The relationship between quality of the present level of academic achievement and functional performance statement and student learning

The present level of academic achievement and functional performance (PLAAFP) is an essential component of the individualised educational program (IEP) process because it identifies student strengths and areas for growth. However, there is minimal research that examines components of an IEP and student outcomes. The current study examined the relationship between PLAAFP quality and student achievement, and between training and ongoing professional development and quality of the PLAAFP. The data were obtained from 211 special education teachers in one state. Results suggested that ongoing professional development predicted the quality of the PLAAFP statement, accounted for a large amount of the variance (r² = 0.14) in the PLAAFP quality score, and was a stronger predictor than participating in a single training. Additionally, PLAAFP quality predicted winter achievement scores beyond the school district, fall achievement scores and teacher variables, and accounted for significant and moderate amount of unique variance for reading (r² = 0.05) and math (r² = 0.07). Implications for research and practice are included.     

Definitional Elasticity in the Measurement of Intergenerational Continuity in Substance Use

Increasingly, three generation studies have investigated intergenerational (IG) continuity and discontinuity in substance use and related problem behaviors. However, surprisingly little attention has been paid to the conceptual definition of continuity or to different types of discontinuity (resilience and escalation) or to measurement sensitivity, which affects not only the magnitudes of observed continuity but also factors that correlate with this linkage. This study uses longitudinal data on 427 parent–child dyads from the Rochester IG Study to study continuity and discontinuity in substance use over ages 14–18. Results suggest that the degree of IG continuity, resilience, and escalation in adolescent substance use, as well as correlates of each, depend heavily on how heterogeneity in the behavior is taken into account.     

Assessment for learning in the accountability era: New Zealand

The requirements for valid assessment for learning and assessment of learning are reviewed and then the tensions between these two purposes of assessment are explored, first in general and then within two areas of the New Zealand education system. First, the nature of assessment for learning in primary schools is discussed and how it is, or might be, affected by four accountability pressures associated with assessment of learning. The second area is assessment for qualifications in the final years of secondary education. Here, some of the assessment of learning occurs at local level, within schools, and the remainder occurs at national level. These two assessment pathways create substantially different conditions affecting assessment for learning.     

Perception and use of reinforcement by special education teachers

This study aimed to investigate whether special education teachers shared similar difficulties in their understanding of reward and punishment as their mainstream peers. Thirty‐five teachers working in six special education needs schools took part in a mixed methods study to explore their use and understanding of reinforcement principles. The purpose of the mixed methods approach was to triangulate the teachers use and perceived use of different reinforcement strategies within the classroom. Teachers’ had a good grasp of positive reward‐based strategies, but their understanding of the other three types of reinforcement (negative reward, punishment and penalty) was less accurate. There was a clear aversion amongst the sample to discuss punishment with many stating that they do not use it, which contrasted with the observations. Structured continued professional development interventions are required to rectify the discrepancies between belief and evidence.     

Feasibility trial of the school-based STRONG intervention to promote resilience among newcomer youth

There are thousands of refugee students in Canadian schools and many struggle with distress and trauma symptoms. Even those not demonstrating overt distress may face adjustment challenges. This paper describes the pilot of the Supporting Transition Resilience of Newcomer Groups (STRONG) program in ten schools. STRONG is a 10-session, manualized program focused on building skills and helping students process their migration journey. This pilot used a pragmatic mixed-methods approach to evaluate the feasibility of STRONG, with a focus on acceptability, implementation, and perceived utility of the intervention. Clinicians (n = 16) provided data at the training, throughout the intervention and at the end through clinician surveys and focus groups. Clinicians reported high levels of acceptability for the training and program. Implementation challenges included time constraints, external influences, and some challenges with language. Overall STRONG was seen to provide significant positive benefits for students in increasing connectedness, stress management, and coping strategies. Clinicians felt that students developed more positive self-image and had improved optimism. This feasibility trial of the STRONG program indicated the potential utility for promoting resilience and reducing distress among refugee students through a structured, school-based group intervention.     

Reliability,usefulness and construct validity of the Combined Basketball Skill Test (CBST)

This study aimed to assess the reliability, usefulness and construct validity of the newly developed Combined Basketball Skill Test (CBST). Fifteen recreational (age = 22.8 ± 4.2 y, stature = 184.8 ± 6.5 cm, body mass = 81.6 ± 9.6 kg, training experience = 9.8 ± 5.3 y) and fifteen semiprofessional (age = 18.9 ± 3.3 y, stature = 190.5 ± 8.1 cm, body mass = 84.2 ± 11.2 kg, training experience = 11.1 ± 3.5 y) players volunteered to participate in this study. Test–retest reliability and usefulness were examined for recreational players, while construct validity was evaluated comparing the two player groups. The CBST is composed of 12 trials and its outcome measures include: completion time (sum of the 12 trial times); penalty time (sum of the times from the 12 trials); performance time (completion time + penalty time) and total number of errors. Relative reliability analysis showed acceptable ICC values (i.e. ≥0.70) in all the studied variables. Absolute reliability analysis showed a CV < 5% for completion (1.6%) and performance (2.0%) time, while a CV >5% is reported for the remaining variables. The usefulness of the test was considered “Marginal” and “Good” when comparing TE values with SWC₀₂ and SWC₀₅, respectively for all the studied variables. Likely and very likely differences were shown between recreational and semiprofessional players in all investigated variables. Results showed that the CBST is reliable, useful to detect moderate changes and valid to assess basketball skills.     

Practical Considerations When Using Pedometers to Assess Physical Activity in Population Studies

Abstract

The aim of this study was to summarize both practical and methodological issues in using pedometers to assess physical activity in a large epidemiologic study. As part of a population-based survey of cardiovascular disease risk factors, physical activity was assessed using pedometers and activity diaries in 775 men and women ages 25–64 years who were residents of Burnie, Tasmania, 1998–99. Common data problems were classified by type. The frequency of each problem and the methods used to identify it are reported along with strategies to correct or prevent each problem type. Pedometer data from 15 (1.9%) participants could not be used due to errors in completing the pedometer protocol. Among 760 participants with usable data, the median number of steps was 9,729 for men and 10,388 for women. Pedometer steps per day were modestly correlated (r = .20, p < .0001) with the duration of pedometer wear, which ranged from 4.50 to 21.75 hr. Adjustment for wear time, however, did not alter observed correlations between pedometer steps and cardiovascular risk factors. The authors conclude that pedometers can be used in large population studies with a relatively low frequency of data errors. However, guidelines for consistent data collection and interpretation are needed.     

A Research-based Community Theater Performance to Promote Ageing: Is it More than Just a Show?

Research-based community theater can address important life issues in a safe and entertaining environment. This study investigated using a theater performance about widowhood as a medium for facilitating older people's engagement with key life events and countering negative stereotypes. Quantitative questions incorporating semistructured qualitative sections were conducted with 29 older people from a group of 250 audience members who attended the performance. The majority of participants found the performance true to life, enjoyable, of high quality, and a useful learning tool. This study illustrates the potential for wider application of research-based community theater for promoting healthy ageing in older adults.     

Education,philosophy and the comparative perspective

This article argues that a philosophical approach to education needs a comparative dimension and that a comparative approach to education needs a philosophical dimension. An analysis of the proper relationship between a philosophical and a comparative approach to education is developed with reference to needs, difficulties and opportunities.