The ADHD Classroom Kit: A whole-classroom approach for managing disruptive behavior

In this article, an inclusive treatment package for children with ADHD, The ADHD Classroom Kit (Kit), is described. Components of the Kit are categorized in three areas: consequences for appropriate behavior, consequences for inappropriate behavior, and peer-mediated interventions. The empirical rationale for each component of the Kit is discussed. Also, a case study of a 6-year-old girl (Carol) with reported disruptive behavior problems is presented as preliminary data supporting the Kit's effectiveness. An A-B-A reversal design was used in Carol's classroom. Mean frequencies of appropriate behavior were 61.3% (baseline), 78.5% (Kit), and 70.7% (reversal). In addition, mean frequencies of on-task behavior were 76.2% (baseline), 87.8% (Kit), and 82.5% (reversal). Implications for future research and practice with the Kit are addressed. © 1998 John Wiley & Sons, Inc.     

Childhood adversity, educational trajectories, and self-reported health in later life among U.S. women and men at the turn of the century

A major objective of current life course research is to specify the processes linking early childhood conditions to subsequent life course statuses that span educational, occupational, familial, and health domains across the life span. This study confronts at least two persistent challenges to the rigorous specification of the relationships among these variables. The first is that the point-in-time measurement of education as “years of schooling” masks considerable heterogeneity in the timing and curricular tracks of schooling and obscures our understanding of how and when education matters for life-course inequality. The second challenge involves interdependencies between aspects of life-course inequality, including educational achievement and health. The intertwining of these variables across the life course, and their usual conceptualization and measurement, limit the interpretation of their relationship and its generalizability across studies. We use data from three waves of the National Survey of Families and Households between 1987–1988 and 2001–2002 to explore trajectories of self-reported health, applying latent class cluster analysis (finite mixture models) to deal directly with these measurement and specification issues. Generally, we find mediating effects of education in mid- to late-life health demonstrating the pivotal role of education in life course processes. Women’s childhood backgrounds are more heterogeneous and temporally complex educational careers affect their self-assessed health more than men’s. Late degrees are linked to poor health trajectories among women, but not men. Also, marital history, number of births and health behaviors are associated in expected ways with women’s and men’s health trajectories at midlife.     

Changing roles and identities in the construction of a community of mathematical inquiry

In the current shifts in mathematics classrooms, teachers are challenged to use effective pedagogy to develop inquiry communities in which all participants are offered opportunities to engage in the reasoning discourse of proficient mathematical practices. The challenge for teachers is to know how to implement these pedagogical changes. This article outlines how a teacher and researcher worked together in a collaborative partnership using a purposely designed communication and participation framework as a tool to scaffold development of collective reasoning in the inquiry community. The findings illustrate the interconnections between the teacher’s beliefs, past experiences, and current, and future expectations for her diverse students. Explanations are provided of how different, often conflicting, voices emerged including one that drew on the teacher’s cultural knowledge. This provided many learning opportunities for the researcher as the teacher developed her students’ voices in culturally appropriate ways.     

Graduate students’ self-reported perspectives regarding peer feedback and feedback from writing consultants

This study reported how ten Taiwanese Master’s students perceived their experiences of receiving feedback given by their peers and writing consultants to revise a shortened version of their thesis proposals. Collected over the course of one semester, data included students’ writing portfolios and interviews with them. Analysis of the data revealed three major themes: (1) The participants felt quite positive about providing and receiving peer feedback, although they seemed cautious toward language-related peer comments; (2) they generally had positive experience with the writing consultants, although the perceived usefulness of the consultants’ feedback varied with individual consultants and (3) the two types of comments served different functions for students, and questions arose from the peer editing process could serve as prompts for writing consultation sessions. Possible future research directions as well as pedagogical implication are outlined to conclude the paper.     

Using National Education Longitudinal Data Sets in School Counseling Research

National longitudinal databases hold much promise for school counseling researchers. Several of the more frequently used data sets, possible professional implications, and strategies for acquiring training in the use of large‐scale national data sets are described. A 6‐step process for conducting research with the data sets is explicated: determining research questions, accessing the data set, understanding the study's sample design, determining an analytic sample, considering pertinent data analysis issues, and understanding the limitations of using the data sets. Suggestions for preparing school counseling researchers and potential themes for future research are outlined.     

Pedagogy and practice in STEM field experiences: intersections of student and mentor identity and impacts upon student outcomes

Practicums, internships and field experiences are essential components in many fields. These varied experiences embed both students and their mentors in immersive experiences. Such immersive experiences are essential for STEM students preparing for future jobs, yet little is known about how these research-intensive and immersive experiences impact the practice of teaching in the natural sciences. In order to evaluate the impact, opportunities and challenges associated with such experiences, our team collected and analysed end-of-semester reflections from five students and their faculty mentor. Thematic analysis related to inferences and implications about the impacts of the experience showed a need to formalize and further develop an understanding of both students’ self-identity and the cultural attitudes of the students and the mentor.     

Towards an understanding of dynamics among teachers,teacher leaders,and administrators in a teacher-led school reform

A substantial amount of professional development and implementation has moved towards teachers and teacher leaders in recent years. Previous works have examined how teachers, teacher leaders, or administrators perceive teacher leadership in school reforms, but few have advanced all three perspectives simultaneously. Drawing upon over 200 interviews, we examine how leadership is distributed and the tensions and dynamics arising among these three groups in a teacher-led school reform. Two main themes emerged from our analysis: minimizing conflicts with teachers was important to teacher leaders, and the distribution of leadership between administrators and teacher leaders changed the status and normative roles of teacher leaders.