Peer Sameness and Peer Diversity: The Influence of Breadth and Depth of Classmates with High Academic Needs in Kindergarten

Research Findings: Relying on a newly released national data set of kindergarten students from the 2010–2011 school year (Early Childhood Longitudinal Study–Kindergarten Class of 2010–2011), the findings suggest that having a greater percentage of same-needs classmates positively boosts both achievement and socioemotional outcomes among kindergartners. However, the overall degree of diversity in the classroom has no effect (either negative or positive) on these same outcomes. Practice or Policy: Alongside changes in schooling integration policies and grade promotion practices, the general education classroom is becoming increasingly diverse academically. It is notable that general education classrooms have been experiencing increases in the presence of children with disabilities and English language learners in addition to increases in the number of retained students. Prior empirical research typically isolated how 1 of these groups with high academic needs might have influenced the outcomes of other students in that same classroom. Rather than focusing on the influence of 1 student group, however, this study adopts a more holistic perspective by examining how the degree of diversity of high-needs classmates in a classroom might be linked to child outcomes.     

A latent transition analysis of academic intrinsic motivation from childhood through adolescence

A longitudinal modeling approach was utilized to determine the existence of latent classes with regard to academic intrinsic motivation and the points of stability and transition of individuals between and within classes. A special type of latent Markov Chain model using Mplus was fit to data from the Fullerton Longitudinal Study, with academic intrinsic motivation measured from ages 9 through 17. Model fit using the Bayesian Information Criterion index was examined. The best fit involved a 3-class model, with classes designated as motivationally gifted, intermediate, and at-risk. Transitions between classes occurred mainly during childhood, whereas stability ensued by age 13. Methodological contributions are discussed, as well as theory and applications of the findings with regard to academic intrinsic motivation.     

The language of school science

In this paper, three different methods for estimating the linguistic complexity of textbooks are reviewed: research on the readability, research on the vocabulary and research on understanding a text by means of the cloze technique. Application of these techniques leads to similar results as regards the difficulty of science textbooks. The results suggest that there is a general tendency for school science texts to be overdemanding on pupils’ abilities.     

Chronic Absenteeism and Its Effects on Students’ Academic and Socioemotional Outcomes

Recent policy dialogue suggests that chronic absenteeism is not only underdocumented, but is also detrimental to the success of students as early as kindergarten. That said, almost no empirical research has examined the effects of chronic absenteeism on student outcomes. This study addresses this underresearched issue in more depth. Using a nationally representative dataset of kindergarten students from the 2010–2011 school year, this study evaluates the effect of chronic absenteeism on both achievement and socioemotional outcomes. The findings suggest that chronic absenteeism reduces math and reading achievement outcomes, reduces educational engagement, and decreases social engagement. Hence, this study offers new evidence on how an undermeasured aspect of missing school impedes students’ attainment. Implications for policy and practice are discussed.     

Supporting students with autistic spectrum disorder (ASD) at secondary school: a parent and student perspective

This paper describes a small‐scale research project undertaken in July 2007, which focused on a group of students with a diagnosis of autistic spectrum disorder (ASD) currently attending a mainstream secondary school. Three focus groups were held with students in Years 9 and 11 and with their parents in order to explore current practice on additional support at secondary school for students with ASD. Several aspects of support at school were positively evaluated by the participants. It also examines how support could be provided in the future to address perceived additional needs. It concludes with several implications for planning for support in the future.