Prior School Research Articles

Behavioral Health Emergencies Managed by School Nurses Working With Adolescents

As members of interdisciplinary teams, school nurses provide behavioral health services. Studies indicate that school nurses may lack sufficient continuing education in adolescent behavioral health and in the management of behavioral health emergencies, specifically. We conducted this study to describe the adolescent behavioral health emergencies managed by school nurses. We used data from a New Mexico public school nurse workforce survey to describe the involvement of school nurses in managing adolescent behavioral health emergencies. We included all respondents who self-identified as working in a secondary school (N = 186). We conducted descriptive analyses. Two thirds of survey respondents had provided emergency management in the prior school year for child abuse or neglect, depression, and violence at school. Over 40% had provided emergency management for a suicidal student in the prior school year. Although almost 80% of respondents identified "violence at school" as a very important continuing education topic, 40% reported having received continuing education on this topic in the prior 5 years. In New Mexico, public school nurses provide substantial amounts of emergency management for adolescent behavioral health problems. Continuing education received by school nurses on behavioral health emergencies may not be commensurate with their clinical responsibilities.

An outcome-based evaluation of nursing competency of baccalaureate senior nursing students in Taiwan

Limited literature is available for demographic and learning factors related to performance of baccalaureate nursing students. The study aimed at examining mean differences in nursing competency between the first week and the sixth week of a nursing clinical practicum as well as evaluating mean differences in nursing competency by demographic and learning factors at the sixth week of a nursing clinical practicum controlling for baseline scores of nursing competency. A comparative study design was conducted using the competency inventory for baccalaureate senior nursing students based on learning outcomes. Participants were surveyed at the first week and the sixth week of a nursing practicum with 95% mean response rate. Paired t test was used to compare within-subjects differences in mean nursing competency. ANCOVA and Kruskal-Wallis test, and Mann-Whitney U test were conducted to compare between-subjects differences in mean nursing competency. There are significant mean differences in nursing competency in general clinical skills, lifelong learning, clinical biomedical science, caring, and critical thinking and reasoning between the 1st week and the 6th week of nursing practicum. Likewise, type of nursing program, prior schooling, type of nursing license, interest in nursing, and extracurricular activity experience were significantly related to mean total nursing competency. Similarly, demographic attributes (location of school, type of nursing program, prior schooling, type of nursing license, a family member working as a medical practitioner or a nurse, interest in nursing, attributes of preferred workplace after college) and learning factors (extracurricular activity experience, played an active role in classroom discussions and asked questions, academic class rank, and English grade, clinical biomedical science, nursing science, and nursing practicum) were significantly related to six-subscale scores of nursing competency. There are mean differences in nursing competency across several demographic and learning factors. These factors should be given greater emphasis by nurse educators in planning the academic and clinical phases of professional education.

Spotlight on “Long-Term English Language Learners”: Characteristics and Prior Schooling Experiences of an Invisible Population

This article presents qualitative research findings about the characteristics and prior schooling experiences of “long-term English language learners” (LTELLs), who have attended U.S. schools for 7 years or more, and about whom there is little empirical research, despite their significant numbers. Findings indicate that these students are orally bilingual for social purposes, yet have limited academic literacy skills in English and their native languages as a result of subtractive prior schooling experiences. Two main groups of LTELLs are identified: (a) students with inconsistent U.S. schooling, who have shifted between bilingual education, English as a second language, and mainstream classrooms with no language support programming, and (b) transnational students, who have moved back and forth between the United States and their family's country of origin. It is argued that programming for LTELLs in high school must be distinctive, and recommendations for policy and practice are outlined.

Great expectations: students’ educational attitudes upon the transition to post-secondary vocational education

In this study, we examine students’ educational attitudes upon the transition to Dutch senior vocational education (SVE), a transition associated with high dropout rates in the first year. Prior studies have identified differences in educational attitudes between sociodemographic groups. However, the mechanisms underlying those differences remain topic of debate: some studies point at differences in the school orientation and support in students’ social communities outside school, others focus on differences in educational experiences between sociodemographic groups. Multilevel sequential regression analyses on a diverse sample of 1438 students in urban SVE schools reveal that students have very positive educational attitudes upon their transition to SVE. Ethnic minority students express particularly positive attitudes. School-related encouragement and support at home plays an important role in students’ attitudes, but the attitudes of students from lower educated or ethnic minority communities are less related to this support. Prior school experiences play an essential, but occasionally counterproductive, role in students’ attitudes upon transition, depicting the transition as a fresh new start for some, and an unwelcome threshold for others.

Switching Schools: Reconsidering the Relationship Between School Mobility and High School Dropout.

Youth who switch schools are more likely to demonstrate a wide array of negative behavioral and educational outcomes, including dropping out of high school. However, whether switching schools actually puts youth at risk for dropout is uncertain, since youth who switch schools are similar to dropouts in their levels of prior school achievement and engagement, which suggests that switching schools may be part of the same long-term developmental process of disengagement that leads to dropping out. Using data from the National Longitudinal Survey of Youth 1997, this study uses propensity score matching to pair youth who switched high schools with similar youth who stayed in the same school. We find that while over half the association between switching schools and dropout is explained by observed characteristics prior to 9th grade, switching schools is still associated with dropout. Moreover, the relationship between switching schools and dropout varies depending on a youth's propensity for switching schools.

Mathematics Performance at High School Certificate (HSC) Examination: Predicting the Risky from Selected Student Variables

An attempt was made to examine the relative contribution of sex, caste, parental education, parental occupation, location of prior schooling and Mathematics foundation knowledge towards Mathematics performance in terminal high school examination at the end of Grade 10. The sample consisted of 1731 high school pass outs whose Mathematics score in high school examination was recorded along with information on all the predictor variables. Multiple regression analysis revealed that Mathematics foundation knowledge as assessed at the entry point to secondary stage of education emer ged as the strongest predictor accounting for 46.8 per cent of variance while the rest five predictors explained only 2.1 percent of variance. Since poor Mathematics foundation knowledge substantially increases the risk of failure, it is suggested that early diagnostic assessment and remedial intervention would work out as an effective strategy for reducing the risk of student failure in Mathematics in secondary education.

Prospective Teachers' Conceptions of Assessment: A Cross-Cultural Comparison

This paper examines the responses of two sample of prospective teachers (New Zealand, n = 324; and Spain, n = 672) to the Teachers' Conceptions of Assessment inventory (English and Spanish respectively). The inventory captures four major intentions for assessment (i.e., improvement, irrelevance, school and student accountability). The conceptions of prospective teachers about the nature and purpose of assessment are relevant, given that (a) much educational assessment is carried out in classrooms; and (b) prospective teachers enter the teacher education programs with significant prior school experience of assessment as pupils. Results of confirmatory factor analysis indicated that the original model was inadmissible and that the best-fitting revised model was only configurally invariant between the two samples. It would appear that lack of teaching experience results in different responses for prospective teachers to those of practicing teachers. Moreover, differences in societal and cultural priorities for assessment use most likely explain the lack of invariance between samples.

Self-Efficacy in Relation to Adjustment among College Students

In a complex social environment, students are bewildered related to making appropriate choices, plan and settings realistic goals. After completing school life they face problems related to college life and have to make collegiate adjustment involving changes roles, relationship, academic demand and social demands. Students make many transitions during the years of schooling: from home to school, middle to high school and high school to college or work. These transitions are usually major events in the life of students and parents. Pursuing a college education requires adjustment on the part of all students though; the type and degree of adjustment experienced by each student will vary depending on background experience and prior schooling. The process of adjustment involves a person attempt to cope with masters and transcend such challenges. Some psychologist have approached adjustment from quit a different angle and defined it in terms of integration of separate responses or acts. Laige units of behavior in which several separate acts or responses are joined or integrated are called adjustment.(Asher, Tiffin & Knight, 1953). For example when we talk about classroom adjustment, we mean integration of separate acts, like listening, reading, attending, reciting, remembering etc. in which the student is engaged in the classroom. Similarly, separate responses are involved in home, occupational and marital adjustment etc. Thus, adjustment may be said to be a combination of the different reactions of the individual which in tune with reality.According to White(1928), adjustment represents compromise between the needs of the individual and demands of the society which he lives in. individual tendencies must be restricted and channeled in certain directions if the person is to function as a member of the social organism .Good (1959) states that adjustment is the process of finding and adopting modes of behavior suitable to the environment or the changes in the environment. In a school or college situation most students will meet problems in some area of school or college life or other. Some of the common problem faced by college students includes lack of self-control, new environmental stimulations, sexual immaturity, or unequal competition. Unexpected trouble like illness, death in his family, personal illness or accident may interfere temporarily with student's progress. The social environment of college requires adjustment on the part of new college students. Students must learn to balance the many social choices they have with their academic responsibilities. Developing new relationships represent an important element of social adjustment.A large number of factors are associated with adjustment however, self-efficacy play a central role in the process of adjustment. Self-efficacy is an impression that one is capable of performing in a certain manner or attaining certain goals. It is a belief that one has the capabilities to execute the courses of actions required to manage prospective situations. Unlike efficacy which is the power to produce an effect (in essence, competence), self-efficacy is the belief (whether or not accurate) that one has the power to produce that effect. The concept of self-efficacy is the focal point of Albert Bandura's social cognitive theory. By means of the self system, individuals exercise control over their thoughts, feelings and actions. Among the beliefs with which an individual evaluate the control over his/her actions and environment, self-efficacy beliefs are the most influential arbiter of human activity. Locke and Latham (1990) found that individual with high self-efficacy tends to pursue more challenging goals than individuals with lower self-efficacy. Self-efficacy levels can enhance or impede the motivation to act. So, self-efficacy was found to be associated with adjustment among children and adolescents. Jerusalem and Mittag (1997) found that persons with high self-efficacy showed better adjustment, whereas those having low personal efficacy beliefs with weak social resources were the most vulnerable to emotional distress and ill health and achieved lower level of adaptation. …

How achievement emotions impact students' decisions for online learning, and what precedes those emotions

This empirical study investigates students' learning choices for mathematics and statistics in a blended learning environment, composed of both online and face-to-face learning components. The students (N=730) were university freshmen with a strong diversity in prior schooling and a wide range of proficiency in quantitative subjects. In this context, we investigated the impact that individual differences in achievement emotions (enjoyment, anxiety, boredom, hopelessness) had on students' learning choices, in terms of the intensity of using the online learning mode versus the face-to-face mode. Unlike the general level of learning activities, which is only minimally influenced by achievement emotions, these emotions appear to have a moderately strong effect on a student's preference for online learning. Following this, we explored the antecedents of achievement emotions. Through the use of path-modeling, we conclude that while goal setting behavior only marginally impacts achievement emotions, effort views—a crucial component of the social-cognitive model of implicit theories of intelligence—have a substantial impact on achievement emotions.

The impact of ignoring multiple membership data structures in multilevel models

This study compared the use of the conventional multilevel model (MM) with that of the multiple membership multilevel model (MMMM) for handling multiple membership data structures. Multiple membership data structures are commonly encountered in longitudinal educational data sets in which, for example, mobile students are members of more than one higher-level unit (e.g., school). While the conventional MM requires the user either to delete mobile students' data or to ignore prior schools attended, MMMM permits inclusion of mobile students' data and models the effect of all schools attended on student outcomes. The simulation study identified underestimation of the school-level predictor coefficient, as well as underestimation of the level-two variance component with corresponding overestimation of the level-one variance when multiple membership data structures were ignored. Results are discussed along with limitations and ideas for future MMMM methodological research as well as implications for applied researchers.

Minding the gap: places of possibility in intercultural classrooms

Drawing on performative public pedagogies, Sudanese young women have co-created ethno-cinematic films in order to reflect on their prior schooling, ongoing resettlement in the West, representations in the media, and offer advice to newly arriving African young women and the education system itself.

Cidadania, educação e responsabilidade social: percursos biográficos de jovens grávidas em contextos de protecção social

Sexualidade, gravidez e parentalidade jovem são assuntos complexos e de grande debate na modernidade tardia globalizada, jogando questões de liberdade e direitos, a par de regulação e controle social público, constituindo-se, assim em campo de relevância educacional. Este texto revela conhecimento baseado em narrativas de uma jovem portuguesa e outra romena, de 17 e 19 anos, residentes em instituições de protecção social, devido a gravidez e maternidade jovem. Interpretam-se os seus discursos e subjectividades referentes a vivências antes e durante o período de custódia, mas projectando-se além deles. A discussão é enquadrada por relações entre cidadania sexual e íntima e educação, em cada percurso, sem esquecer as regularidades sociais que atravessam as suas vidas e das suas crianças. Discutem-se manifestações e regularidades que relacionam tanto género como poder: desconexão escolar prévia à gravidez, sexualidades desprevenidas e dificuldades em negociar sexo seguro.

Changes in Preservice Elementary Teachers’ Personal Science Teaching Efficacy and Science Teaching Outcome Expectancies: The Influence of Context

This study investigated contextual changes in perceptions of science teaching self-efficacy through pre-, post- and retrospective administrations of the Science Teaching Expectancy Belief Instrument (STEBI-B) among preservice elementary teachers when exposed to a science teaching methods course. Findings revealed that the number of postsecondary science courses completed, and prior school science experiences had a significant main effect on personal science teaching efficacy (PSTE) but not science teaching outcome expectancy (STOE). There was no evidence for significant interaction effects between variables on both efficacy subscales. The implications of this study relate to organization, structure, and dynamics of elementary science teacher preparation.

Continuation to upper secondary education in Finland: Children of immigrants and the majority compared

The education of children of immigrants is an important aspect of the integration of immigrant groups into receiving societies. This article focuses on the first transition in the Finnish education system. Two aspects are analysed: continuation versus dropping out and choice of upper secondary school type (general versus vocational). Results suggest that children of immigrants tend to have a higher probability of dropping out of education at this transition than the majority. However, this can largely be explained by prior school achievement and family resources. Controlling for these, only some first-generation groups are left disadvantaged. Second-generation students with very low prior school achievement or a father outside the labour force are also at an increased risk of dropping out. These drop-outs may be seen as discouraged students. The picture is more positive for choice of general school. After similar controls, most children of immigrants have a higher probability of choosing general school than the majority. The difference is greatest for the non-European second generation and for students with below-average prior school achievement. Together with the results for drop-out, this points to an avoidance of vocational schools by some ethnic minority groups.

Cartitas de cariño: Little Notes to Say You Care

Spanish-speaking, Mexican American parents participated in a literacy workshop in which they created short, personal letters called cartitas de cariño for their children. This paper reports on the content of their texts, which included drawings and messages that reflected the cultural norms and traditions of the families. Using a socio-historical lens, the authors show how the parents’ cartitas de cariño functioned as a tool of cultural and social mediation by communicating their affection and emotional support as well as the scholastic and behavioral expectations parents had for their children. This population (i.e., Spanish-speaking Latinos of the working poor class) is frequently relegated to studies on cultural, social, or educational deficiency. Based on the evidence from the cartitas de cariño, we affirm that Mexican parents, irrespective of their prior schooling or economic status, value literacy as a tool for cultural transmission as well as a form of self-expression, and they readily engage in literacy practices with their children when afforded the opportunity.

The long-term impact of subtractive schooling in the educational experiences of secondary English language learners

This study examines a lesser-known population of students, called ‘long-term English language learners’ (LTELLs) in the USA, who now comprise one-third of all English language learners in New York City secondary schools. A major finding from our research, which explores the characteristics and educational needs of this student population, is that the students' prior schooling has been subtractive, posing significant challenges for their academic literacy acquisition. Having attended school in the USA for seven years or more, LTELLs have experienced programming that has not provided sufficient opportunities to fully develop their native language literacy skills, in spite of research which states that such opportunities are correlated with school success. LTELLs thus arrive in high school with limited academic literacy in English or their native languages, in spite of their oral bilingualism, posing difficulties for them in all subject areas. As part of a three-year research project, we conducted qualitative research in three New York City high schools. This article draws upon interview data and document analyses to describe the interconnection between the students' schooling experiences, language usage, and current academic challenges. We provide suggestions for how programming can be designed to address the needs of this often overlooked student population.

Learning with dyslexia in secondary school in New Zealand: What can we learn from students' past experiences?

This study uses an interpretive approach to present the prior secondary school experiences of four students with dyslexia now studying at university. Students with dyslexia in Aotearoa/New Zealand have had to contend with a compulsory education system that has not recognised their learning struggles nor supported their particular ways of learning. Students have had to develop their own support strategies to complete educational qualifications. Students' experienced teacher and system ignorance of their learning difficulties and needs. Inappropriate support offered in an ad hoc manner impacted on their success. Despite this all students developed their own strengths and support networks, which helped them to progress in their education. The success of these networks influenced their decision to continue onto university. Students perceived their learning with dyslexia as different from their peers and creating difficulties within the existing educational system, but not disabling.

Investigating the Effect of School Ability on Self-efficacy, Learning Approaches, and Metacognition

The relations among school ability, self-efficacy, learning approach, and metacognition were examined in a path model. Questionnaires measuring these constructs were administered to 194 Filipino college students. Path analysis was used to determine the effects of school ability on self-efficacy and learning approaches, and in turn, the effects of self-efficacy and learning approach on metacognition. The path model tested showed adequate goodness of fit ( 2 /df=2.77, GFI=.98, AGFI=.92, RMSEA=.05). In previous studies, deep approach but not surface approach to learning facilitates performance as outcome variable. However, a different pattern emerged in the results of the present study. When school ability was used as a predictor, surface approach increased and deep approach decreased as outcomes. When they were used as predictors together with self-efficacy, both increased the use of metacognition. Surface approach among Asians is seen as a useful approach to learning that is facilitated by prior school ability, and results to awareness of one’s learning. Further implications on surface and deep approach to learning are discussed.

Measuring preschool cognitive growth while it's still happening: The Learning Express

Educators need accurate assessments of preschool cognitive growth to guide curriculum design, evaluation, and timely modification of their instructional programs. But available tests do not provide content breadth or growth sensitivity over brief intervals. This article details evidence for a multiform, multiscale test criterion-referenced to national standards for alphabet knowledge, vocabulary, listening comprehension and mathematics, developed in field trials with 3433 3–5 1/ 2-year-old Head Start children. The test enables repeated assessments (20–30 min per time point) over a school year. Each subscale is calibrated to yield scaled scores based on item response theory and Bayesian estimation of ability. Multilevel modeling shows that nearly all score variation is associated with child performance rather than examiner performance and individual growth-curve modeling demonstrates the high sensitivity of scores to child growth, controlled for age, sex, prior schooling, and language and special needs status.

Participation, financial support and the marginal student

This paper examines differences between the decision-making of marginal and nonmarginal students about participation in higher education (HE). We distinguish between two kinds of marginality: being ‘borderline’ on account of prior achievements in school and being ‘unsure’ after taking prior achievement into account. We identify a significant minority of students in their final year of schooling who are unsure about participation in higher education even though they have prior school achievements typical of entrants to HE. Being ‘unsure’ is found to be unrelated to socioeconomic background, but it is associated with significantly different attitudes towards the potential benefits and risks of participation, different levels of knowledge about financial support that is available and different approaches to information search about participation in HE.