Whole-School Inclusion Programs and Student Academic and Behavioral Outcomes

The current scoping review examines the experiences and perspectives of those directly impacted by restrictive practices (RPs) in educational settings by summarising the content of existing peer-reviewed articles. The review was conducted with reference to the JBI methodology for scoping reviews , complemented by the PAGER framework , which offers a structured approach to analysis and reporting by presenting Patterns, Advances, Gaps, Evidence for practice and Research recommendations. The review reveals that seclusion is often perceived as authoritarian and something, which is ineffective in fostering lasting positive behaviour change. While some view RPs as necessary for inclusion and safety, the use of RPs impacts wellbeing and relationships within school communities. The review highlights various gaps in research and implications for practice.

Current school level practices and policies reproduce and reify carceral logics in schools through the disproportionate exclusion, removal, policing, and surveillance of Black, Latinx, and Indigenous students from low-income backgrounds. Given the link between school-based discipline and youth incarceration, we sought to understand how young people experience and respond to inequitable discipline practices in educational settings. In this two-part study, we conceptually explore the mechanisms by which schools function as an extension of the carceral system through inequitable disciplinary practices and seek to empirically understand how students perceive and experience school-level carceral logics and the processes that lead students into the juvenile legal system. Study 1 consisted of three focus groups (N = 24) with high school students from historically marginalized backgrounds and explored youth perceptions of and experiences with discipline. Study 2 consisted of six focus groups (N = 28) with community college students who were incarcerated as youth, to understand their trajectories and educational experiences before, during, and following their incarceration. Taken together, the studies illuminate the intersection of schools and prisons as complex systems that historically marginalized students must navigate to access their education, leveraging skills and collective resilience to do so.

Background: Children who have sustained severe traumatic brain injuries (TBIs) demonstrate a range of post-injury neurocognitive and behavioral sequelae, which may have adverse effects on their academic and behavioral outcomes and interfere with school re-entry, educational progress, and quality of life. These post-TBI sequelae are exacerbated within the context of a resource-poor country like South Africa (SA) where the education system is in a somewhat precarious state especially for those from disadvantaged backgrounds.Objectives: To describe behavioral and academic outcomes of a group of school-aged SA children following severe TBI.Methods: The sample included 27 school-age children who were admitted to the Red Cross War Memorial Children's Hospital (RXH), SA, between 2006 and 2011 for closed severe TBI and who received intracranial monitoring. We collected behavioral data using the Child Behavior Checklist (CBCL) and the Behavior Rating Inventory of Executive Function (BRIEF) and academic information sourced from the BRIEF, CBCL, medical folders, and caregivers. Analyses include descriptive statistics and bivariate correlation matrices.Results: The descriptive results show that (1) more than half of the participants experienced clinically-significant behavioral problems across the CBCL scales, (2) the working memory BRIEF subscale appeared to be the most problematic subdomain, (3) two thirds of the sample were receiving some form of, or were in the process of being placed in, special needs education, (4) there was a three-fold increase in the use of special education services from pre- to post-injury, and (5) more than half (n = 16) of the sample repeated at least one grade after returning to school post-injury. Correlation analyses results suggest that children with increased externalizing behavioral problems and executive dysfunction are more likely to repeat a grade post-injury; and that children with executive dysfunction post-TBI are more likely to require some form of special educational services.Conclusion: While there is a vast amount of literature on pediatric TBI (pTBI) academic and behavioral outcomes, little literature exists on the pTBI population from the developing world and SA specifically. This is important to address given unique challenges that face the country and its educational system, and its implications for the management and care of children post-TBI.

Rural families’ use of multiple child care arrangements from 6 to 58 months and children’s kindergarten behavioral and academic outcomes

Educational equity can be measured by the degree to which student academic outcomes are patterned by group differences. In more equitable national education systems, the influence of gender, ethnicity, race, immigrant status or social class on students’ academic outcomes is slight. Comparative research can illuminate how educational policies, structures and practices either mediate or exacerbate group differences in student academic outcomes. The Programme for International Student Assessment (PISA) is an especially useful cross-national dataset for measuring equity and developing theory about the influence of policy and practice on educational inequality. This paper examines the features of PISA that are useful for analysing educational inequality. It then reviews how PISA has been used to analyse educational equity, and synthesizes the findings from these various studies into a larger theoretical framework. The paper concludes by discussing how PISA could be further used in future lines of research.

Children are individuals capable of expressing their wishes and needs, making decisions and taking action in order to influence their own living situation and contribute to social life. Furthermore, children’s participation is essential to their development, learning and well-being, and particularly crucial to the integration of migrant children. Accordingly, societal and scientific discourses emphasize the need for the participation of children, including as a substantial element of integration processes. However, research shows a tension between theoretical discussions and concepts, on the one hand, and practices in educational settings on the other. Educational contexts vary in their conceptualizations of children’s agency and participation, as well as the degree to which they provide opportunities for participation or rather set restrictions upon it. To illuminate this dependency on respective educational settings in more detail, data from the German sample of the first phase of the CHILD-UP research and innovation project were used to explore two research questions. First, potential differences in perceptions and understanding of children’s participation were investigated by surveying four groups of professionals, namely teachers, educators in early childhood care, after-school educators and social workers. Second, the analyses explored potential associations between intercultural aspects, integration and participation among the four groups of professionals. Overall, the results showed that children’s participation is emphasized and supported in each of the examined educational settings, but also reveals differences according to school. More specifically, schoolteachers were more reserved about participation than the other groups of professionals. Moreover, although all professionals emphasized migrant children’s integration, a stronger emphasis on assimilation was observed for teachers, which could be explained by structural and normative conditions in the educational setting of school. The results point to the need for a further examination of these differences by focusing on the interplay between the normative requirements, structural conditions, institutional tasks, as well as professional attitudes of different professions in education. Accordingly, relational approaches to the concept of children’s agency are applied to discuss whether and how relational conceptualizations of participation can overcome an essentialist perspective on children’s participation and may perhaps shed light on the interconnection between participation and integration according to the institutional character of different educational settings.

Although there is much research on School-Wide Positive Behavioural Interventions and Supports (PBIS) in the United States, there is little such research in Canada. The purpose of the current study was to provide a case study example of the relation between implementing PBIS and student academic and behavioural outcomes, as well as student perceptions of the school environment. Data were collected in one school as it moved from partial to full implementation of PBIS. The results of the study indicated positive academic and behavioural outcomes for students, as well as increased perceptions of safety, understanding of school expectations, and decreased perceptions of bullying. The results of this study are discussed with implications regarding PBIS in Canada and the importance of fidelity of implementation of school-based interventions.

Objective: This study explores the relationship between online social network involvement and academic outcomes among community college students. Prior theory hypothesizes that socio-academic moments are especially important for the integration of students into community colleges and that integration is related to academic outcomes. Online social networks offer a forum for socio-academic contact and integration on 2-year campuses. Is involvement with online social networks positively related to academic outcomes? Method: This study draws on institutional and online network data. We qualitatively code text from the network ( N = 8,749) to examine the extent of socio-academic interaction. Using logistic and multiple regression, we examine the relationships between socio-academic exchanges, other forms of online network involvement, and student academic outcomes in a large sample of students ( N = 27,040). Results: Participation in socio-academic exchange is associated with higher grade point average. In addition, the prior academic outcomes of a student’s online friends are predictive of the student’s own outcomes after joining the network, suggesting the possibility of peer effects. Other network behaviors are not significantly related to the academic outcomes we study. Contributions: This study is the first to consider online social networks as a forum for socio-academic integration at a community college. Our study fills a gap in the research literature with respect to understanding the socio-academic integration of community college students and the potential of social media to foster integration. Through our findings, this study offers strategic ways for practitioners to think about implementing social media to benefit students academically.

In response to the recent call from educational psychology for comprehensive models of academic achievement (Linnenbrink-Garcia and Patall, in: Corno, Anderman (eds) Handbook of educational psychology, Taylor and Francis, New York, 2015. https://doi.org/10.4324/9780203874790 ), this study used multiple theories of motivation and instructional environment to predict academic success. Midwestern university students and instructors responded to a survey consisting of motivation, learning approach, responsibility for learning, and academic success measures. Hierarchical linear modeling found that student personal factors accounted for 42% of the variance in mean academic outcome, and instructional environment accounted for 0.03% of the variability in student academic outcome between instructors. HLM coefficients indicated that instructors’ use of performance approach goal orientation suggested growth in student self-efficacy for SRL and increase in academic outcome. Practical applications of this research include instructors adopting mastery and performance approach goal orientation in the classroom, emphasizing the process and enjoyment of learning and de-emphasizing performance avoid goal orientation, which can increase student academic outcome.

This Campbell systematic review examines the impact of Teach For America (TFA) on learning outcomes. Four studies were included in the review.Studies had to be a quantitative evaluation of the effects of TFA on K–12 student academic outcomes. Studies also had to use a research design which: 1. allowed valid causal inferences about TFA's effects, 2. targeted participants K–12 students taught by TFA corps members or TFA alumni in the USA, 3. compared TFA corps members to novice teachers, or compared TFA alumni with veteran teachers, and 4. reported at least one academic student outcome in math, ELA, or science domains.A total of 919 citations were retrieved on TFA, of which 24 studies were eligible for review. However, when the research design and study quality along with types of TFA corps members and non‐TFA teachers compared were reviewed, the evidence base for estimating the effects of TFA on student academic outcomes was reduced to just four studies.There is no significant effect on reading from teaching by TFA corps members in their first or second year of teaching elementary‐grade students (PreK – grade 5) compared to non‐TFA teachers who are also in their first or second year of teaching elementary‐grade students. There is a small positive effect for early elementary‐grade students (PreK to grade 2) in reading but not in math.However, given the small evidence base, these findings should be treated with caution.Plain language summaryThere are too few well‐designed studies to know the effects of Teach For America on Math, English Language Arts, and Science outcomes of K–12 students in the USATeach For America (TFA) is an alternate route teacher preparation program that aims to address the decades‐long shortage of effective teachers in many rural and urban public schools for kindergarten through 12th grade (K–12), that serve the highest proportions of high‐poverty students across the USA. This review finds that there are very few studies – just four – which reliably measure the effects of TFA on learning outcomes, so that no firm conclusions may be drawn.What is this review about?This systematic review evaluated the impact of TFA prepared teachers (corps members) relative to novice teachers and alumni relative to veteran teachers on K‐12 student outcomes in math, English Language Arts (ELA), and science.What is the aim of this review?This Campbell systematic review examines the impact of Teach For America on learning outcomes. Four studies were included in the review.What are the main findings of this review?Studies had to be a quantitative evaluation of the effects of TFA on K‐12 student academic outcomes. Studies also had to use a research design which: 1. allowed valid causal inferences about TFA's effects, 2. targeted participants K–12 students taught by TFA corps members or TFA alumni in the USA, 3. compared TFA corps members to novice teachers, or compared TFA alumni with veteran teachers, and 4. reported at least one academic student outcome in math, ELA, or science domains.A total of 919 citations were retrieved on TFA, of which 24 studies were eligible for review. However, when the research design and study quality along with types of TFA corps members and non‐TFA teachers compared were reviewed, the evidence base for estimating the effects of TFA on student academic outcomes was reduced to just four studies.There is no significant effect on reading from teaching by TFA corps members in their first or second year of teaching elementary‐grade students (PreK – grade 5) compared to non‐TFA teachers who are also in their first or second year of teaching elementary‐grade students. There is a small positive effect for early elementary‐grade students (PreK to grade 2) in reading but not in math.However, given the small evidence base, these findings should be treated with caution.What do the findings of this review mean?TFA is the most evaluated program of its kind. Multiple quasi‐experimental and experimental studies have been conducted on its effectiveness in improving student outcomes. However, this systematic review found that only a small number of these studies (1) met the evidence review standards and (2) compared the same type of TFA corps members and non‐TFA teachers. So it is not possible to draw firm policy conclusions.Future research can contribute to this evidence base by designing, implementing, and reporting experiments and quasi‐experiments to meet objective extant evidence standards and by comparing the same types of TFA and non‐TFA teachers so that effect sizes can be included in a future systematic review and meta‐analysis.How up‐to‐date is this review?The review authors searched for studies published up to January 2015. This Campbell systematic review was published in June 2018.

Violence directed against K-12 teachers is a serious problem that demands the immediate attention of researchers, providers of teacher pre-service and in-service training, school administrators, community leaders, and policymakers. Surprisingly, little research has been conducted on this growing problem despite the broad impact teacher victimization can have on schooling, recruitment, and retention of highly effective teachers and on student academic and behavioral outcomes. Psychologists should play a leadership role in mitigating school violence, including violence directed toward teachers. There is a need for psychologists to conduct research accurately assessing the types and scope of violence that teachers experience; to comprehensively evaluate the individual, classroom, school, community, institutional, and cultural contextual factors that might predict and/or explain types of teacher violence; and to examine the effectiveness and sustainability of classroom, school, and district-wide prevention and intervention strategies that target teacher violence in school systems. Collectively, the work of psychologists in this area could have a substantial impact on schooling, teacher experience and retention, and overall student performance.

School climate can have a notable impact on student academic, social, emotional, and behavioral outcomes. It is also a critical component of school improvement efforts, as demonstrated by recent federal and state initiatives to provide resources and supports for increased school climate measurement, accountability, and improvement. The primary purpose of the current study was to establish measurement invariance of the Georgia School Climate Survey across gender and race/ethnicity among middle school students. The secondary purpose was to explore mean comparisons in school climate experiences across student groups. Participants included 629,584 middle and high school students. Confirmatory factor analyses supported a hierarchical model of school climate that included one overall factor, school climate, and eight subscales: school connectedness, civic engagement, physical environment, adult social support, peer social support, cultural acceptance, order and discipline, and safety. Measurement invariance for a subscale model of school climate across gender and race/ethnicity was established, and student means across groups were compared. Implications for the practical use of the GSCS as a school improvement tool to guide targeted and data-based decision are discussed.

Organized afterschool activities as a developmental context for children and adolescents.

Para guru menghadapi sejumlah tantangan berkaitan dengan faktor lingkungan dan disiplin kerja saat ini. Salah satu masalah utama adalah ketersediaan infrastruktur pendidikan yang memadai, yang masih kurang termasuk ruang kelas dan fasilitas belajar yang layak. Tujuan penelitian ini adalah untuk menilai bagaimana lingkungan kerja dan disiplin kerja mempengaruhi kinerja guru di SD Quran Terpadu Nurul Islam Johar Karawang. Metode penelitian yang digunakan adalah kuantitatif dengan teknik pengumpulan data melalui penyebaran kuesioner. Sampel yang digunakan berjumlah 52 orang (sampel jenuh). Analisis data menggunakan regresi linier berganda dengan bantuan perangkat lunak SPSS versi 29. Hasil penelitian menunjukkan bahwa lingkungan kerja secara parsial tidak berpengaruh positif terhadap kinerja guru, sementara disiplin kerja secara simultan berpengaruh positif terhadap kinerja guru. Peneliti menyimpulkan bahwa disiplin kerja dapat meningkatkan kinerja guru dan berdampak positif pada kualitas pengajaran dan pembelajaran. Temuan ini memiliki implikasi penting bagi pengembangan kebijakan dan praktik manajemen di lingkungan pendidikan. Kata kunci: lingkungan kerja, kinerja guru, disiplin. ABSTRACT Teachers face a number of challenges related to environmental factors and work discipline today. One of the main issues is the availability of adequate educational infrastructure, which is still lacking including proper classrooms and learning facilities. The purpose of this study was to assess how work environment and work discipline affect teacher performance at Nurul Islam Integrated Quranic Elementary School in Johar Karawang. The research method used is quantitative with data collection techniques through distributing questionnaires. The sample used amounted to 52 people (saturated sample). Data analysis used multiple linear regression with the help of SPSS software version 29. The results showed that the work environment partially had no positive effect on teacher performance, while work discipline simultaneously had a positive effect on teacher performance. The researcher concluded that work discipline can improve teacher performance and have a positive impact on the quality of teaching and learning. The findings have important implications for the development of management policies and practices in educational settings.

IntroductionImproved hygiene and sanitation practices in educational settings are effective for the prevention of infections, controlling the transmission of pathogens, and promoting good health. Bangladesh has made remarkable advances in improving higher education in recent decades. Over a hundred universities were established to expand higher education facilities across the country. Hundreds of thousands of graduate students spend time in university settings during their studies. However, little is known about the sanitation and hygiene practice of the university-going population. This study aims to understand and uncover which factors influence students’ sanitation and hygiene behavior in university settings.MethodsThis study was conducted in a public university named Shahjalal University of Science and Technology located in a divisional city of Bangladesh. Based on the Integrated Behavioral Model for Water, Sanitation, and Hygiene (IBM-WASH), we adopted an exploratory qualitative study design. We developed semi-structured interview guides entailing sanitation and hygiene behavior, access, and practice-related questions and tested their efficacy and clarity before use. We conducted seventeen in-depth interviews (IDIs), and four focus group discussions (FGDs, [6–8 participants per FGD]) with students, and seven key informant interviews (KIIs) with university staff. Thematic analysis was used to analyze the data. Triangulation of methods and participants was performed to achieve data validity.ResultsDespite having reasonable awareness and knowledge, the sanitation and hygiene practices of the students were remarkably low. A broad array of interconnected factors influenced sanitation and hygiene behavior, as well as each other. Individual factors (gender, awareness, perception, and sense of health benefits), contextual factors (lack of cleanliness and maintenance, and the supply of sanitary products), socio-behavioural factors (norms, peer influence), and factors related to university infrastructure (shortage of female toilets, lack of monitoring and supervision of cleaning activities) emerged as the underpinning factors that determined the sanitation and hygiene behavior of the university going-population.ConclusionThe results of this study suggest that despite the rapid expansion of on-campus university education, hygiene practices in public universities are remarkably poor due to a variety of dynamic and interconnected factors situated in different (individual, contextual, socio-phycological) levels. Therefore, multi-level interventions including regular supply of WASH-related materials and agents, promoting low-cost WASH interventions, improving quality cleaning services, close monitoring of cleaning activities, promoting good hygiene behavior at the individual level, and introducing gender-sensitive WASH infrastructure and construction may be beneficial to advance improved sanitation and hygiene practices among university students.