample of 9,370 pre-Kindergarten-12th grade teachers was White (79%) and female (79%). Descriptive analyses revealed that 25% of teachers reported intentions to transfer schools and 43% of teachers reported intentions to quit teaching. Structural equation model results indicated pre-COVID-19 verbal and threatening violence from students, parents, colleagues, and administrators predicted teacher anxiety and stress and intentions to transfer schools (R² ranged from .18 to .23) and quit the profession during COVID-19 (R² ranged from .34 to .36). Anxiety and stress significantly mediated the relation between verbal and threatening violence across all aggressors and teacher intentions to transfer schools and quit the profession. Physical violence from certain aggressors predicted anxiety and stress and intention to transfer schools (R² ranged from .15 to .18) and quit the profession (R² ranged from .32 to .34). Further, teacher and school characteristics, such as identifying as a person of color and teaching at the middle and high school levels, were associated with greater intentions to transfer schools and quit the profession. Implications for school-based research, practice, and policy are discussed to address violence and promote positive work and learning environments for all school stakeholders

Prefrontal Cortex Based Sex Differences in Tinnitus Perception: Same Tinnitus Intensity, Same Tinnitus Distress, Different Mood

BACKGROUND: Tinnitus refers to auditory phantom sensation. It is estimated that for 2% of the population this auditory phantom percept severely affects the quality of life, due to tinnitus related distress. Although the overall distress levels do not differ between sexes in tinnitus, females are more influenced by distress than males. Typically, pain, sleep, and depression are perceived as significantly more severe by female tinnitus patients. Studies on gender differences in emotional regulation indicate that females with high depressive symptoms show greater attention to emotion, and use less anti-rumination emotional repair strategies than males. METHODOLOGY: The objective of this study was to verify whether the activity and connectivity of the resting brain is different for male and female tinnitus patients using resting-state EEG. CONCLUSIONS: Females had a higher mean score than male tinnitus patients on the BDI-II. Female tinnitus patients differ from male tinnitus patients in the orbitofrontal cortex (OFC) extending to the frontopolar cortex in beta1 and beta2. The OFC is important for emotional processing of sounds. Increased functional alpha connectivity is found between the OFC, insula, subgenual anterior cingulate (sgACC), parahippocampal (PHC) areas and the auditory cortex in females. Our data suggest increased functional connectivity that binds tinnitus-related auditory cortex activity to auditory emotion-related areas via the PHC-sgACC connections resulting in a more depressive state even though the tinnitus intensity and tinnitus-related distress are not different from men. Comparing male tinnitus patients to a control group of males significant differences could be found for beta3 in the posterior cingulate cortex (PCC). The PCC might be related to cognitive and memory-related aspects of the tinnitus percept. Our results propose that sex influences in tinnitus research cannot be ignored and should be taken into account in functional imaging studies related to tinnitus

Talented Students and Resilient At-Risk Students: Similarities and Differences

This study compared academically talented students (n = 23) who were not at risk for school failure and resilient at-risk students (n = 27) on risk factors and protective/promotive factors. Participants’ risk status was determined by student assignment. The academically talented students were attending a summer program at a major research university and the at-risk students were graduates of a continuation high school for students who had had numerous infractions at regular high schools. As expected, the two groups differed on risk factors and on factors related to academic status. However, the groups did not differ on psychosocial variables related to positive functioning, suggesting that some of the factors that act as protective factors in at-risk youth may serve as promotive factors in gifted and talented youth. resilient at-risk students (n = 27) on risk factors and protective/promotive factors. Participants’ risk status was determined by student assignment. The academically talented students were attending a summer program at a major research university and the at-risk students were graduates of a continuation high school for students who had had numerous infractions at regular high schools. As expected, the two groups differed on risk factors and on factors related to academic status. However, the groups did not differ on psychosocial variables related to positive functioning, suggesting that some of the factors that act as protective factors in at-risk youth may serve as promotive factors in gifted and talented youth

Aesthetic Development in Male Students in Iran

In this study we examined aesthetic development in 75 male students in Iran from 5 age groups (7–9, 9–11, 11–13, 13–15, and 15–17 years old). Students were presented with 8 paintings (2 from each of the 4 different styles). Paintings were presented one at a time and students were asked to explain in writing what they thought about each painting. Responses were coded and the results suggested that participants from different age groups had different ways of describing aesthetic paintings. Responses of the first three groups (ages 7–9, 9–11 and 11–13) reflected Objectivism, the responses of Group 4 (ages 13–15) reflected Story-Telling, and Affectivism was reflected in the responses of only the oldest students (ages 15–17). These findings are quite similar to those found in female students in Iran and may provide support for a developmental progression of aesthetic development