Gender differences in factors associated with how parents communicate with school in Korea

The authors explored different factors that were associated with mothers' and fathers' choice between two forms of parent–school communication: school briefing sessions and parent–teacher conferences. A total of 585 parents—295 mothers and 290 fathers from different households—who had at least one child enrolled in middle school in Korea were surveyed. Analytic results indicated that there were gender differences in how mothers and fathers were motivated to communicate with school. More educated and affluent mothers who positively assessed their child's academic achievement but were less confident in the child's ability and dissatisfied with the school-provided information were more likely to communicate with the school, whereas fathers were influenced by the employment status of their wives and communication with the child. Perception of positive child–teacher relationship predicted both mothers' and fathers' engagement in communication. Based on the findings, the authors discuss ways to promote parental involvement in communication with school.     

Examining the Validity of GOLD® With 4-Year-Old Dual Language Learners

Research Findings: This study builds on prior work related to the assessment of young dual language learners (DLLs). The purposes of the study were to (a) determine whether latent subgroups of preschool DLLs would replicate those found previously and (b) examine the validity of GOLD^® by Teaching Strategies with empirically derived subgroups. Latent class analysis confirmed previous findings of 3 distinct latent subgroups of DLLs (bilingual children, emergent bilingual children, and heritage language speakers). Results of differential item functioning analysis showed that with few exceptions, GOLD items functioned similarly, which indicates that groups matched on ability were similar in their item scores. The item pertaining to using conventional grammar consistently favored non-DLLs over heritage language speakers. The item pertaining to name writing consistently favored DLLs as a single group, emergent bilingual children, and heritage language speakers. Practice or Policy: Study results provide further support for the heterogeneity of DLLs and the use of GOLD with DLL subgroups. This provides the field with an opportunity to better understand this special population of children and enables teachers to plan with greater precision experiences that contribute to their development and learning.     

Raising levels of school student engagement and retention in rural,regional and disadvantaged areas: is it a lost cause?

This paper reports on the views of key members of the educational community about student engagement and retention in rural, regional and disadvantaged areas of the Australian state of Tasmania. It provides insights into the attributed reasons for the longstanding low levels of student retention in Tasmania, and the possible ways to militate against the widely censured problem of students leaving school too soon. The paper draws from principles of Bronfenbrenner’s model of ecology to situate the 25 participants who formed the sample of the study in the exosystem of the environment of the young people whose educational attainment and retention in schools is the focus of this work. Data analysis generated three major themes: families and the socio-cultural environment; teachers and teaching; and the school system. The study’s findings play an important role in prompting us to question when, and if, the dire situation of student dropout in the state and in similar contexts worldwide will begin to be reversed. Implications of the work include the need to develop and sustain a strong policy environment in which high-quality education and schooling success are contextualised as key features to which members across the systems and sections of society can contribute.     

A Systematic Review of Function‐Based Interventions for Students with Learning Disabilities

Students with learning disabilities (LD) experience pervasive academic deficits requiring extensive academic intervention; however, they may also engage in problem behaviors that adversely affect teaching and learning, thus lessening the potential impact of specialized instruction and supports. The learning deficits of students with LD are prevalent in the extant research, but behavioral needs appear to receive less attention. The authors report the results of a systematic review investigating the evidence‐base for function‐based interventions for students with LD using the What Works Clearinghouse (WWC) criteria for evaluating single‐case studies. Fourteen studies with 17 participants met inclusion criteria, with the majority occurring in elementary settings. Although interventions tended to be effective, few included maintenance and generalization measures. Because of the small number of studies (n = 4) that met WWC design and effectiveness standards, the authors conclude that function‐based interventions, although promising, cannot currently be considered an evidence‐based practice for students with LD. Implications for practice, areas for future research, and study limitations are reported.     

Differential Item Functioning in Biodata: Opportunity Access as an Explanation of Gender- and Race-Related DIF

Investigations of differential item functioning (DIF) have been conducted mostly on ability tests and have found little evidence of easily interpretable differences across various demographic subgroups. In this study, we examined the degree to which DIF in biographical data items referencing academically relevant background, experiences, and interests was related to differences in judgments about access to these experiences by members of different gender and race subgroups. DIF in the location parameter was significantly related (r = –.51, p < .01) to gender differences in perceived accessibility to experience. No significant relationships with accessibility were observed for DIF in the slope parameter across gender groups or for the slope and location parameters associated with DIF across Black and White groups. Practical implications for use of biodata and theoretical implications for DIF research are discussed.     

Direct Instruction in Written Expression: The Effects on English Speakers and English Language Learners with Disabilities

Students with disabilities often struggle with writing tasks. In order to improve the written expression performance of high school students with deficits in written expression, a Direct Instruction writing program was implemented. The participants were six high school students in programs for individuals with learning disabilities. Three of the six students were served in programs for students who are English Language Learners. Using a multiple‐probe across‐participants design, the effect of the writing program was examined. The intervention was implemented over a 5‐week period with maintenance checks conducted 2 and 4 weeks after the termination of instruction. Results were variable, but there appeared to be a positive trend in student writing performance as measured by correct word sequence, length of text, and the TOWL‐3. Implications for practice and future directions are also provided.