Non-school Settings Research Articles

Desperate identities

Research SummaryIn this article, I provide a qualitative analysis of ten perpetrators of mass violence, including five school shooters and five attackers in nonschool settings (a random public shooting, a familicide, and three attacks by White supremacist homegrown violent extremists). The killers are discussed in terms of body‐related issues, three psychological categories (psychopathic, psychotic, and traumatized), and social failures. I describe how the attackers sought to overcome their perceived inadequacy, framed as damaged masculinity, through acts of violence. I also demonstrate the many factors that contribute to acts of mass violence.Policy ImplicationsViolence prevention can be supported by policy initiatives in multiple domains, including mandating the use of threat assessment in educational settings, government support for expanding the use of threat assessment across the nation, training professionals engaged in threat assessment in the broad factors that contribute to mass violence, educating the public about mental health issues, destigmatizing the use of mental health services, increasing access to mental health treatment, and improving child protective services.

Applying Health and Physical Education Teacher Pedagogy in a Community Setting

The purpose of this article is to spotlight successful advocacy of traditional HPE teacher pedagogy in non-school settings and to provide implementation strategies to design college programs to meet the job demands in this field.

Persistently Harsh Punishments Amid Efforts to Reform: Using Tools From Social Psychology to Counteract Racial Bias in School Disciplinary Decisions

In response to concerns about overly harsh and racially inequitable school discipline, schools have introduced disciplinary reforms. However, even in schools where these reformative programs are present, many students continue to be subject to developmentally inappropriate discipline and striking racial gaps in disciplinary outcomes persist. Teachers’ implicit racial bias likely contributes to racial disparities in school discipline. In this article, I highlight two social psychological skills—perspective-taking and individuating—that have been found to reduce the effects of implicit bias in nonschool settings. I suggest that if developed in educators, these social psychological skills could also help reduce racial disparities in school discipline. I discuss implications for future research and policy.

USING SINGLE-CASE DESIGNS TO EVALUATE COMPONENTS OF TRIBAL HOME-VISITATION PROGRAMS.

Single-case designs are typically used in classroom and clinical settings to assess the behavioral impacts of an intervention with an individual child. Using two illustrative case studies, this article describes the extension of this model to home-visitation programs serving tribal communities and examines the lessons learned throughout the process of adapting this approach. Our experience suggests that the benefits of using this design outweigh the associated challenges and allows researchers to expand the use of single-case designs to previously unexplored settings. Specifically, some of the benefits discussed include allowing for evaluative rigor in contexts with small samples, allowing everyone who qualifies to immediately participate, providing visual representations of the outcome-making the results more tangible and accessible to a broader audience, and allowing for a deep level of cultural sensitivity. The article also provides some general guidelines to address the practical challenges one may face when attempting to use single-case designs in novel ways within nonschool settings.

A Pornography Literacy Class for Youth: Results of a Feasibility and Efficacy Pilot Study

ABSTRACTThe purpose of this study was to evaluate the preliminary efficacy of a media literacy curriculum focused on pornography among a sample of U.S-based, urban-residing youth. Participants were 24 youth between the ages of 15–24 years old, although 65% were 17–18 years old. The sample was 43% female, 43% male, 9% transgender, 52% Black, 22% Hispanic, 13% other race, 64% heterosexual, 14% gay, lesbian or bisexual, and 18% other sexual orientation. Participants completed a pre-test prior to the first class session and a post-test after the fifth and final session. Pornography-related knowledge increased from pre- to post-test. A change in the anticipated direction was observed for some pornography-related attitudes, and some pornography-related behavioral intentions. Pornography-related behavior (e.g., seeking out pornography for the first time) did not change from pre- to post-test. The novelty of these findings are two-fold. First, the study demonstrated that it is feasible to implement a pornography literacy curriculum in a nonschool setting, and second, that this particular curriculum may have had some positive impact.

Scenario-Based Case Study Method and the Functionality of the Section Called ‘from Production to Consumption’ from the Perspective of Primary School Students

In this research, the aim was showing the evaluation of students on scenario-based case study method and showing the functionality of the studied section called ‘from production to consumption’. Qualitative research method and content analysis were used to reveal participants' experiences and reveal meaningful relations regarding problems of the research. The study consisted of 28 fourth grade students from the same classroom, in a public school of Central District of Ankara. The study group was selected by neutral assignment. Lesson plans and forms developed by the researcher were used to obtain qualitative data in the research, which was carried out as a doctoral thesis study. Four lesson plans have been developed in order to be able to achieve advances in the field of learning 'production, distribution and consumption' in the social studies course. Each lesson plan includes a case study associated with the achievement but not finalized, a finalized scenario script covering the case study, open-ended questions, and digital and printed resources. The evaluation form that has been prepared to assess the functionality of the used method, includes the open-ended questions prepared for evaluating the function of the unit in terms of the students and thus, forms the basic data collection tool of this research. According to qualitative results of students answers, using scenario-based case study method is a positive experience. Students are more active in the learning process, they are more caring and they pay more attention to the lessons. They want to use this method in other lessons in which they struggle to concentrate and by using this method they are more able to keep their focus.The results of this study show that scenario-based case study methods have been well received by the students, the learning process with this method is more functional and the learned information continues to be used in non-school settings.

Designing for expansive science learning and identification across settings

In this study, we present a case for designing expansive science learning environments in relation to neoliberal instantiations of standards-based implementation projects in education. Using ethnographic and design-based research methods, we examine how the design of coordinated learning across settings can engage youth from non-dominant communities in scientific and engineering practices, resulting in learning experiences that are more relevant to youth and their communities. Analyses highlight: (a) transformative moments of identification for one fifth-grade student across school and non-school settings; (b) the disruption of societal, racial stereotypes on the capabilities of and expectations for marginalized youth; and (c) how youth recognized themselves as members of their community and agents of social change by engaging in personally consequential science investigations and learning.

Clustering of contacts relevant to the spread of infectious disease

ObjectiveInfectious disease spread depends on contact rates between infectious and susceptible individuals. Transmission models are commonly informed using empirically collected contact data, but the relevance of different contact types to transmission is still not well understood. Some studies select contacts based on a single characteristic such as proximity (physical/non-physical), location, duration or frequency. This study aimed to explore whether clusters of contacts similar to each other across multiple characteristics could better explain disease transmission. MethodsIndividual contact data from the POLYMOD survey in Poland, Great Britain, Belgium, Finland and Italy were grouped into clusters by the k medoids clustering algorithm with a Manhattan distance metric to stratify contacts using all four characteristics. Contact clusters were then used to fit a transmission model to sero-epidemiological data for varicella-zoster virus (VZV) in each country. Results and discussionAcross the five countries, 9–15 clusters were found to optimise both quality of clustering (measured using average silhouette width) and quality of fit (measured using several information criteria). Of these, 2–3 clusters were most relevant to VZV transmission, characterised by (i) 1–2 clusters of age-assortative contacts in schools, (ii) a cluster of less age-assortative contacts in non-school settings. Quality of fit was similar to using contacts stratified by a single characteristic, providing validation that single stratifications are appropriate. However, using clustering to stratify contacts using multiple characteristics provided insight into the structures underlying infection transmission, particularly the role of age-assortative contacts, involving school age children, for VZV transmission between households.

A feasibility test of a brief motivational interview intervention to reduce dating abuse perpetration in a hospital setting.

To describe the intervention development process and feasibility testing of a hospital-based brief intervention to reduce the perpetration of adolescent dating abuse (ADA). To our knowledge, this intervention is the first to focus exclusively on ADA perpetration reduction via a motivational interview-type intervention in this setting. The rationale for and the six Intervention Mapping steps used to generate the intervention are described. Feasibility is conceptualized as intervention acceptability, demand, implementation, practicality, integration, and limited-efficacy. The Real Talk intervention was integrated smoothly into the emergency department setting. Participants did not experience any negative impact, and the vast majority (86%) reported that they felt helped. Quantitative assessments suggest that the intervention reduced the number of participants in the pre-contemplation stage of change regarding their use of relationship violence, and may have moved them forward into the action stage. Real Talk participants were more likely than those in the control group to tell friends to help them stay calm around their partner after drinking alcohol, and to talk with their doctor to get help for their problems. Real Talk was developed to meet an unmet need for tertiary ADA interventions in non-school settings. It was developed in accordance with a recommended framework, informed by theory, and subsequently tested for feasibility. Feasibility assessment results suggest that Real Talk can be implemented in health care settings and may influence attitudinal and behavioral outcomes in the desired directions.

Same plans, different strategies: the multiple faces of resistance

This article reports an ethnographic study of resistance in an informal education context: an NGO Day Centre and Hostel for socially excluded adults in Bilbao, Spain. The purpose of this research is to contribute to the field of resistance theory by focusing on a non-school setting. Our analysis uncovered four resistance strategies (The Tell-tale, The Responsible One, The Rebel, The Silent One) amongst clients of the NGO programme. Each allowed clients, in different ways, to confront the structure of the NGO, introduce agency and gain some limited forms of power in terms of influencing their lives at the NGO. This paper explores what excluded adults’ resistance looks like; how it is played out in the NGO setting and how it is experienced by clients themselves.

SciJourn is magic: construction of a science journalism community of practice

This article is the first to describe the discoursal construction of an adolescent community of practice (CoP) in a non-school setting. CoPs can provide optimal learning environments. The adolescent community centered around science journalism and positioned itself dichotomously in relationship to school literacy practices. The analysis focuses on recordings from a panel-style research interview from an early implementation of the Science Literacy Through Science Journalism (SciJourn) project. Researchers trained high school students participating in a youth development program to write science news articles. Students engaged in the authentic practices of professional science journalists, received feedback from a professional editor, and submitted articles for publication. I used a fine-grained critical discourse analysis of genre, discourse, and style to analyze student responses about differences between writing in SciJourn and in school. Students described themselves as agentic in SciJourn and passive in school, using an academic writing discourse of deficit to describe schooling experiences. They affiliated with and defined a SciJourn CoP, constructing positive journalistic identities therein. Educators are encouraged to develop similar CoPs. The discursive features presented may be used to monitor the development of communities of practice in a variety of settings.

A national initiative to advance school mental health performance measurement in the US

AbstractStandardized health performance measurement has increasingly become an imperative for assuring quality standards in national health care systems. As compared to somatic health performance measures, behavioral health performance measures are less developed. There currently is no national standardized performance measurement system for monitoring comprehensive school mental health in the USA. Drawing upon related initiatives in the school mental health field and national performance standards for behavioral health care in non-school settings, the current study describes the identification, development, and refinement of quality and sustainability performance measures for comprehensive school mental health. A three-phase method involving literature review and expert consensus, nominal group decision-making, and a modified Delphi process resulted in the development of two performance assessments, which include 12 domains and 67 indicators. Future directions for national performance measurement among s...

Protocol for a Systematic Review: “No Excuses” Charter Schools for Increasing Math and Literacy Achievement in Primary and Secondary Education: A Systematic Review and Meta‐Analysis

Protocol for a Systematic Review: “No Excuses” Charter Schools for Increasing Math and Literacy Achievement in Primary and Secondary Education: A Systematic Review and Meta‐Analysis

EXPERIÊNCIAS DE ENSINO DA DANÇA EM CENÁRIOS NÃO ESCOLARES NO RIO DE JANEIRO DO SÉCULO XIX (DÉCADAS DE 1810-1850)

Na primeira metade do século XIX, estruturaram-se no Rio de Janeiro diversas iniciativas relacionadas à dança, entabuladas em um contexto marcado por uma vida social cada vez mais dinâmica, que tinha como um dos indicadores a conformação de um mercado de entretenimentos. Este estudo tem por objetivo discutir, nesse quadro, experiências de ensino da prática em cenários não escolares. Como marcos temporais, adotaram-se os anos 1810, quando começaram a se delinear tais iniciativas, e a década de 1850, auge da popularidade da dança na cidade. Para alcance do objetivo, como fontes utilizaram-se periódicos fluminenses publicados no período em tela. Espera-se melhor compreender uma esfera importante de educação do corpo que tinha vários pontos de interface com outros âmbitos sociais, inclusive o escolar, sendo também uma faceta da história da cidade que merece ser desvendada.

Understanding the Dynamics of Language Centers in Non-School Setting

Language centers as a form of outside schooling are gaining local and international reputation for their contribution to English language training. However, despite of them being widespread, only very few and limited researches have been conducted about them. This paper, hence, aimed to explore the phenomenon behind language centers by identifying their purpose, programs and practices that made them effective contributors to English language education despite their deregulated status. To collect data, the study used semi-structured interview and class observation conducted among five language centers situated in a non-school setting. Results of the interview showed that although language centers are deregulated educational institutions, they follow a structure similar to a regular school, but may differ when it comes to flexibility of curriculum, diagnostic procedure, classroom management and student evaluation process. It was also observed that while language centers are primarily profit-driven, they abide to learning philosophies or institutional objectives that are transformed and applied to their teaching approaches and style. Other data from interview were classified according to instructional management style, administrative roles and policies and human resource management. Furthermore, it has also been observed how language centers play an important role in the economy and society.

Prior Experiences Shaping Family Science Conversations at a Nature Center

ABSTRACTUsing families as the analytical focus, this study informs the field of informal science education with a focus on the role of prior experiences in family science conversations during nature walks at an outdoor‐based nature center. Through video‐based research, the team analyzed 16 families during walks at a nature center. Each family's prior science learning experience provided conversational strategies for learning together as a social group and when making meaning out of observations in the outdoors. This analysis provides three main findings: (1) families frequently tapped into a vast repertoire of previous experiences during conversations about nature and very often, explicitly sourced a specific prior experience in their dialogue with one another; (2) when families sourced a prior experience, they almost exclusively named an experience from a nonschool setting, with everyday experiences, designed spaces (i.e., informal institutions), and programs for science learning being the most common experiences cited; and (3) families leveraged references to prior experiences during family science conversations to serve four primary facilitation processes in conversation: reminding, prompting, explaining, and orienting. Implications from this study emphasize the importance of referencing previous life experiences during family science conversations as a meaning‐making tool and for additional research on families learning science in outdoor education spaces.

Building-related health symptoms and classroom indoor air quality: a survey of school teachers in New York State.

Most previous research on indoor environments and health has studied school children or occupants in non-school settings. This investigation assessed building-related health symptoms and classroom characteristics via telephone survey of New York State school teachers. Participants were asked about 14 building-related symptoms and 23 classroom characteristics potentially related to poor indoor air quality (IAQ). Poisson regression analysis was used to assess the relationship between these symptoms and each classroom characteristic, controlling for potential confounders. About 500 teachers completed the survey. The most frequently reported classroom characteristics included open shelving (70.7%), food eaten in class (65.5%), dust (59.1%), and carpeting (46.9%). The most commonly reported symptoms included sinus problems (16.8%), headache (15.0%), allergies/congestion (14.8%), and throat irritation (14.6%). Experiencing one or more symptoms was associated most strongly with reported dust (relative risk (RR) = 3.67; 95% confidence interval (CI): 2.62-5.13), dust reservoirs (RR = 2.13; 95% CI: 1.72-2.65), paint odors (RR = 1.73; 95% CI: 1.40-2.13), mold (RR = 1.71; 95% CI: 1.39-2.11), and moldy odors (RR = 1.65 95% CI: 1.30-2.10). Stronger associations were found with increasing numbers of reported IAQ-related classroom characteristics. Similar results were found with having any building-related allergic/respiratory symptom. This research adds to the body of evidence underscoring the importance to occupant health of school IAQ. Teachers play an important role in educating children, and teacher well-being is important to this role. Health symptoms among New York teachers while at work are common and appear to be associated with numerous characteristics related to poor classroom IAQ. Improving school Indoor Air Quality may reduce sickness and absenteeism and improve teacher performance.

Violence in the School Setting: A School Nurse Perspective

Violence in schools has become a significant public health risk and is not limited to violent acts committed in the school setting. Violence in homes, neighborhoods, and communities also affects the learning and behaviors of children while at school. School violence, such as shootings, weapons in schools, assaults, fights, bullying; other witnessed violence in non-school settings; and violence as a cultural norm of problem solving can all impact the ability of children to function in school. School nurses serve on the front-line of problem identification and intervene to diminish the effects of violence on both school children as individuals and on populations in schools and the community. This article describes ways in which school nurses deal with violence and concludes with discussion of potential responses to violence, including the school nurse response to violence and implications for other healthcare professionals.

A review of educational outcomes in the children's mental health treatment literature

We examined the measurement of educational outcomes related to children's mental health treatments. A total of 85 papers describing 88 randomized controlled trials that included at least one educational outcome and one mental health outcome were included in these analyses. Forty-five different measures were identified as the primary educational outcome of interest in these studies. Educational measures reflected academic achievement (64.2%), academic and behavioural skills (20.1%), attendance (11.2%), quality of the learning environment (3.4%) and academic self-efficacy (1.1%). Positive educational outcomes were demonstrated by treatments delivered in school and non-school settings. There was a significant association between improvement on educational and mental health outcomes. Within the literature of children's mental health treatments, few studies (14.86%) measure educational outcomes. Of those that do, there is significant diversity in measurement methods. Nevertheless, these results offer promise t...

A Piece of the Public Health Surveillance Puzzle: Social Contacts among School-Aged Children

Estimates of contact rates and mixing patterns among school-aged children may be informative for acute respiratory infectious disease surveillance as well as prevention and control activities. We collected contact data from children at school and non-school settings using objective proximity sensors and self-report surveys and logs. Contact rates for school-aged children are variable across settings and among classrooms within schools. Quantifying this variability can be beneficial in better understanding transmission dynamics of acute respiratory diseases and lead to improved surveillance, as well as control and prevention strategies.