Pub Date : 2022-10-19DOI: 10.1080/1045988x.2022.2132197
Tessa Gavin, G. Krishnamoorthy, Kay Ayre, I. Bryce, K. Trimmer
{"title":"Trauma-informed behavior support with youth in flexible learning and vocational education settings: Exploring the acceptability of an online trauma-informed education program","authors":"Tessa Gavin, G. Krishnamoorthy, Kay Ayre, I. Bryce, K. Trimmer","doi":"10.1080/1045988x.2022.2132197","DOIUrl":"https://doi.org/10.1080/1045988x.2022.2132197","url":null,"abstract":"","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49056067","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 : 2022-10-18DOI: 10.1080/1045988X.2022.2132199
Alexis Carey, Rachel Povey, Jennifer Taylor
Abstract Early school leaving (ESL) is considered a significant societal issue globally due to the negative effect on young people’s health, affect, and quality of life. Continued absenteeism is a risk factor for ESL. This study aimed to explore Irish children’s health and wellbeing experiences during school closures due to the COVID-19 pandemic. These children were all considered at risk of ESL by their schools. Semi-structured interviews, adopting a “write, draw or tell” method, were conducted with ten children ages 9 − 13 years old. The study used an Interpretative Phenomenological Analysis (IPA) methodology. The loss of routine, social ties, and sense of success and belonging experienced in schools had a detrimental impact on the health and wellbeing of the children. They experienced adverse mental health effects, including anxiety, depression, anger, and loneliness. Their physical health and wellbeing were impacted by changes to sleep behavior, physical activity levels, boredom, and gaming usage. Children remain very vulnerable to the impact of school closures, contact restrictions, and living with the pandemic. Recommendations include improving online resources for young people and developing in-school programs to improve sleep hygiene.
{"title":"“Waiting out the day, not living, not fun”: a qualitative investigation of children’s experiences of school closures due to COVID-19","authors":"Alexis Carey, Rachel Povey, Jennifer Taylor","doi":"10.1080/1045988X.2022.2132199","DOIUrl":"https://doi.org/10.1080/1045988X.2022.2132199","url":null,"abstract":"Abstract Early school leaving (ESL) is considered a significant societal issue globally due to the negative effect on young people’s health, affect, and quality of life. Continued absenteeism is a risk factor for ESL. This study aimed to explore Irish children’s health and wellbeing experiences during school closures due to the COVID-19 pandemic. These children were all considered at risk of ESL by their schools. Semi-structured interviews, adopting a “write, draw or tell” method, were conducted with ten children ages 9 − 13 years old. The study used an Interpretative Phenomenological Analysis (IPA) methodology. The loss of routine, social ties, and sense of success and belonging experienced in schools had a detrimental impact on the health and wellbeing of the children. They experienced adverse mental health effects, including anxiety, depression, anger, and loneliness. Their physical health and wellbeing were impacted by changes to sleep behavior, physical activity levels, boredom, and gaming usage. Children remain very vulnerable to the impact of school closures, contact restrictions, and living with the pandemic. Recommendations include improving online resources for young people and developing in-school programs to improve sleep hygiene.","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"67 1","pages":"181 - 194"},"PeriodicalIF":0.9,"publicationDate":"2022-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48297248","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 : 2022-10-13DOI: 10.1080/1045988x.2022.2132196
Aundrea McFall, K. Jolivette
{"title":"Mindful breathing: A low-intensity behavior strategy for students with behavioral challenges","authors":"Aundrea McFall, K. Jolivette","doi":"10.1080/1045988x.2022.2132196","DOIUrl":"https://doi.org/10.1080/1045988x.2022.2132196","url":null,"abstract":"","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42252543","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 : 2022-10-08DOI: 10.1080/1045988X.2022.2128021
Bethanie C. Pletcher, Phyllis M. Robertson, K. Watson
Abstract This convergent parallel mixed-methods pilot study explored the collaboration of preservice teachers (PSTs) in a university reading clinic. PSTs from a reading course and special education course were paired and shared responsibility for tutoring one child. Tutor surveys and focus group interview transcripts were used as data sources. Topics addressed by tutors related to benefits and barriers of collaboration, including the influence of collaborative relationships on their personal growth and on the growth of their tutee, strategies for establishing relationships and trust, and the ways they perceive collaboration as practice for future teaching. This study has implications for how teacher preparation program faculty prepare teachers to work alongside colleagues of various disciplines in future school settings.
{"title":"Engaging preservice teachers in interdisciplinary collaboration and intervention in a reading clinic setting","authors":"Bethanie C. Pletcher, Phyllis M. Robertson, K. Watson","doi":"10.1080/1045988X.2022.2128021","DOIUrl":"https://doi.org/10.1080/1045988X.2022.2128021","url":null,"abstract":"Abstract This convergent parallel mixed-methods pilot study explored the collaboration of preservice teachers (PSTs) in a university reading clinic. PSTs from a reading course and special education course were paired and shared responsibility for tutoring one child. Tutor surveys and focus group interview transcripts were used as data sources. Topics addressed by tutors related to benefits and barriers of collaboration, including the influence of collaborative relationships on their personal growth and on the growth of their tutee, strategies for establishing relationships and trust, and the ways they perceive collaboration as practice for future teaching. This study has implications for how teacher preparation program faculty prepare teachers to work alongside colleagues of various disciplines in future school settings.","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"67 1","pages":"282 - 296"},"PeriodicalIF":0.9,"publicationDate":"2022-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45291918","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 : 2022-10-07DOI: 10.1080/1045988X.2022.2124221
J. Bohnenkamp, Samantha N. Hartley, J. Splett, Colleen A. Halliday, D. W. Collins, Sharon Hoover, M. Weist
Abstract It is imperative that educators take a positive and preventive approach to support students and promote school safety. This article addresses the importance of identifying students who need additional mental health support and providing the highest quality support. These include best practices of emphasizing strength-based approaches, working with students and families as collaborators, integrating strategies into schools’ multi-tiered systems of support, using data for decision making, implementing and refining evidence-based practices, and conducting ongoing evaluation. This article reviews specific examples of positive approaches to promoting student mental health funded by the National Institute of Justice Comprehensive School Safety Initiative. These real-world research initiatives provide examples of how multi-tiered systems of support for student mental health can serve as a mechanism to promote school safety.
{"title":"Promoting school safety through multi-tiered systems of support for student mental health","authors":"J. Bohnenkamp, Samantha N. Hartley, J. Splett, Colleen A. Halliday, D. W. Collins, Sharon Hoover, M. Weist","doi":"10.1080/1045988X.2022.2124221","DOIUrl":"https://doi.org/10.1080/1045988X.2022.2124221","url":null,"abstract":"Abstract It is imperative that educators take a positive and preventive approach to support students and promote school safety. This article addresses the importance of identifying students who need additional mental health support and providing the highest quality support. These include best practices of emphasizing strength-based approaches, working with students and families as collaborators, integrating strategies into schools’ multi-tiered systems of support, using data for decision making, implementing and refining evidence-based practices, and conducting ongoing evaluation. This article reviews specific examples of positive approaches to promoting student mental health funded by the National Institute of Justice Comprehensive School Safety Initiative. These real-world research initiatives provide examples of how multi-tiered systems of support for student mental health can serve as a mechanism to promote school safety.","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"67 1","pages":"9 - 17"},"PeriodicalIF":0.9,"publicationDate":"2022-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44728570","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 : 2022-10-03DOI: 10.1080/1045988X.2022.2154738
E. Michael, R. Ennis, K. Jolivette, Sara Sanders
Abstract Strategy instruction is effective in supporting students with varying skill levels and abilities across subjects. Effective assessment is crucial when implementing strategy instruction as a means for supporting students on an individualized level. This introductory article to this special issue focuses on setting the stage for effective assessment through collaboration, the use of screeners and varied assessments, and ongoing monitoring. Each of these tenants are key to effective assessment for strategy instruction and allow implementation to best support student needs.
{"title":"Setting the stage: The importance of effective assessment for strategy instruction and self-regulation in implementation and research","authors":"E. Michael, R. Ennis, K. Jolivette, Sara Sanders","doi":"10.1080/1045988X.2022.2154738","DOIUrl":"https://doi.org/10.1080/1045988X.2022.2154738","url":null,"abstract":"Abstract Strategy instruction is effective in supporting students with varying skill levels and abilities across subjects. Effective assessment is crucial when implementing strategy instruction as a means for supporting students on an individualized level. This introductory article to this special issue focuses on setting the stage for effective assessment through collaboration, the use of screeners and varied assessments, and ongoing monitoring. Each of these tenants are key to effective assessment for strategy instruction and allow implementation to best support student needs.","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"66 1","pages":"297 - 300"},"PeriodicalIF":0.9,"publicationDate":"2022-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48465950","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 : 2022-10-03DOI: 10.1080/1045988X.2022.2132198
L. Rollins, Sara Sanders, K. Jolivette, Ashley S. Virgin
Abstract Strategy instruction is a common instructional method for teaching academic skills, particularly reading comprehension, and it is commonly combined with self-regulation components (e.g., goal setting, self-monitoring). Previous meta-analyses and reviews have examined the effectiveness of strategy instruction on reading comprehension, but have not examined how reading comprehension is assessed, an area of need considering that reading comprehension assessments are not created equal. In this systematic review, sixteen articles were examined to determine the methods for assessing reading comprehension, self-regulation, reading motivation/attitudes, and social validity. In addition, the Council for Exceptional Children’s Standards for Evidence-Based Practices in Special Education were applied to all included studies. Limitations and recommendation for future researchers are presented and disussed.
{"title":"Assessment of strategy instruction and self-regulation in reading comprehension: A review of the literature","authors":"L. Rollins, Sara Sanders, K. Jolivette, Ashley S. Virgin","doi":"10.1080/1045988X.2022.2132198","DOIUrl":"https://doi.org/10.1080/1045988X.2022.2132198","url":null,"abstract":"Abstract Strategy instruction is a common instructional method for teaching academic skills, particularly reading comprehension, and it is commonly combined with self-regulation components (e.g., goal setting, self-monitoring). Previous meta-analyses and reviews have examined the effectiveness of strategy instruction on reading comprehension, but have not examined how reading comprehension is assessed, an area of need considering that reading comprehension assessments are not created equal. In this systematic review, sixteen articles were examined to determine the methods for assessing reading comprehension, self-regulation, reading motivation/attitudes, and social validity. In addition, the Council for Exceptional Children’s Standards for Evidence-Based Practices in Special Education were applied to all included studies. Limitations and recommendation for future researchers are presented and disussed.","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"66 1","pages":"301 - 311"},"PeriodicalIF":0.9,"publicationDate":"2022-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47502283","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 : 2022-09-25DOI: 10.1080/1045988X.2022.2124220
M. Mayer, R. Astor
Abstract School violence, and particularly, school shootings, remain a serious concern among parents, community members, educators, and governmental leadership at the local, state, and national levels. While school shootings periodically dominate media coverage of school safety issues, schools are among the safest places for students in the community. This article unpacks key issues central to the field. We provide an overview of school violence program coherence, curriculum alignment, staff development, support systems to meet student needs, and related capacity issues. The article also explores issues not commonly included in the school safety literature such as gangs and weapons in school and the conflation of mental health problems and violent behavior. We offer take-away implications from the extant literature that is relevant for schools.
{"title":"Is school safety mainly about school shootings? Research-informed guidance for the field","authors":"M. Mayer, R. Astor","doi":"10.1080/1045988X.2022.2124220","DOIUrl":"https://doi.org/10.1080/1045988X.2022.2124220","url":null,"abstract":"Abstract School violence, and particularly, school shootings, remain a serious concern among parents, community members, educators, and governmental leadership at the local, state, and national levels. While school shootings periodically dominate media coverage of school safety issues, schools are among the safest places for students in the community. This article unpacks key issues central to the field. We provide an overview of school violence program coherence, curriculum alignment, staff development, support systems to meet student needs, and related capacity issues. The article also explores issues not commonly included in the school safety literature such as gangs and weapons in school and the conflation of mental health problems and violent behavior. We offer take-away implications from the extant literature that is relevant for schools.","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"67 1","pages":"1 - 8"},"PeriodicalIF":0.9,"publicationDate":"2022-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46696450","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 : 2022-09-22DOI: 10.1080/1045988X.2022.2124222
C. Kearney, J. Childs
Abstract School attendance/absenteeism (SA/A) is a crucial indicator of health and development in youth but educational policies and health-based practices in this area rely heavily on a simple metric of physical presence or absence in a school setting. SA/A data suffer from problems of quality (reliability, construct validity, data integrity) and utility (cutoffs, aggregated data, punitive purposes). This article summarizes these problems and outlines strategies to improve SA/A data and to better define problematic and chronic school absenteeism. Findings include greater focus on unique local conditions and student/family circumstances to improve the use of SA/A data; and greater employment of sophisticated and sensitive data analytic and assessment strategies to better define problematic and chronic absenteeism across geographical regions and student groups. Implications include movement away from one-size-fits-all approaches and toward valid and targeted policy and practice approaches, better consideration of special circumstances that affect educational agencies and families, and useful demarcation points in a multi-tiered systems of support model for school attendance problems.
{"title":"Improving school attendance data and defining problematic and chronic school absenteeism: the next stage for educational policies and health-based practices","authors":"C. Kearney, J. Childs","doi":"10.1080/1045988X.2022.2124222","DOIUrl":"https://doi.org/10.1080/1045988X.2022.2124222","url":null,"abstract":"Abstract School attendance/absenteeism (SA/A) is a crucial indicator of health and development in youth but educational policies and health-based practices in this area rely heavily on a simple metric of physical presence or absence in a school setting. SA/A data suffer from problems of quality (reliability, construct validity, data integrity) and utility (cutoffs, aggregated data, punitive purposes). This article summarizes these problems and outlines strategies to improve SA/A data and to better define problematic and chronic school absenteeism. Findings include greater focus on unique local conditions and student/family circumstances to improve the use of SA/A data; and greater employment of sophisticated and sensitive data analytic and assessment strategies to better define problematic and chronic absenteeism across geographical regions and student groups. Implications include movement away from one-size-fits-all approaches and toward valid and targeted policy and practice approaches, better consideration of special circumstances that affect educational agencies and families, and useful demarcation points in a multi-tiered systems of support model for school attendance problems.","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"67 1","pages":"265 - 275"},"PeriodicalIF":0.9,"publicationDate":"2022-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47442236","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 : 2022-09-22DOI: 10.1080/1045988X.2022.2124223
Ronald L. Gardner, T. Stephens
Abstract Despite knowledge of COVID-19’s expected impact on the 2020 and 2021 academic school years, policymakers, professional organizations, and test publishers have failed to offer consistent, well-defined or corresponding advice to educational evaluators on how to meet the unique challenges the pandemic has introduced. The directive vacuum that was produced led individuals and school districts to create their own policies and practices as a temporary stopgap. As a consequence, diagnosticians and evaluators across the country were left to interpret confusing legal requirements and competing professional recommendations concerning whether students could be evaluated remotely, whereby social distancing could be observed while continuing to address the ever-present academic needs of our youth. This essay calls for the development of clear testing standards for remote testing.
{"title":"Untying the educational evaluator’s hands: a preliminary tele-assessment framework","authors":"Ronald L. Gardner, T. Stephens","doi":"10.1080/1045988X.2022.2124223","DOIUrl":"https://doi.org/10.1080/1045988X.2022.2124223","url":null,"abstract":"Abstract Despite knowledge of COVID-19’s expected impact on the 2020 and 2021 academic school years, policymakers, professional organizations, and test publishers have failed to offer consistent, well-defined or corresponding advice to educational evaluators on how to meet the unique challenges the pandemic has introduced. The directive vacuum that was produced led individuals and school districts to create their own policies and practices as a temporary stopgap. As a consequence, diagnosticians and evaluators across the country were left to interpret confusing legal requirements and competing professional recommendations concerning whether students could be evaluated remotely, whereby social distancing could be observed while continuing to address the ever-present academic needs of our youth. This essay calls for the development of clear testing standards for remote testing.","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"67 1","pages":"276 - 281"},"PeriodicalIF":0.9,"publicationDate":"2022-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41842502","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：