What do daily behavior report cards (DBRCs) measure? An initial comparison of DBRCs with direct observation for off‐task behavior

This study investigated the similarity of information provided from a daily behavior report card (DBRC) as rated by the teacher to direct observation data obtained from external observers. In addition, the similarity of ratings was compared with variations of problem severity (mild, severe) and teacher training (none, some). Results suggested a moderate association between teacher perceptions of behavior as measured by DBRC ratings and direct observation conducted by an external observer. In addition, 23–45% of the variance in DBRC ratings was consistent with the direct observation data. Severity of the behavior problem or the inclusion of training was not found to significantly affect the similarity of ratings. In summary, results tentatively suggest that the DBRC may be a viable supplement to direct observation for estimating behavior in applied settings. Limitations, future research directions, and implications are discussed. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 669–676, 2005.     

The knowledge of orthography is a revolution in the brain

Brain adaptation to the type of informationthat is processed has been documented inseveral conditions in animals and humans.Illiteracy due to social reasons is a goodsource of information to investigate theadaptation mechanisms to the formal knowledgeof written language. In this paper, a series ofstudies addressing this topic are reviewed.Illiterate subjects and their carefullyselected controls were compared in severalexperimental conditions. It is concluded thatschooling and in particular the knowledge oforthography introduces in the brain newstrategies for information processing thatmanifest themselves in task performance, inbrain activation studies and in anatomicalstudies.     

Can social and emotional learning improve children’s academic progress? Findings from a randomised controlled trial of the Promoting Alternative Thinking Strategies (PATHS) curriculum

Despite the significant evidence base demonstrating the positive impact of the Promoting Alternative Thinking Strategies (PATHS) curriculum on children’s social-emotional and mental health outcomes, there has been very little research on its efficacy in improving academic attainment. More generally, the relationship between implementation variability and PATHS intervention outcomes has been underexplored. A cluster-randomised controlled trial with two arms: intervention (PATHS – 23 schools) and control (usual practice – 22 schools) was implemented to assess the impact of PATHS on English and Mathematics for children in years 5 (aged 9–10 years, n = 1705 pupils) and 6 (aged 10–11 years, n = 1631 pupils) in English primary schools. Two-level hierarchical linear models (school, child) were used to assess both primary ‘intention-to-treat’ effects and secondary ‘subgroup’ effects (for children eligible for free school meals). Additionally, the moderating role of implementation variability was assessed in 31 year 5 (n = 712 pupils) and 32 year 6 (n = 732 pupils) classes across the 23 intervention schools, with fidelity, dosage, quality/responsiveness and reach data generated via classroom-level structured lesson observations. Intention-to-treat and subgroup analyses revealed no significant positive effect of PATHS on children’s academic attainment. Cluster analyses of observational data revealed four distinct implementation profiles, differentiated primarily by dosage levels. However, these profiles were not significantly associated with differential academic outcomes. In light of our findings and their likely generalisability, it is not possible to recommend PATHS as an effective intervention for improving the academic attainment of children in English primary schools.

Trial registration: ISRCTN85087674

     

The international,global and intercultural dimensions in schools: an analysis of four internationalised Israeli schools

Many educational systems worldwide are making substantial efforts to integrate an international dimension into local schools, fostering significant changes in the processes of instruction and learning as well as transformations at pedagogical and organisational levels. In this paper, we analyse data collected in four schools in Israel that the local press and educational authorities have acknowledged as schools that prominently and comprehensively incorporated international, global and intercultural dimensions. We employ a case-study approach based on interviews with principals and teachers; analysis of schools' websites and documents; and on-site observations, in order to analyse the expression of internationalisation, understand who is involved in the implementation process, and stimulate thinking about the broader impact of this process. We find that ideological and pragmatic reasons underlie schools' motivations to internationalise; their population and status comprise major factors in the decision regarding how, where, why, and when to integrate international and intercultural dimensions. The stakeholders interviewed perceive of internationalisation as offering both cosmopolitan capital to the students and a distinctive feature to the school. The schools demonstrate diverse internationalisation patterns that are neither monitored nor guided by any regulatory agency. These findings contribute to the identification of the factors promoting or delaying the internalisation process and to the understanding of the impact of this process on schools.     

An adaption of the Good Behaviour Game to promote social skill development at the whole-class level

ABSTRACT

Social skill interventions are utilised by educational psychologists (EPs) to promote positive social behaviour amongst pupils. These have predominantly occurred for target populations, rather than at the whole-class level. Research into evidence-based, whole-class interventions for social skill development is warranted. The Good Behaviour Game (GBG) is a contingency management intervention for promoting positive behaviour at the whole-class level. The current study evaluates an adaptation of the GBG to target engagement in social skills in a mainstream primary school classroom setting. An ABAB reversal design was used to evaluate teacher implementation of the GBG. The GBG was shown to be effective in promoting engagement in targeted social behaviour of positive social interactions and working as team. No change in behaviour was observed for the targeted social behaviour of supporting peers. The paper discusses the implications of the findings, limitations, relevancy to EP practice and impetus for further research.     

Preventing radicalisation to extreme positions in children and young people. What does the literature tell us and should educational psychology respond?

Over the last five years the radicalisation of children and young people to extreme ideologies is fast developing as a new and important safeguarding issue for Local Authorities. Despite many high profile cases, there has yet to be a response from the educational psychology profession. This article seeks to explore the possible role for educational psychologists (EPs) in this area. This article sets out the findings of a recent literature review in which the authors propose Reactive Approach Motivation theory as a possible way in which EPs might formulate their understanding and response to this issue. Insights derived from the review are then discussed in light of the EP role in this new domain. Particular attention is paid to the PREVENT Agenda and some of the ethical considerations facing EPs seeking to undertake work in this area.     

Development of “down the road”: An interactive toolkit about driving cessation for dementia caregivers

Concerns about safe driving practices in individuals with dementia often fall to caregivers, who are frequently faced with the difficult task of initiating the conversation about driving and driving cessation with their loved ones. This is a topic that can be a very emotional and sensitive for older adults. Several print-based resources are currently available to caregivers; however, emerging research suggests that disseminating information through applied theater, a genre of theater typically based on research that addresses a social issue, may be more effective in changing attitudes than these traditional print-based methods. Applied theater touches upon the emotional complexities involved in decision-making about driving, deepening a viewer’s experience with the content. This work used research obtained from focus groups and individual interviews with 17 (eight informal and nine formal) dementia caregivers as a foundation for the development of a toolkit called Down the Road, which consists of an applied theater production about driving safety called No Particular Place to Go (in DVD-format), an accompanying viewer guidebook, and supplemental information cards. The content of Down the Road centers around eight main themes identified by dementia caregivers, including (1) the importance of driving, (2) the assessment process, (3) information about refresher courses and driving schools, (4) risk factors and warning signs, (5) starting the conversation, (6) dealing with resistance, (7) the need for support, and (8) alternative transportation options. Down the Road incorporates the expressed needs of dementia caregivers to translate knowledge into an effective, research-based toolkit that can provide caregivers with an interactive resource for use individually or in facilitated groups.     

Reading in multilingual learners of Urdu (L1), English (L2) and Arabic (L3)

The present study examined the language and literacy skills and their relations to each other in multilingual children, who have a broad range of oral and written language proficiency in each language that they “know”. Reading and vocabulary skills were tested in 50 Canadian children (ages 6–10 years) who were Urdu–English speakers, learning Arabic. Reading skills were related to within-language oral proficiency and across languages with similar and different orthographies. The results suggest the need for hybrid models of language acquisition that combine language-general and language-specific components. The results also are discussed in terms of the need to consider the language and literacy skills of multilingual individuals in current theories of language and literacy acquisition.     

Potenziale schulstatistischer Individualdaten für die Bildungsforschung und Bildungspolitik – Das Beispiel Bremen

Education policy and educational practitioners have increased their demand for evidence-based knowledge. In 2003, the Standing Conference of the Ministers of Education and Cultural Affairs (KMK) decided to establish a core dataset for individual-level administrative school statistics, the ?Kerndatensatz für schulstatistische Individualdaten“, to close the gaps in education statistics and to support evidence-based policy. In the federal state of Bremen, individual-level student data has been collected since 1997/98. These data are of great value for educational planning and policy, educational reporting, as well as educational research, as the analysis of individual educational trajectories depends on the availability of individual-level longitudinal data. Using the Bremen data, this paper demonstrates that highly relevant issues regarding the education system can indeed be analyzed with individual-level student data. Examples include: the effects of age at school entry, educational trajectories and graduation certificates. The results show that demographic information and critical events during early years of education are good predictors for educational success. These findings highlight the potential for student-level data in establishing education policy.     

Consulting stakeholders in the development of an environmental policy implementation plan: a Delphi study at Dalhousie University

This paper reports on a Delphi Study undertaken at Dalhousie University in which a multi‐stakeholder panel was consulted in order to generate ideas that could be incorporated into an Implementation Plan for the University Environmental Policy (UEP). The objectives of the study were twofold. First, the study endeavored to develop ideas as to the most desirable and feasible ways in which to incorporate the UEP into the activities and structure of the university. Second, the study sought to assess the applicability of the Delphi Technique for consulting with stakeholders in the development of an implementation plan. The final analyses confirm the literature on the challenges, barriers and opportunities encountered for institutional environmental change in higher education. The study also confirms the findings of existing research that promotes the Delphi Technique as an excellent tool to inform the creation of educational and social policy. Specifically, this study illustrates the benefits of applying the Policy Delphi Technique to the development of an Environmental Policy Implementation Plan in higher education.