Teachers’ academic appraisals and referral decisions: The effect of sharing health information when diabetes is present

Two prior studies showed that giving teachers more information about a student's illness led them to make better attributions about that student's classroom problems and better classroom accommodations. In this study, 235 teachers appraised academic competence and judged whether to seek help or make a referral for a hypothetical student with type 1 diabetes mellitus (T1DM). Teachers received one of five levels comprising increasing disease disclosure and classroom‐relevant information about T1DM. Contrary to prior studies, teachers in this study who were given a student's T1DM diagnosis and details about T1DM's classroom risks failed to make better judgments about the student's academic skill levels or to award more accurate grades. Instead, teachers seemed swayed by this student's apparently careless and inconsistent schoolwork, which was presumably disease related. Likewise, better‐informed teachers were no better at selecting accommodations. However, once it was disclosed that the hypothetical student had T1DM, most teachers seemed knowledgeable about the most appropriate potential Individuals With Disabilities Education Improvement Act category for service delivery. Regarding practice issues, school psychologists were rarely selected as a first choice for consultation, and the more information teachers were provided with about T1DM and the student's disease status, the less likely they were to select a school psychologist as a consultant.     

Type 1 diabetes mellitus case decisions: Health‐related service considerations for school psychologists

Type 1 diabetes mellitus (T1DM) is a chronic illness that can impact learning and often requires medical management in the school setting. School psychologists must therefore be knowledgeable of special service eligibility criteria associated with T1DM, the health‐related services often required of such students, and what health‐related services schools are obliged to provide. Although federal regulations speak to special service eligibility criteria to consider for children with T1DM, such codes do not outline what health services schools are expected to provide. One way to glean this information is by examining published case decisions involving diabetes health‐related services in the schools. Themes and examples in five decision categories provide vital information for school psychologists regarding school service planning for T1DM. © 2010 Wiley Periodicals, Inc.     

Stratified at seven: in‐class ability grouping and the relative age effect

There is an established body of evidence indicating that a pupil's relative age within their school year cohort is associated with academic attainment throughout compulsory education. In England, autumn‐born pupils consistently attain at higher levels than summer‐born pupils. Analysis here investigates a possible channel of this relative age effect: ability grouping in early primary school. Relatively younger children tend more often to be placed in the lowest in‐class ability groups, and relatively older children in the highest group. In addition, teacher perceptions of pupils' ability and attainment are associated with the child's birth month: older children are more likely to be judged above average by their teachers. Using 2008 data for 5481 English seven‐year‐old pupils and their teachers from the Millennium Cohort Study, this research uses linear regression modelling to explore whether birth month gradation in teacher perceptions of pupils is more pronounced when pupils are in‐class ability grouped than when they are not. It finds an amplification of the already disproportionate tendency of teachers to judge autumn‐born children as more able when grouping takes place. The autumn–summer difference in teacher judgements is significantly more pronounced among in‐class ability grouped pupils than among non‐grouped pupils. Given evidence that teacher perceptions and expectations can influence children's trajectories, this supports the hypothesis that in‐class ability grouping in early primary school may be instrumental in creating the relative age effect.     

Building and sustaining communities that prevent mental disorders: Lessons from the field of special education

Quietly, at least beyond the awareness of many psychologists, a relatively new technology based on school‐wide behavior management strategies has emerged in special education to answer the call to build healthy communities. The success of these strategies in changing the practices of school systems and creating positive school climates may offer insights for school psychologists interested in preventing mental disorders and promoting health on a broader scale. Spreading the influence of school‐wide behavior supports to ensure that all schools provide the nurturing environment needed to promote academic and life success for all children is an important and immediate goal. Beyond the school, the challenge will be to implement and evaluate the impact of positive behavior supports in other connected communities. The present article reviews the history and present state of school‐wide behavior supports and prevention research, limitations of current practice, and opportunities for integrating school‐wide programs with psychological science and practice. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 313–329, 2006.     

‘Here's one I made earlier!’ A qualitative report on creativity in a residential primary school for children with social,emotional and behavioural difficulties

The impact of project‐based learning has been shown to be effective in increasing pupil motivation, improving problem‐solving skills and thinking skills in studies by Barrows and Williams. ‘Project Hour’ was set up in order to conduct a longitudinal study over the course of one academic year, to observe and record progress and development in independent and imaginative learning in a sample of primary school‐aged children with social, emotional and behavioural difficulties. This group was highlighted as having poor development and experience of language and school that has detracted from this aspect of their learning. ‘Project Hour’ allowed the children to have freedom in their creativity regarding a four‐week project chosen individually. The role of the adult was to support the child with materials required and assist the child as the child requested. Over the period of an academic year, the children progressed in their own thinking skills, problem‐solving skills, and creative and organisational skills. The children's behavioural problems in the learning situation reduced and children were keen to participate and to be included in the Project Hour groups.     

Immigration in the United States and the Golden Years of Education: Was Ravitch Right?

In this article I address some assertions made by one of the most outstanding educational historians, Diane Ravitch, regarding the relation between immigration rates and academic achievement among children in the United States. In her book The Great School Wars Ravitch asserted that low immigration levels during the 1920s to early 1960s period played a large role in producing a golden age of education in New York and probably in the United States. The research undertaken for this article does confirm some of Ravitch's assertions but questions whether other claims of hers may be overly simplistic. Among her assertions that the research supports are that academic achievement rose among New York City elementary and secondary students during this "golden age," children from most immigrant groups did perform poorly compared to children born in the United States, and that the increased volume of enrollment and language factors did exert added pressure on the school system. Nevertheless, other factors lead one to believe that Ravitch's claim, although possessing merit, may be overly simplistic. For example, certain immigrant groups performed very well academically after coming to the United States. This fact supports the notion that the makeup of the immigrant population may be as important as the immigration volume. In addition, the decline in American student academic achievement in the 1960s and 1970s began well before the United States fully liberalized its immigration policy. One would not expect this, if immigration has the level of impact that Ravitch claims.     

MULTIPLE DIMENSIONS OF PARENTAL INVOLVEMENT AND ITS LINKS TO YOUNG ADOLESCENT SELF‐EVALUATION AND ACADEMIC ACHIEVEMENT

Drawing on early research on parental involvement and its effect on children's school functioning, it was hypothesized in this study that parents’ educational involvement is positively related to two indicators of school functioning: academic self‐competence and academic achievement. However, in light of research on the distinction between parents’ home‐ and school‐based educational involvement in terms of their different provisions of parents’ school‐related support, this study examined the relationship between each of these two bases and two adolescent outcomes: self‐evaluation (consisting of global self‐worth and scholastic self‐evaluation) and school‐reported academic achievement. Analyses using structural equation modeling (SEM) on data collected from 397 (187 girls) Israeli seventh‐graders (first year of junior high school) confirm the distinction between home‐ and school‐based parental involvement and their different links to adolescent outcomes. SEM analyses carried out separately for girls and boys showed positive links between home‐based parental involvement for girls and parent's volunteering for boys and global self‐worth. This analysis also showed direct negative links between school‐based parental involvement and academic achievement for boys. The discussion addresses these differences and their implication for the school experiences of young adolescents in the wake of the transition to junior high school.     

Confirmatory factor analyses comparing parental involvement frameworks with secondary students

Given the lack of research on measurement models used to operationalize parental involvement with secondary students, the goal of this research is to examine the measurement properties of the three‐domain conceptualization of parental involvement including school‐based involvement, home‐based involvement, and academic socialization, compared to a more nuanced six domain conceptualization school‐based (1) school/parent communication, (2) attending school activities, home‐based (3) home activities, (4) homework help, academic socialization, (5) parent–child communication about education, and (6) parental aspirations for child's education. When comparing the fit among the models, the six‐factor model had best fit indices and indicated varied correlations among the subdomains. The six‐factor model allowed for more nuanced variations among the subdomains that may be helpful when assessing parental involvement with high school students.     

Caregivers of school children with epilepsy: findings of a phenomenological study

Epilepsy is one of the most frequently diagnosed neurological disorders among children. Epilepsy is continuously linked with academic underachievement and social challenges. Despite the implications that these difficulties have for a child's educational success, little is known of how children with epilepsy experience school. Understanding how to best support and accommodate these children can contribute to their positive adaptation and quality of life. The purpose of this phenomenological study by Jillian Roberts and Cheryl Whiting of the University of Victoria, British Columbia, Canada, is to understand the school experiences of children with epilepsy. Data was gathered through open‐ended, semi‐structured interviews. The caregivers' narratives were transcribed and analysed to elicit the essential experiences of school children with epilepsy. Five categories were elicited from the families' narratives: (1) health‐related issues, (2) family coping, (3) academic experience, (4) social belonging, and (5) awareness. This information will be particularly useful for teachers and allied professionals serving the needs of children with epilepsy – as well as those with other chronic health conditions.     

Gender differences in reading ability and attitudes: examining where these differences lie

The aim of this study was to investigate gender differences in the relationship between reading ability, frequency of reading and attitudes and beliefs relating to reading and school. Two hundred and thirty‐two 10‐year‐old children (117 male) completed a reading comprehension test and a questionnaire exploring the following areas: frequency of reading, attitude to reading, attitude to school, competency beliefs and perceived academic support (from peers and teacher). Overall, girls had better reading comprehension, read more frequently and had a more positive attitude to reading and school. However, smaller gender differences were found in reading ability than in attitudes and frequency of reading. Indeed, effect sizes for gender differences in reading were found to be small in this and other studies. Reading ability correlated with both boys' and girls' reading frequency and competency beliefs; however, only boys' reading ability was associated with their attitude to reading and school. Notably, gender differences were found predominantly in the relationship between factors, rather than solely in the factors themselves. Previous research has neglected to study these relationships, and has focused instead on the gender differences found in individual factors. Conclusions are made regarding the applicability of these findings to the school situation.     

Relations of middle school students' perceptions of family and school contexts with academic achievement

The purposes of this study were to examine the relations of both family and school contexts on students' academic achievement and to explore the mediating effects of students' perceptions of their motivations and academic self‐competence between the family and school contexts and achievement. Participants were 230 fifth‐ and sixth‐grade students. Students' perceptions of parenting style (demandingness and responsiveness), parental involvement (parental values and involvement in school functions), teaching style (teacher control and responsiveness), and school atmosphere (school responsiveness and supportive social environment) significantly predicted their school achievement; however, students' motivations and self‐competence mediated the relations between students' contexts and their academic achievement. Furthermore, parental values, teacher responsiveness, school responsiveness, and supportive social environment predicted students' motivations and academic competence above and beyond parenting style, parental involvement, and teacher control. The importance of students' supportive relationships and the internalization of the messages conveyed to them underscore the need for a contextual view by school psychologists when consulting with parents and education staff regarding achievement concerns. © 2001 John Wiley & Sons, Inc.     

The Nowicki Locus of Control Scales: An Australian Study of Normal and Cerebral Palsied School Children

Mildly handicapped cerebral palsied (CP) children integrated into regular schools were measured on locus of control scales to test the hypothesis that physically disabled children with possible academic difficulties display a more external locus of control than their unimpaired peers. The contribution of this construct to their academic and social performance was also examined. As local norms for these scales were not available, mean grade values were obtained for all children in classes in which a handicapped child had been integrated in order to study the psychometric properties of the scales and the construct's cross‐cultural implications. Results indicated that the instrument did not differentiate between mildly handicapped CP children integrated into regular schools and their non‐disabled peers nor was it a significant correlate of academic or social performance for the target group. Although the possibility exists of real cross‐cultural difference between American and Australian school children, the doubtful reliability and validity of the measure for the population sampled do not support its widespread use as a research instrument with Australian school children.     

Yoga Improves Academic Performance in Urban High School Students Compared to Physical Education: A Randomized Controlled Trial

Yoga programs within schools have become more widespread but research regarding the potential effect on academic achievement remains limited. This study cluster‐randomized 112 students within a single New York City public high school to participate in either school‐based yoga or physical education (PE) for an entire academic year. The primary outcome was mean annual grade point average (GPA). Psychosocial variables (self‐regulation, executive function, well‐being, and mindfulness) were examined as mediators. The study's primary hypothesis that yoga would improve academic performance was not supported by intent to treat analysis; however, a significant interaction was observed between class assignment and class participation. Among students with higher participation, those assigned to yoga classes had a significantly higher GPA. For example, at 49 classes of participation for both groups, students assigned to yoga classes had an estimated 2.70 higher mean GPA (effect size = 0.31) than students assigned to PE.     

Cognitive Control Predicts Academic Achievement in Kindergarten Children

Children's ability to shift behavior in response to changing environmental demands is critical for successful intellectual functioning. While the processes underlying the development of cognitive control have been thoroughly investigated, its functioning in an ecologically relevant setting such as school is less well understood. Given the alarming number of children who face failure in the U.S. school system, the purpose of this project is to determine whether subtly different measures of cognitive control differentially predict academic achievement. Sixty‐five kindergarten children were given two versions of a Dimensional Change Card Sort task—a geometric version followed by a linguistic version. Educational outcomes consisted of a standardized measure of academic achievement as well as assessments used by the school district. Results revealed that cognitive control, particularly as assessed by the linguistic variant, predicted children's academic performance on math and school‐based assessments, thereby suggesting that deficient cognitive control negatively impacts educational success.     

The Effectiveness of Jigsaw II on Prospective Elementary School Teachers

Jigsaw is a well‐known and frequently used technique in cooperative learning. As part of ongoing studies to develop the technique, this research concentrates on exploring its use with prospective elementary school teachers (PTs). In order to establish PTs' views regarding Jigsaw and its effective on their academic success a proficiency test and questionnaire were administered and observations were made. Eighty‐one PTs from the Elementary Education Department at Cukurova University attending a math teaching course (MTC) participated. Forty‐five of these participants were in the experimental group and 36 in the control group. Findings show that Jigsaw II had a positive effect (effect size = 1.06) on PTs' academic success as well as on their views regarding the technique itself.     

The effect of sharing health information on teachers' production of classroom accommodations

Ninety elementary‐school teachers read information about a hypothetical student experiencing school‐related problems due to Type 1 diabetes mellitus (T1DM), generated classroom accommodations to assist the student, and rated their confidence in these accommodations. Each teacher was provided one of three levels of information about T1DM: (a) no disease information, (b) basic disease information, and (c) basic disease information + classroom implications. Providing teachers with more information about T1DM increased their ability to accommodate a student's learning needs. Similarly, a lower proportion of disease‐specific accommodations were generated by teachers receiving no disease information (37%) than by teachers receiving basic disease information or basic disease information + classroom implications, and the later two groups were equivalent (47% for each). This study and future work concerning the effect of chronic illness on classroom performance and adjustment have implications for medical professionals, teachers, and school psychologists. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 553–564, 2006.     

Nonpromotion: A pseudoscientific solution

The practice of retaining or holding students back a grade is gaining in popularity. A comprehensive review of the literature over the past 16 years supports that view and uncovers great discrepancies between educators' beliefs and confirmable evidence regarding retentions. This article describes actual retention practices in two Utah school districts and compares the children recommended for retention with a control group. These two groups were found to be significantly different in intellectual ability, academic achievement, and adjustment characteristics. In order to measure the effects of nonpromotion, the retained children's growth was compared to the growth of academically similar-functioning children who were recommended for retention but were promoted. These recommended-for-retention children were retested one year after the retention decision was made. Retention was not found to benefit the children academically or in personal or social adjustment.     

Promoting Inclusion Via Cross‐Group Friendship: The Mediating Role of Change in Trust and Sympathy

To understand the conditions fostering positive outcomes of inclusive schooling, this two‐wave study examined the role of individual change in trust and sympathy for adolescents' cross‐group friendships and inclusive attitudes toward students with low academic achievement. Cross‐group friendships, intergroup trust, intergroup sympathy, and inclusive attitudes were obtained from surveys completed by 1,122 Swiss adolescents (M_{age T1} = 11.54 years, M_{age T2} = 12.58 years) from 61 school classes. Results from a parallel latent change score model revealed that the number of cross‐group friendships positively related to individual change in trust and sympathy; this growing trust and sympathy in turn predicted adolescents' inclusive attitudes. These findings are discussed regarding theories of intergroup contact and inclusive schooling.     

The relationship between perceptions of a Chinese high school's ethical climate and students' school performance

This study examined the relationship of school ethical climate and students' school performance within the context of a Chinese high school. Gender and grade‐level differences in ethical climate perceptions were also explored. Survey data on perceptions of school ethical climate based upon the dimensions of student‐to‐teacher, student‐to‐student and teacher‐to‐student interactions and relationships were obtained from 754 students. Results of the study showed that students' perceptions of their high school's ethical climate were related to academic achievement, gender and grade level. Students' involvement in extracurricular activities and student leadership generally did not seem to relate to their perceptions of ethical climate. Based upon these findings, the school's moral education intervention programs should increase their focus on the area of teacher‐to‐student relationships and interactions and the subgroups of male students, students in higher grades and students with lower academic achievement. Implications for future research on school climate are also discussed.