Students In School Settings Research Articles

Functional Communication Training in Schools: A Systematic Analysis of the Evidence for Ecological Validity.

Ecological validity refers to the meaningfulness or practical significance of research outcomes in everyday settings or the extent to which an intervention can be implemented by typical people during naturally occurring opportunities. In education, ecological validity may contribute to the adoption of interventions by teachers working with students in school settings. Our purpose in this review was to examine the evidence for ecological validity of functional communication training (FCT) used to address challenging behavior in school-age individuals with disabilities. We reviewed 19 single-case experimental design (SCED) studies published between 1985 and 2023. First, we used the What Works Clearinghouse (WWC) Standards to evaluate the empirical evidence of each study. Second, we evaluated the extent to which behavioral assessment and FCT procedures were described in the 15 studies that met the WWC Standards. Third, we conducted a systematic analysis of the evidence for ecological validity of behavioral assessment and FCT. Results indicate that 95% of the SCED studies met the WWC Standards. The description of procedures was complete for 50% of the behavioral assessments and for 11% of the FCT. The overall evidence for ecological validity was moderate for 16.7% and low for 83.3% of the behavioral assessments. The evidence for ecological validity for all FCT procedures was low. Future research and implications related to ecological validity are discussed.

A systematic review of student outcomes as a function of behavioral skills training of teachers

Problem behavior of students in school settings have negative effects on several areas of functioning in children. Empirical research has provided conclusive evidence regarding lifetime repercussions when problematic behavior is not treated. Despite evidence of the effectiveness of applied behavior analysis interventions to improve student’s behavior, access to these services remains a major challenge. Training teachers and staff in these procedures has been shown to be an effective alternative to achieve a greater reach; however, little attention has been paid to the effect of teacher training on student’s outcomes. The current systematic review aims to provide a synthesis of the evidence of teacher’s behavioral skills training intended to modify student’s behavior. Fifty-three empirical studies were collected from eight databases and eight specialized journals. Overall, we found the studies provide evidence of the effectiveness of teacher training on student’s outcomes. We also describe the main characteristics of the study interventions and discuss potential considerations related to training components that can be used to provide more effective training, especially for diverse contexts and communities with fewer resources. Needs for future research are discussed.

Analyzing the Perception of the Impact of Sports Practice on Students in School Settings

Objectives. The importance of physical activity is often underestimated, particularly by students, although there is some scientific evidence to support this. There is a lack of data on studentsʼ perceptions of sports practice, focusing on the aspect of well-being and the positive benefits of the latter, including in the school environment. The objective is to quantify the impact of sports practice on the well-being of secondary school students in the school setting. Materials and methods. The sample taken consists of 25 students belonging to the first grades of the State Industrial Technical Institute “G. Cardano” in PAVIA. A questionnaire consisting of 16 questions was developed in order to investigate the relationship between well-being and physical activity among the students. Then, the responses to the questionnaire questions were analyzed, applying chi-squared test analysis to understand any significance among the qualitative variables. Results. It was found that for the respondents, the relationship with sports is 16% indifferent, 4% not positive and 80% favorable. A first significant relationship was analyzed, between the amount in terms of frequency of sports activity and the studentsʼ feelings in the classroom while practicing (p = 0.001); and a second significant relationship was found between the amount in terms of frequency of sports activity and the studentsʼ feelings during the exercises (p = 0.003). Conclusions. The main conclusion that can be drawn from this study is that sports activity has a positive impact on studentsʼ school life, influencing their physical and emotional well-being, enhancing a sense of inclusion and empowerment, and increasing motivation to achieve personal goals.

School racial‐ethnic socialization of multiracial K12 students: A systematic review of the literature using MultiCrit

AbstractThe growing multiracial population in the United States necessitates a shift in research attention to include mixed‐race youth. While racial‐ethnic socialization (RES) research has predominantly focused on family contexts, this review highlights the role of schools in shaping the RES socialization of mixed‐race youth in the United States. Existing literature indicates that RES plays a vital role for multiracial children and adolescents by helping them navigate their complex identities, promoting a sense of belonging, and enhancing mental health outcomes. However, studies explicitly exploring RES for mixed‐race children in elementary and secondary schools are limited, and RES is often theorized without structural conceptualizations of race and racism. Using Critical Multiracial Theory (MultiCrit) as a theoretical lens, this review investigates the content and messages conveyed to mixed‐race youth at school. It considers transmissions from various sources (e.g., curriculum, teachers, peers) to uncover implications for the well‐being of mixed‐race students. This paper contributes to scholarship on school RES by considering how the process unfolds for the fastest‐growing demographic of students in the US (multiracials) using a sociohistorical approach (MultiCrit). The review concludes with future directions for researchers studying multiracial youth in K‐12 schools and considerations for practitioners working with multiracial students in school settings. Keywords: multiracial youth, mixed‐race, K‐12 schools, RES, MultiCrit

Creating equity for ethnically, linguistically, and religiously diverse students in school settings in the Myanmar public schools

ABSTRACT In Myanmar, large diverse indigenous ethnicities exist, and, as a result, public schools consist of a multicultural and multilingual student population. Despite this, the education system proffers and embeds Myanmar’s dominant ideologies relating to culture, language and religion within all aspects of schooling. Students from minority backgrounds often struggle to gain legitimacy and build capital in a system that does not acknowledge diversity. Drawing upon Bourdieu’s concepts of social reproduction, field and capital, this study examines how multiculturalism and multilingualism are positioned within Myanmar’s education policies and how Myanmar’s school leaders and teachers reflect and respond to the needs of students from minority backgrounds within the complex political and educational setting. This qualitative case study captured the perspectives of five participants: two school leaders and three teachers. The findings reveal that students from minority backgrounds experience religious-based inequalities, cultural exclusion, and indifference towards their language backgrounds in public school settings.

Schools and Juvenile Treatment Drug Courts: A Case Study on Treatment Access through Collaboration and Advocacy

Abstract Adolescent substance use is typically addressed from the perspectives of school personnel (e.g., teachers, school counselors, social workers, and resource officers) who interact daily with students in school settings. Consequences of adolescent substance use in the schools may include suspension or expulsion and possible legal involvement. However, many adolescents do not have access to evidence-based treatment to address drug and alcohol use. Services are often not available or fragmented, resulting in poor compliance with treatment and inadequate treatment outcomes for youth. Cross-sector collaboration among schools, community behavioral health agencies, and juvenile court service units offers an opportunity to improve access to care and efficiency in delivering care to adolescents with drug and alcohol problems. Illuminated through a single case study, embedded substance use treatment in schools through partnerships with the court service unit and community behavioral health providers can increase access to care. Counselors and social workers play a key role in advocating for joint efforts to increase service access and improve treatment outcomes. Advocacy efforts may include participation and leadership in community coalitions, training and consultation in evidence-based practices, and seamless communication across all organizations that serve youth with substance use disorders.

True Facts: Snake and Lizard Tongues

In this era of social media, “fake news,” and every effort to discredit science, essential science communication is imperative to student learning. Students need to have access to factual, accurate scientific information to help them learn basic concepts. True Facts: Snake and Lizard Tongues takes scientific communication to the next level. It offers a straight-to-the-point, humorous survey of the anatomy and physiology of reptile tongues, while also delving into their evolution.The 10-minute YouTube video takes the viewer through a deep look into the work of Dr. Kurt Schwenk (“a good science name” according to the narrator). It examines the structure and function of lizard and snake tongues, looking at how these organisms are able to “see” and “hear” by using them. It talks about how the tongue evolved from a common ancestor but then diverged because not all organisms use it in the same manner.Excellent photography shows the diversity of reptile tongues—from the forked tongue of snakes to the sticky tongues of skinks. Each of these animals has a tongue that is adapted for a particular function.Snakes, for example, are the champion “smellers” with their tongues due to it being long, skinny, and forked at the end. It turns out that the very tips of each fork are loaded with millions of tiny chemoreceptors that can detect many types of molecules. Additionally, Dr. Schwenk has determined that each fork of the snake tongue is able to rotate in an opposite direction, creating tiny vortices of air. Snakes are also unique in that they flick their tongues up and down in the air. The receptors on the tips are able to collect the molecules that converge in these vortices to give the snake a complete picture of the stimulus. They can sample two different things at once. This all happens each time the snake sticks its tongue out.Skinks are another animal with a unique tongue. Their tongues are a bit wider than snakes’ tongues and also covered with scales. They are more used tools for swallowing than sensing. However, they also have the ability to grasp things, similar to the way an elephant’s trunk can. The skink has evolved this ability to help it trap and eat large prey. The tongue also has a sticky mucus on it to prevent the prey from escaping.The fact that Dr. Schwenk has devoted his life to the study of lizard and snake tongues is remarkable. His discoveries show a lot about the evolution of these animals and provide needed information about adaptation in the animal kingdom.True Facts: Snake and Lizard Tongues has a lot of science in it. It is a great exploration of adaptation and evolution. It is appropriate for students in high school and Advanced Placement Biology classes, as well as in college biology courses. It does a wonderful job of communicating very interesting information in a manner that is engaging and entertaining. However, a word of warning. The video does use some language that may be inappropriate for students in school settings. Swear words are bleeped out, but there are several other references that may be deemed suggestive. Teachers should review the video before showing it to be sure their students will be comfortable with it.

Crossing Discipline Boundaries in Gifted Science Instruction: Definitions, Considerations, and Challenges

This article focuses on the important instructional technique of integrated or interdisciplinary instruction with reference to the teaching of science but with implications for all school subjects. Readers are provided with a definition of the concept of the discipline and the importance of communicating the basic nature of a discipline to students in school settings. This leads to the concept of the levels of intradisciplinarity and later to the true “border crossing” that occurs when students must draw upon knowledge and practices from multiple disciplinary traditions when engaged in problem solving. The article concludes with a discussion of a recent trend in science instruction and consider the challenges of some forms of STEM curriculum designs.

“I say it but wouldn't be happy hearing it from a kid”: Personal boundary parameters in responding to taboo language, swearing and -IST-ing use

As a result of social and linguistic change, the use of swearing and taboo language has become commonplace in Anglophone societies with varying responses to its use. This commonplace use of swearing and taboo language is also apparent in educational institutions. Commentary from educators suggests they are frequently confronted with verbally abusive students in school settings. Data available in Queensland, Australia, illustrate a large percentage of students are suspended and excluded from school for verbal misconduct. As a result, many students are missing school because of institutionally unacceptable but socially and culturally mutable linguistic choices. This article examines the associated responses from stakeholders regarding swearing and taboo language use in school contexts, keeping the societal linguistic change in mind. Adopting a Foucaultian approach of discourse and power and Fairclough's Critical Discourse Analysis (CDA), 19 secondary school teachers were interviewed for their perspectives of and responses to the use of taboo language and swearing by secondary school students. Analysis of the data suggest three areas of concern. First, document analysis exposes ambiguity in the institutional behaviour management policies. Second, participant responses reveal limited knowledge of the policies and third, participants’ use of personal parameters rather than policy when responding to swearing and taboo language use by students in school contexts. Therefore, policy needs to be readdressed with these data in mind and further studies relating to swearing and taboo language use in school contexts are required, specifically incorporating international perspectives, which may add insight to this linguistic issue. Short AbstractAs a result of social and linguistic change, the use of swearing and taboo language has become commonplace in Anglophone societies with varying responses to its use. Educational institutions demonstrate similar linguistic change, behaviour, and responses. Adopting a Foucaultian approach of discourse and power and Fairclough's Critical Discourse Analysis (CDA), 19 secondary school teachers were interviewed for their perspectives of and responses to the use of taboo language and swearing by students. Data analysis exposes ambiguity in institutional behaviour management policies, limited knowledge of policies by participants and the use of personal parameters by participants in responding to swearing and taboo language use by students in school contexts. Policy needs to be readdressed with these data in mind.

Teachers’ social-emotional characteristics and student outcomes: A commentary

The disconnect between educational theory and practice is problematic for our field. The purpose of this commentary was to explore how that disconnect is being addressed in current research on teachers’ social-emotional characteristics and their relation to student outcomes. Three questions framed the analysis underlying this review: What do we now know? What do we still need to know? What does all this matter for schools and classrooms? To answer these questions, Spradley’s method of domain analysis was used to examine each of the four articles contained in this special issue. Then the articles were reviewed as a whole in light of the questions above. Strengths and limitations of the extant research on teachers’ emotions, motivation, and self-regulation were identified. The commentary concludes with suggestions for future research based on innovations in understanding the complex dynamics at play between teachers and students in school settings.

The practice of assessing Norwegian and English language proficiency in multilingual elementary school classrooms in Norway

ABSTRACT The increasing representation of young language-minority students in school settings around the world and recent insights into multilingualism as apotential reggsource for language learning and development call for acritical study of theoretical and practical implications for the field of language teaching and assessment. Relatively little attention has been devoted to exploring the assessment of very young students’ language proficiency in the context of multilingualism. The current study explores the role of multilingualism in language assessment in the Norwegian school context Table 1. The study is based on teachers’ perceptions and practices as regards the way centrally and locally mandated language assessment is carried out in EFL and Norwegian (language arts) in amultilingual elementary school in Norway. The results of the study identify factors that impact on the enactment of language assessment at the beginner level and the assumptions underlying these practices. The paper contributes to our understanding of issues of validity and social consequences in connection with assessment in amultilingual education environment.

Validity Considerations for Assessing Language Proficiency in Young Language Minority Students

ABSTRACT The population of young language minority (LM) students is rapidly growing worldwide due to global migration and immigration trends. The increasing representation of young LM students in school settings creates high demand for the language assessment of LM students in order to meet the needs of stakeholders, such as governments and language programs. This special issue thus focuses on the validity considerations for assessing young LM students, defined as school-age children and adolescents between the ages of 5 to 15 who speak alanguage at home that is different from the majority/societal language or the primary language of schooling. We conceptualize validity following the Standards for Educational and Psychological Testing, and we focus on assessments for young LM students who have not been discussed sufficiently in the previous studies: LM children who learn an additional language other than English (Study 1 by Butler & Sakurai, acase of Japanese); indigenous learners of so-called standard English in Australia (Study 2 by Hudson & Angelo), multilingual children in Norway (Study 3 by Flognfeldt, Tsagari, Šurkalović, & Tishakov), and bilingual children with language disorder in the United States (Study 4 by Peña, Bedore, Lugo-Neris, & Albudoor). The four empirical studies examined different dimensions of validity considerations and the unique challenges for assessing young LM students. They represent multi-disciplinary perspectives and avariety of methodological orientations and techniques. They also provide rich representations of validity considerations in language assessments in different regions of the world as well as majority-minority language combinations. The special issue not only informs test validity theories but has practical implications for promoting educational opportunities and equity for young LM students in various parts of the world.

Complete mental health in elementary school children: Understanding youth school functioning and adjustment

Complete mental health is characterized by the presence of well-being and the absence of psychopathological symptoms. Studies on the influence of complete mental health on general school functioning and school adjustment among youth is limited, but existing literature has shown its potential positive effects. The purpose of this study is to investigate how complete mental health status influences school functioning and adjustment among elementary school children. The study included 362 grade 5–8 students (10–14 years of age) from a public school in an urban city of Turkey. A series univariate analysis of variance (ANOVA) was performed to investigate the differential effects of mental health status on youth school functioning and adjustment. The largest proportion of the participants was classified into the complete mental health group (n = 246, 68%), followed by vulnerable, troubled, and symptomatic–but–content groups. Post hoc comparison results showed that the complete mental health group felt greater connection to their school, had better academic functioning, showed more prosocial behaviors, and reported less bullying and victimization in school than the other groups. These results suggest that identifying both psychological distress and wellbeing is integral to understanding the overall adjustment and functioning of students in school settings.

Positive Outcomes of a Social-Emotional Learning Program to Promote Student Resiliency and Address Mental Health

This paper supports that social-emotional learning (SEL) programs are used as a method to increase resiliency and promote positive mental health in youth and will focus on one program, Positive Action (PA). This paper engages in a review of the literature that utilized the program to increase resiliency and address the mental health needs of students in school settings. PA is a program that is aimed at character development and decreasing problem behaviors. Several studies have been conducted with diverse populations and they found that this program does improve character development, decreases problem behaviors, and promotes resiliency. This review encourages practitioners to utilize evidence-based SEL programs to promote resiliency and increase positive mental health in the students that they work with. To my knowledge, this is the first article of its kind, making the necessary connection between already created and developed social-emotional learning programs and explicitly connecting the programs to building resilience among students. This analysis draws the connection between SEL programs and the promotion of student resiliency. SEL programs are designed to improve student outcomes that can include student achievement and reduce problem behaviors. These programs already have the theoretical foundation to increase resiliency; this analysis explicitly connects the SEL program to promote resiliency among students.

Development and validation of a school-based cognitive-behavioural therapy (CBT) intervention for Malaysian high school students with depressive symptoms

ABSTRACTDepressive symptoms commonly begin in late childhood and early adolescence and, left untreated, can increase in frequency and severity and last through adulthood. Recent estimates of depression rates among Malaysian adolescents have been as high as 24%, suggesting a need for effective intervention measures. Cognitive Behavioural Therapy (CBT) is a widely accepted and empirically validated psychological intervention for depression. This project took an existing CBT programme targeting adolescent depressive symptoms and adapted it for use with Malaysian high school students. The resulting eight session school-based “STAR” CBT module was assessed through a pilot study involving 20 Malaysian secondary students (10 intervention and 10 control) who reported clinical levels of depressive symptoms on a screening survey. Results showed lower levels of depressive symptoms, post-intervention and 1-month post-intervention, in intervention but not control groups. Similar results were also found for frequency of automatic negative thoughts. These results indicate that the Malay-language ‘STAR’ CBT protocol could be an effective means of reducing depressive symptoms among Malaysian high school students in school settings.

Augmented Reality Applications in Education: Teachers Point of View

A common conclusion of several studies is that augmented reality (AR) applications can enhance the learning process, learning motivation and effectiveness. Despite the positive results, more research is necessary. The current work aims to study the degree of diffusion of AR technology and teachers’ opinion about the need for continuous training, the process of creating 3D models, and the feasibility of AR applications development by teachers and students in school settings. Teachers are the common element in every different educational system and play a key role in the integration and acceptance of technology in education. Qualitative research was conducted in February 2019 in rural and suburban areas of North-Western Greece on secondary education teachers of different specialties and the results showed that AR applications development is feasible under certain conditions, including the limitation of the curriculum as the main negative factor and the teacher’s personality and the desire for co-operation among teachers of different specialties as positive factors.

Culturally Responsive Mathematics Teaching: A Research Synthesis

The purpose of this article is to synthesize empirical research conducted on culturally responsive mathematics teaching (CRMT) with culturally and linguistically diverse (CLD) learners. Thirty-five published studies between 1993 and 2018 met the criteria for inclusion in this review. Criteria included: (a) the study was published in a peer-reviewed journal, (b) the study was conducted within a K-12 U.S. public school context with practicing teachers, (c) culturally responsive teaching or culturally relevant pedagogy was part of the study’s theoretical framework, and (d) information about methods was reported. Findings reveal the value of CRMT in fostering equitable and inclusive mathematics learning environments. More research on CRMT with CLD students in school settings is warranted. Implications for policy, practice, and research are discussed.

Cultural Competence of Urban Middle School Physical Education Teachers

Much literature cites how cultural clashes among teachers and students can undermine educational processes and cause feelings of mistrust among students in school settings. This research examined the cultural competence of secondary PE teachers who taught in diverse urban schools. The research questions guiding the study were (1) what do urban teachers know about students and the community they serve? (2) what instances of cultural distance exist between teachers and students in these schools? and (3) how do teachers bridge cultural distance between themselves and their students? Using qualitative research methods, we examined the cultural competence of six purposively sampled PE teachers in an urban school district over one school year. Participants were recruited based on recommendations from the PE supervisor in a large metropolitan school district in the Southeastern United States. Data collection included multiple interviews (n = 36), teaching observations and field notes (n = 18), and teaching workshops (n = 4).Subscribe to TPE

Video-mediated interviews to reveal multiple voices in peer collaboration for mathematics learning in groups

ABSTRACTPeer collaboration in schools can be a locus for negotiation of power and cultural norms. Set in the context of ethnically and linguistically diverse urban schools, this study discusses the possibilities and limitations of utilizing video-mediated interviews to reveal multiple voices. Our research method is based on video-recorded peer-to-peer interactions wherein a small group of students engaged in mathematics tasks, as well as video-mediated interviews with individual students while watching the video of themselves engaging in group work. Using the theoretical framework of ideological and sociohistorical nature of voice and figured worlds, our analysis revealed the ideologies and sociohistorical norms that influenced the ways in which the students collaborate with their peers. Based on our analyses of the video-mediated interviews, we raise awareness of potential conflicts that could affect the generation and development of ideas through collaboration. We also discuss ways to use video-mediated interviews as a methodology to interrogate the norms underlying collaboration among students in school settings.

Transgender and Gender-Creative Students in PK–12 Schools: What We Can Learn from Their Teachers

Context A growing body of work refects the ways in which gender-creative and transgender students are ill-served by current social climates in the vast majority of public schools. Few studies have explored this topic from an educator's perspective. Purpose This study was designed to develop a conception of the barriers and supports that exist for educators working to create learning environments that affirm transgender and gender-creative students. Participants Twenty-six Canadian educators who all had direct experience working with gender-creative and transgender students in school settings with an average of 10 years’ experience in schools and mean age of 43. Research Design: This project is a Social Action Research (SAR) project designed to identify what are common challenges and why these challenges are present. Data Collection and Analysis Each educator was interviewed for 60–120 minutes using a flexible interview guide and audio recordings were transcribed for analysis. Data analysis was conducted via an ongoing and exploratory design. We also performed a cross-case analysis to compare experiences and perceptions across teachers in elementary and secondary schools as well as alternative and traditional schools. Findings We identified barriers and supports experienced by our participants. Barriers included: (1) the pervasiveness of transphobia; (2) high frequency of school transfers; (3) the propensity for gay and lesbian educators to take on an “expert” role; (4) ethnocentrism; (5) relying on a “pedagogy of exposure” and using certain students as “sacrificial lambs”; (6) the overlapping challenges of working with youth who also have behavioral and learning difficulties; and (7) the balancing act required to navigate complex issues with little training and support. Supports identified were: (1) alternative schools as sites of refuge and spaces where transgender and gender-creative students are reportedly thriving; (2) empowered transgender and gender-creative students; (3) vigilant and protective adults; and (4) best practices. Recommendations In order to address systemic barriers we advocate for an application of principles and best practices aligned with critical, queer, and anti-oppressive pedagogies. We recommend that schools: (1) develop a more student-centered, flexible curriculum; (2) promote interdisciplinary and project-based learning; (3) model and promote creativity; (4) establish restorative justice programs; (5) reduce or entirely remove sex-segregated activities and spaces; (6) integrate discussions of gender diversity as a social justice issue throughout the curriculum.