Inspiring and Advancing the Many-Disciplined Study of Institutional Trust

The purpose of this volume is to consider how trust research, particularly trust in institutions, might benefit from increased inter- or transdisciplinarity. In this introductory chapter, we first give some background on prior disciplinary, multidisciplinary, and interdisciplinary work relating to trust. Next, we describe how this manydisciplined volume on institutional trust emerged from the joint activities of the Nebraska Symposium on Motivation and a National Science Foundation-funded Workshop on institutional trust. This chapter describes some of the themes that emerged, while also providing an overview of the rest of the volume, which includes chapters that discuss conceptualizations, definitions, and measurement of trust; institutional trust across domains and contexts; and theoretical advances regarding the “dark” and “light” sides of institutional trust. Finally, we conclude with some thoughts about the future of and potential promises and pitfalls of trust as a focus of interdisciplinary study

Institutional logics and curriculum decision making: enacting the Australian Curriculum English and NAPLAN literacy

This article, an initial report on a section of a larger research study, examines the institutional logics that underpin teacher decision making in response to changes in Australian curriculum and assessment. The research analyses secondary school teachers’ accounts of their work enacting the Australian Curriculum: English and the literacy component of Australia’s national testing (NAPLAN). It establishes whether teachers describe their curriculum enactment as controlled by the logics of market forces, bureaucracy or professionalism. It then considers whether the prevailing logics impact on the way the curriculum is structured in the classroom, analysing the extent to which the structures can be described as segmented or cumulative. The research suggests that for curriculum policies to be effective in delivering cumulative and transferable knowledge structures to the classroom, they must be integrated into teachers’ professional logics, rather than perceived as bureaucratic or market-driven impositions.Arts, Education & Law Group, School of Education and Professional StudiesNo Full Tex

Post partum depressive symptoms in the first 17 months after childbirth : the impact of an emotionally supportive partnership

OBJECTIVES: This study investigates the impact on different postpartum depressive trajectories (i.e., "non depressive symptoms", "stable depressive symptoms", "deterioration" and "improvement") from 5-17 months after childbirth exerted by emotional support that mothers receive from their partners and emotional support they provide to their partners. METHODS: Postpartum depressive symptoms were assessed using the Edinburgh Postnatal Depression Scale 5 and 17 months after delivery in a sample of 293 mothers. Emotional support received from the partners was assessed among both mothers and partners. RESULTS: The initial level and the change in emotional support that mothers received from their partners were related to different trajectories of postpartum depressive symptoms. Mothers who were living in a partnership with low reciprocal emotional support showed a significantly higher risk of suffering from "stable depressive symptoms" than mothers who were living in a partnership with high reciprocal emotional support. CONCLUSIONS: An increased risk of persistent depressive symptoms beyond the early postpartum period was observed in mothers with poor reciprocal emotional support in the partnership. Further research is needed for a better understanding of the mothers persistent depressive symptoms after childbirth associated with reciprocity of emotional support in the partnership