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A contemporary review of the psychometric properties of the Buss‐Perry Aggression Questionnaire was undertaken to assess its suitability for an alcohol dependent population. Three criteria were used to try to achieve this: factor analysis; internal consistency reliability; and test‐retest reliability. Factor analysis revealed that its structure is remarkably consistent in a number of populations. Internal consistency reliability and test‐retest reliability results scores proved to be mainly above the recommended threshold. A conclusion was reached regarding these results that the Buss‐Perry Aggression Questionnaire is an effective screening tool for aggression in an alcohol dependent population.

Girls' education owes much to the dedicated Victorian pioneers. Roger Beard puts forward the view that for the 1970s, all children should be educated together.

Numerous government programs channel capital into rural communities, assuming that new businesses face major capital shortages in starting up. More such programs are enacted annually. This paper looks at business start-ups in Idaho, Montana and Iowa to see the extent of market failure in rural America. Contrary to conventional wisdom, we found capital to be widely available for start-ups, suggesting that government programs are not warranted.

An accelerometer is a device that measures force due to gravity or a change in speed or direction of travel. This paper describes accelerometers and their application in other disciplines and, by way of an example, explores the utility of accelerometers for studying aggression. We end with a discussion of additional ways accelerometers might be used in group processes research.

We first review the use of accelerometers in other disciplines. We then present the results of four studies that demonstrate the use of accelerometers to measure aggression. Study 1 establishes the measure’s concurrent validity. Study 2 concerns its stability and representative reliability. Study 3 seeks to establish the measure’s predictive validity by associating it with an existing measure. Study 4 demonstrates the ability of accelerometers to address a sociological research question.

In Studies 1 and 2, we find that accelerometers can be used to differentiate between distinct levels of aggression. In Study 3, we find that men’s average peak acceleration correlates with a previously validated measure of aggression. Study 4 uses accelerometers to reproduce a well-established finding in the aggression literature.

We conclude that accelerometers are a flexible tool for group processes’ researchers and social scientists more broadly. Our findings should prove useful to social scientists interested in measuring aggression or in employing accelerometers in their work.

I discuss the formal attention deficit hyperactivity disorder (ADHD) diagnosis process and whether the Black–White differences found in this process are the results of unmet needs or conscious decisions.

First, I offer a new analytic framework for understanding the “ADHD process.” The proposed framework breaks ADHD diagnoses down into three stages: the informal diagnosis, the formal diagnosis, and treatment. This approach reveals certain racial trends in the ADHD literature. Second, I use the 2007 National Health Interview Survey (total n = 75,764) to address racial differences.

I find that blacks are less likely to hold a formal ADHD diagnosis than whites. Third, nested logistic models reveal that this racial difference is not explained by health insurance status, family income, or family educational level. New explanatory models for the black–white difference in ADHD should stray from a strict reliance on the “unmet need” discourse, and instead focus on other factors that may affect the decision-making process in diverse families.

This chapter makes three contributions to the wider literature on ADHD and race.

The aim of this chapter is to provide an overview of the student mental health crisis in Higher Education (HE), and how resilience and grit, two important positive psychological constructs, can be beneficial for university students’ success and wellbeing. As part of a discussion around some of the current approaches to intervening in wellbeing in universities, the chapter provides evidence for the use of PPIs for wellbeing in university students, alongside some of the challenges of implementing these in HE. It also provides an overview of the Thriving Students Framework and presents a case for a multicomponent approach to monitoring and improving educational success. In particular, a wellbeing framework that, alongside resilience, also recognises the importance of strengths, persistence in the face of difficulty, a growth mindset, self-control and mental wellbeing; Academic Tenacity. The implications of utilising this framework for educational attainment in university students are discussed. The Bolton Uni-Stride Scale (BUSS), a single short measure of academic tenacity that combines the attributes enabling measurement and intervention to support university students to thrive, is also presented for educators to use.

Considers the unclear role of gender and health with respect to working time autonomy. Questions whether there are comparable positive effects for both men and women. Or does gender moderate the relationship between working time autonomy, job and life satisfaction and irritation/straing? Uses one from a sample of 418 female and male nurses from four general hospitals in Germany to analyse this question. Employs a hierarchical regression model to confirm that gender and working time autonomy do interact. Confirms that, whilst there is no difference for equal working time autonomy, we find that male nurses profit from high working time autonomy much more than women with respect to job and life satisfaction and irritation/strain.

This paper aims to describe how a Carnegie Project on the Education Doctorate-guided EdD program has fostered the development of leadership and research skills and strong identities as learners, leaders and researching professionals (RPs) among its graduates. In doing so, the researchers explored students’ identities as learners, leaders and RPs and examined the development of those identities over a three-year period.

A mixed method approach was used, including pre- and post-program surveys and interviews.

The results showed students enhanced or developed these identities over time. In particular, there was substantial growth and change in the “RP” identity as compared to development of the “learner” and “leader” identities.

The possible-selves theory and the provisional-selves framework (P/PS) were helpful in accounting for these changes as the program requirements fostered students’ efforts in elaborating and developing their identity roles. Further, examination of P/PS and their influence on identity development is warranted. For example, examining outcomes about more explicit use of P/PS and reflections on P/PS is warranted. See next section.

There are implications for teaching of EdD students such as faculty members making more explicit the concept of P/PS during instruction and in the work required of students. Additionally, students could be required to engage in reflection on P/PS to make this process more concrete for them.

Using P/PS provides a way to understand and foster processes underlying doctoral students’ identity development.

Newly designed schools for centuries have projected fresh ideals regarding how children should learn and how human settlements should be organized. But under what conditions can forward‐looking architects or education reformers trump the institutionalized practices of teachers or the political‐economic constraints found within urban centers? The purpose of this paper is to ask how the designers of newly built schools in Los Angeles – midway into a $27 billion construction initiative – may help to rethink and discernibly lift educational quality. This may be accomplished via three causal pathways that may unfold in new schools: attracting a new mix of students, recruiting stronger teachers, or raising the motivation and performance of existing teachers and students.

We track basic indicators of student movement and school quality over a five‐year period (2002‐2007) to understand whether gains do stem from new school construction. Qualitative field work and interviews further illuminate the mechanisms through which new schools may contribute to teacher motivation or student engagement.

Initial evidence shows that many students, previously bussed out of the inner city due to overcrowding, have returned to smaller schools which are staffed by younger and more ethnically diverse teachers, and benefit from slightly smaller classes. Student achievement appears to be higher in new secondary schools that are much smaller in terms of enrollment size, compared with still overcrowded schools.

We emphasize the importance of tracking student movement among schools and even across neighborhoods before attributing achievement differences to specific features of new schools, that is, guarding against selection bias. Whether new schools can hold onto, or attract new, middle‐class families remains an open empirical question. Future research should also focus on the magnitude and social mechanisms through which new (or renovated) schools may attract varying mixes of students and teachers, and raise achievement.