“Did you do your homework?” Mathematics teachers’ homework follow‐up practices at middle school level

Teachers’ homework follow‐up practices, the in‐class strategies teachers use to monitor their students’ homework assignments, have an impact on their students’ homework behaviors and academic achievement. The current study explored the perspectives of middle school mathematics teachers on the three domains of homework follow‐up: the practices used in class, the purposes of each practice, and the aspects that may influence this process. Data were collected from two data sources (i.e., focus groups and classroom observations) and were analyzed using thematic analysis. The findings showed that teachers monitored homework either using a single strategy or a combination of strategies (e.g., checking homework completion and providing individual feedback) linked to a specific purpose (e.g., promote students’ involvement). The teachers also reported that they were under certain constraints when they delivered homework follow‐up practices (e.g., pressure to follow the curriculum), so their practices’ effectiveness sometimes can be compromised. Implications for practice are discussed.     

Postschool Engagement Predictors for Youth with Intellectual Disability: Results from South Carolina

ABSTRACT

Postschool outcomes of youth with intellectual disability (ID) continue to trouble practitioners and scholars. The purpose of this study was to analyze postschool engagement outcome data for 360 survey respondents with ID in South Carolina in the areas of employment and postsecondary education/training. Specifically, we examined the relationship of special education exit reason, as well as, student, school, and district variables to youth’s postschool engagement. We used logistic regression to estimate probability of engagement one year after exiting high school. Results indicated that special education exit reason, gender, school retention rates, district attendance rates, percentage of students with disabilities within a district, percentage of students within a district receiving free and reduced lunch, district retention rates, and district suspension/expulsion rates were significantly related to three postschool engagement outcomes. Implications for future research and practice are discussed.     

Peer‐mediated interventions with elementary and secondary school students with emotional and behavioural disorders: a literature review

Peer‐mediated interventions (PMIs) have been shown to be effective for increasing adaptive social and academic behaviours of children and youth. Although PMI efficacy is generally well supported, there have been relatively few published intervention studies that focus on elementary, middle and high school students with emotional and behavioural disorders (EBD). The present review examines selected empirical literature in order to identify characteristics and relative efficacy of PMI. Findings of 12 peer‐reviewed journal papers including research designs and outcomes were examined. Results provide support for the efficacy of PMI for improving behavioural and social skills of students with EBD. Recommendations include further research on PMI for high school students and longitudinal research of PMI.     

Social support in inclusive middle schools: Perceptions of youth with learning disabilities

This cross‐sectional study examined the perceptions of social support reported by middle‐school students with multiple learning disabilities (LD) (reading + math) in inclusive settings. Comparison groups included youths with a learning disability in reading only (RD), mathematics only (MD), and no LD (i.e., normally achieving) (NA). One hundred twenty middle‐school students, 15 boys and 15 girls in each group, were included in the current study. Participants were surveyed using an established measure of perceived social support. Effect size differences and MANOVA were used in the data analyses. Learning disability type explained 21% ( p < .001) of the variance in perceptions of parent, classmate, and friend support. Students with multiple LD (RD + MD) reported the lowest perceived social support on these dependent variables. Follow‐up analyses revealed that eighth‐grade boys reported the lowest perceived parent support and that boys in general reported lower perceived friend support than girls. Sixth‐grade students with multiple LD reported the lowest perceived friend support, and sixth‐grade males reported the lowest perceived teacher support. Implications for practicing school psychologists and recommendations for future research are discussed. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 197–209, 2006.     

Cultural Curriculum and Marginalized Youth: An Analysis of Conflict at a School for Juvenile Parolees

In this article I analyze marginalized juvenile parolees' schooling experiences at an alternative community school in a large southwestern city. My analysis is based on a year of field research at the school. The analysis draws heavily from the critical pedagogy literature and focuses on how the school's cultural curriculum (rules, assignments, and discourses) conflicted with students' locally based identities. I illustrate how the conflict between the school's cultural curriculum and students' locally based identities hindered the learning process at the school and helped create student resistance against the school. The analysis reveals that the youths, who strongly valued their locally based identities, often resisted and rejected the school's attempted transmission of dominant cultural identities (e.g., nongang member) and capital (e.g., formal school knowledge). Teachers' generally sincere attempts to help students' transition to a better life played a significant role in students' school failure.     

Research on Reading Instruction for Students with Emotional and Behavioural Disorders

Although children with emotional and behavioural disorders (EBD) demonstrate significant difficulties in academic achievement including reading, little attention has been placed on effective reading instructional practices for this population of students. The purpose of this article is to briefly review the knowledge base of early reading instruction and the deep gaps in the research literature on how reading is taught to students with EBD. Finally, we will summarise several completed and ongoing research efforts that inform us of the instructional status quo for students with EBD in reading and efforts to improve academic outcomes for this population.     

Promoting Positive Youth Development Through School‐Based Social and Emotional Learning Interventions: A Meta‐Analysis of Follow‐Up Effects

This meta‐analysis reviewed 82 school‐based, universal social and emotional learning (SEL) interventions involving 97,406 kindergarten to high school students (M_age = 11.09 years; mean percent low socioeconomic status = 41.1; mean percent students of color = 45.9). Thirty‐eight interventions took place outside the United States. Follow‐up outcomes (collected 6 months to 18 years postintervention) demonstrate SEL's enhancement of positive youth development. Participants fared significantly better than controls in social‐emotional skills, attitudes, and indicators of well‐being. Benefits were similar regardless of students’ race, socioeconomic background, or school location. Postintervention social‐emotional skill development was the strongest predictor of well‐being at follow‐up. Infrequently assessed but notable outcomes (e.g., graduation and safe sexual behaviors) illustrate SEL's improvement of critical aspects of students’ developmental trajectories.     

Structured extracurricular activities among adolescents: Findings and implications for school psychologists

One factor that contributes to adolescent positive mental health is active engagement. Engagement is defined as any activity that is initiated to attain an outcome. In general, two forms of activities exist that correspond with engagement: solitary, non‐structured, and non‐cooperative pursuits, often without adult supervision (e.g., playing video games, watching television) and highly structured, collaborative activities that are under the guidance of a competent set of adults (i.e., structured extracurricular activities, or SEAs). Although large amounts of time spent in unstructured activities is related to negative psychosocial outcomes, participation in SEAs has been related to a variety of positive outcomes for students. This paper reviews current research regarding adolescent participation in SEAs and its effects on academic and personal‐social variables (i.e., self‐concept, life satisfaction), as well as potential preventive effects for youths considered to be “at‐risk” for negative developmental outcomes. The paper also examines research investigating the potential benefits and shortcomings of different types of SEAs. Finally, suggestions for future research and school‐based preventive intervention are presented. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 31–41, 2004.     

School Counselors in International School: Critical Issues and Challenges

This study sought to examine the views of school counselors in international school settings; international schools being those that enroll students from varying nationalities (both English speaking and non-English speaking countries) and follow an American/International college preparatory education curriculum. Results were pursued in regard to three important areas: (1) mental health needs of students (e.g., coping with cultural transitions, aggression, self-esteem), (2) their own professional development needs (e.g., multicultural development, networking), and (3) their interactions with teachers, administrators, and parents (e.g., lack of knowledge of the counselor’s role, lack of trust in the counselor, lack of teamwork). Implications for supporting international school counselors are provided. An earlier version of this article was presented at the International Counseling Psychology Conference, Chicago, Illinois (2008).     

Envisioning a meaningful future and academic engagement: The role of parenting practices and school‐based relationships

In contrast to the focus on short‐term, extrinsic goals in our society (e.g., wealth, prestige), positive youth development scholars have highlighted the need for parents and schools to help youths cultivate and plan for long‐term, intrinsic, and meaningful goals (i.e., envisioning a meaningful future), arguing that envisioning a meaningful future is potentially inspiring and associated with better outcomes for youths. Envisioning a meaningful future includes being future‐oriented and planful and having a sense of purpose, a life focus that provides deep meaning to life and contributes to the good of society. This study used structural equation modeling to examine the direct and indirect effects of parental and school relationships on envisioning a meaningful future and academic engagement in a diverse sample of adolescents (n = 624). Parental and school‐based relationships were positively associated with academic engagement, and this association was partially mediated by envisioning a meaningful future. Analyses revealed the importance of parental and school relationships in engaging youths in developing a vision for a meaningful future toward the goal of academic engagement. Variations between African‐Americans and Whites, and across grade and parental education levels are discussed.     

Effects of Participation in After-School Programs for Middle School Students: A Randomized Trial

Abstract

This study assessed the effects of attending an after-school program (ASP) on a range of outcomes for middle school youths. The program operated for 9 hr per week for 30 weeks and included attendance monitoring and reinforcement, academic assistance, a prevention curriculum, and recreational programming. Participants were 447 students randomly assigned either to the ASP or to after-school activities as usual. Program attendance was sporadic. Although treatment students experienced increased exposure to ASPs relative to controls, nearly all youth in both groups reported participating in some organized activity during the after-school hours, and the number of different activities in which youths reported being involved did not differ across groups. Participation in the treatment reduced time spent with friends with no adults present during the after-school hours. No differences between treatment and control youths were found on measures of conduct problems, academic performance, school attendance, or any of the intermediate behaviors and attitudes targeted. The study replicates findings from the national evaluation of the 21st Century Community Learning Centers Program for middle school students using a more rigorous research design.     

Exceptional educators: a collaborative training partnership for the inclusion of students with Down's syndrome

This article discusses the results of a teacher training initiative in the United States. Exceptional Educators is the result of an inter‐organisational collaboration between a community‐based organisation (Gold Coast Down Syndrome Organization), the local public school system and a university professor. The training focuses on three distinct objectives; understanding the physical and emotional needs of the disability, creating modified curriculum units based on individual learning goals and recognising common behavioral problems that arise in school settings. Overall, the results showed positive outcomes, with gains in knowledge of curriculum modification, behavioural strategies and overall understanding of Down's syndrome, as well as an increase in confidence level. A six‐week follow‐up survey indicated that the majority of the participants used the information presented back in their teaching environments. This study also investigated the added value of this collaboration, finding that the community connection often continues past the training and has provided teachers additional avenues for support.     

Role models,approaches to studying,and self‐efficacy in forensic and mainstream high school students: a pilot study

This study investigated the relationships between role models, approaches to studying, and self‐efficacy in students attending a high school specialising in educating those with emotional and behavioural difficulties (EBD, n = 30) and students attending a mainstream high school (n = 41) in the UK. Types and quantity of role models held by students were assessed using semi‐structured interviews. Approaches to studying and self‐efficacy were measured using the Approaches and Study Skills Inventory for Students and the General Self‐Efficacy Scale, respectively. In the EBD sample, the quantity of personally known role models correlated positively with deep and strategic approaches to studying, while quantity of media role models correlated negatively with a deep approach to studying and general self‐efficacy. In the mainstream sample, no association was found between quantity of role models, on the one hand, and approaches to studying and self‐efficacy, on the other hand. The findings suggest that EBD students would benefit from direct exposure to more interpersonal role models, which would further their chances of selecting and assimilating adaptive attitudes and behaviours.     

Effectiveness of school‐based psychotherapy: A meta‐analysis of dissertation research

A meta‐analysis was conducted with 65 school‐based psychotherapy and counseling dissertations over the last 10 years (1998–2008) to assess if a file‐drawer problem (i.e., studies conducted but not published that, as a whole, have different results than studies in the same area published) exists in the school‐based outcome literature. An overall mean effect size of 0.44 was found for 73 treatment interventions. This effect size is comparable to Prout and DeMartino's 1986 meta‐analysis conducted with published school‐based studies and approximately half a standard deviation smaller than Prout and Prout's 1998 meta‐analysis of school‐based intervention studies. A bias does appear to exist but seems to be smaller than the bias found in the general child and adolescent psychotherapy outcome literature. Most of the dissertation studies evaluated group interventions and used a cognitive–behavioral or skills training intervention. Skills training and interventions with elementary‐school students yielded the largest effect sizes. Comparisons of the current study with previous school‐based intervention meta‐analyses are discussed as are suggestions for future research. © 2010 Wiley Periodicals, Inc.     

Understanding students' interactions: why varied social tasks matter

Many social interactions between school‐age children contain both competitive and cooperative elements. In order to gain a better understanding of how students at risk for emotional and behavioural difficulties (EBD) negotiate social exchanges in cooperative and competitive‐related tasks in comparison with non‐EBD students: (a) prosocial; (b) negative; and (c) conflict behaviours were assessed. Fifty‐seven children at risk for EBD and 57 comparison children participated in three different social tasks with non‐target partners. Both students and teachers completed a standardised behaviour checklist. Social ability and sex differences were considered. Results are discussed from a social‐cognitive framework, and practical implications will be highlighted.     

Students’ conceptions of assessment: Links to outcomes

Students conceive of assessment in at least four major ways (i.e., assessment makes students accountable; assessment is irrelevant because it is bad or unfair; assessment improves the quality of learning; and assessment is enjoyable). A study in New Zealand of 3469 secondary school students’ conceptions of assessment used a self‐report inventory and scores from a standardised curriculum‐based assessment of reading comprehension. Four inter‐correlated conceptions based on 11 items were found with good psychometric properties. A path‐model linking the four correlated conceptions with student achievement in reading, while taking into account student ethnicity, student sex, and student year, had good psychometric properties. The conception that assessment makes students accountable loaded positively on achievement while the three other conceptions (i.e., assessment makes schools accountable, assessment is enjoyable, and assessment is ignored) had negative loadings on achievement. These findings are consistent with self‐regulation and formative assessment theories, such that students who conceive of assessment as a means of taking responsibility for their learning (i.e., assessment makes me accountable) will demonstrate increased educational outcomes.     

The electronic mirror and emotional growth

Abstract

The article examines the use of information and communication technology to enhance the educational achievement of a group of students evidencing a variety of EBD in a mainstream school setting. It is believed that ICT will have just as important a part to play in the education of students with EBD as it will with other sensory or physical special educational needs. The article examines within-child factors which make a cognitive-behavioural approach potentially powerful. It suggests that ICT can enhance the educational experience of EBD pupils if careful attention is paid to the creation of a therapeutic teaching environment and the interaction of the student/curriculum and teacher/student interfaces. The article discusses the implementation of an integrated learning system in an inner London comprehensive school and its effects on those pupils presenting with emotionally disordered learning difficulties.     

High ability students with coexisting disabilities: Implications for school psychological practice

School psychologists are well-positioned to change the educational landscape for twice-exceptional students, or those who possess high ability in one or more talent domains along with one or more disabilities. Better understanding of the nuanced cognitive and psychosocial assessment patterns within this population may increase well-needed participation in gifted education opportunities and the likelihood of receiving accommodations, as well as decrease missed diagnoses. Based on our review of the empirical literature within domains of twice-exceptionality (e.g., attention deficit hyperactivity disorder, autism spectrum disorder, and specific learning disability), we provide recommendations for how school psychologists can interpret formative and summative assessments taken by twice-exceptional students and subsequently help design educational plans that will meet their unique needs.     

FACTORS THAT PREDICT ELEMENTARY EDUCATORS’ PERCEPTIONS AND PRACTICE IN TEACHING SELF‐DETERMINATION

Promoting self‐determination has been suggested as a means for students with disabilities to access the general curriculum. We surveyed 407 elementary educators to examine a) the effects of classroom setting and teaching self‐regulation strategies on the perceived importance and frequency of teaching self‐determination; and b) the severity level of student disability, teacher primary assignment, teaching experience, and classroom and school setting on self‐regulation instruction. Teaching experience and classroom setting predicted the use of self‐regulation strategies, but primary assignment, school setting, and student disability did not. Self‐regulation instruction predicted the frequency of teaching self‐determination, but neither it nor classroom setting predicted the perceived importance of teaching self‐determination. Limitations and implications of this study are discussed, and suggestions for future research are offered.     

Teaching strategies for moral education: a review

We present the results of a literature review of studies on teaching strategies for moral education in secondary schools (1995–2003). The majority of the studies focus on the ‘what’ and ‘why’, i.e. the objectives, of curriculum‐oriented moral education. Attention to the instructional formats for enhancing the prosocial and moral development of students (the ‘how’) is relatively sparse. Most studies on teaching strategies for moral education recommend a problem‐based approach to instruction whereby students work in small groups. This approach gives room for dialogue and interaction between students, which is considered to be crucial for their moral and prosocial development. Other studies discuss more specific teaching methods, such as drama and service learning. We conclude that the theoretical discourses on moral education are not reflected on the practice of curriculum‐oriented moral education and its effects on students’ learning outcomes. We recommend that future research on curriculum‐oriented moral education includes the subject areas encompassing moral issues and the social differences between students.