Support services to relocated families increase employee job performance

Conclusion When the stress level is lowered, the relocated employee can turn attention away from the urgency and upset of resettling the family and concentrate fully on the new position thus becoming productive more quickly. With careful planning among the family, relocation counselor and real estate agent/broker, the move can be made much more effectively and happily.Janice Y. Benjamin is President of the Career Management Center in Kansas City, Missouri and author of the career series,How to Be Happily Employed.Lorrie Eigles is a career consultant at the Center Management Center specializing in spousal relocation.     

Profiles of reading performance after exiting Tier 2 intervention

A fundamental assumption of multi-tiered systems of support is the bidirectional movement of students between tiers. In comparison to research on when to intensify instruction, less attention has been paid to the validity of decisions to exit students from supplemental supports. We used data from 554 third-grade students who met the criteria to be exited from a Tier 2 reading fluency intervention to answer two research questions. First, we used latent profile analysis to evaluate whether distinct profiles of student responding would emerge based upon initial skill level and intervention duration. Second, we evaluated whether the proportion of students who passed the end-of-year benchmark differed between profiles. Results favored a three-profile solution with a Below Average Start/Average Response; Average Start/Average Response; and an Above Average Start/Fast Response. The pooled mean proportion of students who did not achieve proficiency on the end-of-year benchmark assessment equaled 0.45, 0.33, and 0.13 across the three profiles, respectively. A series of χ² tests indicated the between-profile differences were statistically significant (p < .05). The results of this study suggest that there may be distinct profiles amongst students who show positive response and exit Tier 2 reading fluency interventions.     

Postsecondary attention-deficit/hyperactivity disorder and deliberate practice: Study time,study quality,and self-perceptions

The current study examined study habits of postsecondary students with attention-deficit/hyperactivity disorder (ADHD) through the theoretical context of deliberate practice. The responses of participants with and without ADHD were compared on a survey of study time, study quality, and self-perceptions of study habits, as well as a measure of test anxiety. Groups were equivalent on reports of study time and time spent in other activities, percentage of classes they attend, use of conducive study environments, and planning of studying. Despite similar study behaviors, ADHD participants were more likely to feel unprepared for tests, reported significantly higher test anxiety, and had lower grade point averages. Regardless of ADHD status, the majority of study participants were not implementing deliberate practice behaviors, with the exception of class attendance, and study times fell far below recommended levels. Findings provided evidence that emulating the study behaviors of peers is not sufficient for students with ADHD to experience similar outcomes.     

Planning the Future in an Uncertain Present: Postsecondary Possibilities for Accompanied Youth of Color Experiencing Homelessness

The Urban Review - Research suggests diverse experiences with homelessness can affect students’ PK-12 school success and, relatedly, postsecondary opportunities. Exploring postsecondary...     

Language,culture and border lives: mestizaje as positionality / Lengua,cultura y vidas de frontera: el mestizaje como posicionalidad

Recent scholarly work has focused on borders, both geopolitical and cultural, giving attention to border lives and identities. This article, which focuses on sociocultural practices, addresses what can be called border languaculture. With attention on the Texas-Mexico border in North America, the authors discuss three key features of hybrid practices on the US ‘side’: (1) code-mixing that has a strong rhetorical component; (2) cross-border continuation but transformation of ‘traditional’ forms and conventions associated historically with Spain and Mexico; and (3) creation of ‘new’ hybrid forms and cultural products that establish social affiliations and distinctions. These languacultural features support the central point of the article: that self-positioning in this borderland is characterized by the multiplicity, contradictions and syncretism now being labeled mestizaje. Although cultural change has often been explained through acculturation, the syncretic nature of these border practices is better explained through transculturation, which emphasizes mutual influences and shifting power relations.     

Addressing individual difficulties in reading: issues relating to Reading Recovery and Pause,Prompt, Praise

Recently the DfES has issued guidance on ways to address the needs of students who experience difficulties in literacy through Wave Three provision in the National Literacy Strategy ( DfES, 2002 ). This guidance raises the issue of what kind of programmes might be initiated in mainstream schools that will improve what is available generally for pupils who experience difficulties. The original Literacy Taskforce report (1997) named Reading Recovery (RR) as one programme suitable for this purpose. It is not the only programme with 'proven' efficacy, however. This article compares RR and another New Zealand‐based programme, Pause, Prompt, Praise (PPP) with which it has a number of characteristics in common, in order to examine particular issues which are important to ensure that a particular programme can meet individual children's literacy needs and also have the potential for adoption by LEAs and schools in the current national curricular context. These issues are the underpinning rationales, assumptions about the reading process and questions of resources, ownership and control ( Openshaw et al., 2002 ).