Pub Date : 2023-04-28DOI: 10.1080/1045988X.2023.2204849
K. Evans, J. Gray, Y. Park
Abstract The Central Gulf Coast Children’s Defense Fund summer program has provided a solution to the issues related to learning loss and poverty over the last three years. Elementary students were strategically selected from low-income, at-risk, and minority communities to participate in the Freedom Schools program. This study describes the benefits to the students, their families, and the community, as well as the Servant Leader Interns who provided the culturally relevant curriculum. The history, structure, and essential components of Freedom Schools are described for the national model and Central Gulf Coast’s approach. The benefits of the program are also shared, as well as the practical implications for the participants in this study.
{"title":"Central Gulf Coast CDF Freedom Schools’ approach to poverty and learning loss","authors":"K. Evans, J. Gray, Y. Park","doi":"10.1080/1045988X.2023.2204849","DOIUrl":"https://doi.org/10.1080/1045988X.2023.2204849","url":null,"abstract":"Abstract The Central Gulf Coast Children’s Defense Fund summer program has provided a solution to the issues related to learning loss and poverty over the last three years. Elementary students were strategically selected from low-income, at-risk, and minority communities to participate in the Freedom Schools program. This study describes the benefits to the students, their families, and the community, as well as the Servant Leader Interns who provided the culturally relevant curriculum. The history, structure, and essential components of Freedom Schools are described for the national model and Central Gulf Coast’s approach. The benefits of the program are also shared, as well as the practical implications for the participants in this study.","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"67 1","pages":"165 - 172"},"PeriodicalIF":0.9,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45431031","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-27DOI: 10.1080/1045988X.2023.2204826
N. Gage, Ashley S. Macsuga-Gage, William R. Crawley, Timothy E. Morse
Abstract The COVID-19 pandemic closed schools across the country, limiting access to instruction and resulting in learning loss. In this article, we define learning loss and describe the history and complexity of its impact on students.
{"title":"Defining learning loss in relation to the COVID-19 pandemic","authors":"N. Gage, Ashley S. Macsuga-Gage, William R. Crawley, Timothy E. Morse","doi":"10.1080/1045988X.2023.2204826","DOIUrl":"https://doi.org/10.1080/1045988X.2023.2204826","url":null,"abstract":"Abstract The COVID-19 pandemic closed schools across the country, limiting access to instruction and resulting in learning loss. In this article, we define learning loss and describe the history and complexity of its impact on students.","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"67 1","pages":"121 - 126"},"PeriodicalIF":0.9,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45721742","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-27DOI: 10.1080/1045988X.2023.2204823
Marcin Gierczyk, G. Hornby
Abstract The purpose of this article is to review recent literature on summer learning loss (SLL) and consider the implications for post-pandemic learning loss. Fifteen articles, published between 2010 and 2022, were reviewed and selected according to a systematic protocol from two widely used online databases. The analysis shows that SLL has been widely documented and three main areas of research have emerged, focusing on: reading; mathematics; and students from low-SES homes. Based on an analysis of the 15 studies, we conclude that summer learning loss is an important phenomenon that warrants further investigation. Despite its well-documented negative effects, there is still a lack of agreement among researchers regarding which populations are most vulnerable. There are also limited large-scale studies located in Europe, as most articles currently come from the United States. Future research should include comparative analyses of effects in different countries, especially on students with special needs, and those from low SES backgrounds.
{"title":"Summer learning loss: review of research and implications for remediation of post-pandemic learning loss","authors":"Marcin Gierczyk, G. Hornby","doi":"10.1080/1045988X.2023.2204823","DOIUrl":"https://doi.org/10.1080/1045988X.2023.2204823","url":null,"abstract":"Abstract The purpose of this article is to review recent literature on summer learning loss (SLL) and consider the implications for post-pandemic learning loss. Fifteen articles, published between 2010 and 2022, were reviewed and selected according to a systematic protocol from two widely used online databases. The analysis shows that SLL has been widely documented and three main areas of research have emerged, focusing on: reading; mathematics; and students from low-SES homes. Based on an analysis of the 15 studies, we conclude that summer learning loss is an important phenomenon that warrants further investigation. Despite its well-documented negative effects, there is still a lack of agreement among researchers regarding which populations are most vulnerable. There are also limited large-scale studies located in Europe, as most articles currently come from the United States. Future research should include comparative analyses of effects in different countries, especially on students with special needs, and those from low SES backgrounds.","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"67 1","pages":"132 - 140"},"PeriodicalIF":0.9,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44570173","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-12DOI: 10.1080/1045988x.2023.2199256
Laura L. Feuerborn, Ashli D. Tyre, Kathleen M. Beaudoin, Mladen Zečević
{"title":"Student perceptions of behavior and discipline: a PBIS survey for student voice","authors":"Laura L. Feuerborn, Ashli D. Tyre, Kathleen M. Beaudoin, Mladen Zečević","doi":"10.1080/1045988x.2023.2199256","DOIUrl":"https://doi.org/10.1080/1045988x.2023.2199256","url":null,"abstract":"","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49104236","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-12DOI: 10.1080/1045988x.2023.2195364
Ambra L. Green, A. Olsen, Mara E. Power, Vandana Nandakumar
{"title":"A preliminary assessment of the effectiveness of states’ non-suspension and non-expulsion policies","authors":"Ambra L. Green, A. Olsen, Mara E. Power, Vandana Nandakumar","doi":"10.1080/1045988x.2023.2195364","DOIUrl":"https://doi.org/10.1080/1045988x.2023.2195364","url":null,"abstract":"","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43299081","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-11DOI: 10.1080/1045988x.2023.2197400
Mark D. Samudre, R. A. Allday, M. Jones, A. Fisher
{"title":"Behavioral skills training to teach pre-service elementary general educators to conduct descriptive assessments","authors":"Mark D. Samudre, R. A. Allday, M. Jones, A. Fisher","doi":"10.1080/1045988x.2023.2197400","DOIUrl":"https://doi.org/10.1080/1045988x.2023.2197400","url":null,"abstract":"","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41875136","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-08DOI: 10.1080/1045988x.2023.2195362
Damon L. Bahr, E. Whiting, Cade T. Charlton
{"title":"Enhancing access to general education mathematics instruction through special education preteaching: special education-general education teacher collaboration","authors":"Damon L. Bahr, E. Whiting, Cade T. Charlton","doi":"10.1080/1045988x.2023.2195362","DOIUrl":"https://doi.org/10.1080/1045988x.2023.2195362","url":null,"abstract":"","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43370749","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-04DOI: 10.1080/1045988X.2023.2195361
Melissa K. Shank
Abstract Novice teachers report feeling unprepared for classroom management following teacher preparation and requested additional support. Evidence-based, preventative, and nonverbal classroom management strategies help teachers develop positive environments and support active learning. This is a study of how novice teachers’ feelings of unpreparedness for effective classroom management were shaped. It described ideas of how to best support teachers using interviews and documents from California novice teachers. Findings identified that novice teachers felt unprepared for student behavior issues in the classroom. Inadequate training led to teachers’ classroom management deficits including a lack of understanding of preventative, nonverbal, and evidence-based classroom management. Graphical Abstract
{"title":"Novice teachers’ training and support needs in evidence-based classroom management","authors":"Melissa K. Shank","doi":"10.1080/1045988X.2023.2195361","DOIUrl":"https://doi.org/10.1080/1045988X.2023.2195361","url":null,"abstract":"Abstract Novice teachers report feeling unprepared for classroom management following teacher preparation and requested additional support. Evidence-based, preventative, and nonverbal classroom management strategies help teachers develop positive environments and support active learning. This is a study of how novice teachers’ feelings of unpreparedness for effective classroom management were shaped. It described ideas of how to best support teachers using interviews and documents from California novice teachers. Findings identified that novice teachers felt unprepared for student behavior issues in the classroom. Inadequate training led to teachers’ classroom management deficits including a lack of understanding of preventative, nonverbal, and evidence-based classroom management. Graphical Abstract","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"67 1","pages":"197 - 208"},"PeriodicalIF":0.9,"publicationDate":"2023-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48885124","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-30DOI: 10.1080/1045988x.2023.2195360
Sarup R. Mathur, Heather Griller Clark, J. Gau
{"title":"Technology integration: a promising way to mitigate recidivism of youth in juvenile justice","authors":"Sarup R. Mathur, Heather Griller Clark, J. Gau","doi":"10.1080/1045988x.2023.2195360","DOIUrl":"https://doi.org/10.1080/1045988x.2023.2195360","url":null,"abstract":"","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47276792","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-09DOI: 10.1080/1045988x.2023.2186340
Zachary T. Barnes, R. Fields, Susanne Strachota, Katherine A. Mangione
{"title":"Effective disciplinary literacy strategies for students with disabilities in middle and high school science classrooms","authors":"Zachary T. Barnes, R. Fields, Susanne Strachota, Katherine A. Mangione","doi":"10.1080/1045988x.2023.2186340","DOIUrl":"https://doi.org/10.1080/1045988x.2023.2186340","url":null,"abstract":"","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42162558","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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