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TEACHERS COLLEGE RECORD 2018年第10期120卷 1 - 30页

作者： Lewis, Maria M. Penn State Univ Dept Educ Policy Studies University Pk PA 16802 USA Penn State Univ Law Sch University Pk PA 16802 USA

Background/Context: The administration of student discipline is one of many responsibilities under the purview of teachers and educational leaders across the country. Maintaining a safe environment with minimal disruptions is not an easy task. From existing research on student discipline, we have learned that critical examination of data and continuous reflection are important, particularly in light of documented disparities in discipline practices. Under the Individuals with Disabilities Education Act (IDEA), before a school district may discipline a student with a disability for greater than 10 days, it must first conduct what is referred to as a manifestation determination review (MDR) (20 U.S.C. 1415(k)(1)(E)). During this review process, the current version of the law requires school districts to address two questions: (1) Was the student's behavior caused by, or did it have a direct and substantial relationship to, the student's disability? (2) Was the student's misconduct caused by the district's failure to implement the student's individualized education program (IEP), as required by law? This study examines the implementation of this standard. Research Question: This study poses the following research question: What factors (explicit and implicit) influence decision makers when deciding whether a student's misconduct was a manifestation of his or her disability? Research Design: This project used a case study approach to examine 80 MDR decisions in one large urban school district in order to better understand how decision makers implement this standard. Specifically, this study reviewed 40 randomly selected decisions wherein decision makers determined that the student's actions were not a manifestation of his or her disability and 40 randomly selected decisions wherein decision makers determined that the student's actions were a manifestation of his or her disability. Findings/Results: Decision makers cited the academic and behavioral manifestations of stud

关键词： School Districts Disabilities Discipline Problems Discipline Decision Making Student Behavior Individualized Education programs program implementation Case Studies Urban Schools Equal Education Educational Legislation Federal Legislation

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The Effects of Peer Tutoring on the Reading Comprehension Performance of Secondary Students With Disabilities: A Systematic Review

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READING & WRITING QUARTERLY 2018年第1期34卷 1-17页

作者： Alzahrani, Turkey Leko, Melinda Univ Kansas Lawrence KS 66045 USA Al Jouf Univ Sakaka Al Jouf Saudi Arabia

The purposes of this review were to examine the effects of peer tutoring models on the reading comprehension performance of secondary students with disabilities and to provide evidence of the extent to which peer tutoring can be considered an evidence-based practice (EBP) for improving reading comprehension performance among secondary students with disabilities. We systematically reviewed 10 studies to determine their methodological rigor according to the quality indicators and standards for EBP in special education. One study met all 8 quality indicators of the Council for Exceptional Children (2014) standards, which classifies peer tutoring as a potential EBP for improving the reading comprehension of secondary students with disabilities. We discuss limitations and future directions for research and practice.

关键词： Peer Teaching Tutoring Reading Comprehension Disabilities Evidence Based Practice Special Education Secondary School Students Middle School Students High School Students Intervention Fidelity program implementation Outcome Measures Models Reading Improvement Control Groups Experimental Groups Pretests Posttests Literature Reviews

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A Community-Based Evaluation of Screening, Brief Intervention, and Referral to Treatment (SBIRT) for the Black Community

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QUALITATIVE HEALTH RESEARCH 2018年第3期28卷 418-432页

作者： Green, Helena D. Inst Community Res Hartford CT 06106 USA

Limited research evaluates substance use prevention and intervention strategies for cultural sensitivity, appropriateness of content, patient/provider interactions, and implementation for racial and ethnic minority populations. This study uses the Consolidated Framework for implementation Research (CFIR) to examine a community-based evaluation of Screening, Brief Intervention, and Referral to Treatment (SBIRT) for implementation among the Black community in a small, urban setting. Data were gathered through four separate focus groups, one for service providers (n = 7), one for community youth leaders (n = 8), and two for community members (n = 10). Findings suggest that a range of multi-level service needs and underlying mechanisms of implementation should be considered when administering SBIRT within community health settings serving Black populations. This community-involved evaluation of SBIRT responds to the call for the examination of implementation in specific settings, and suggests a need for further examinations of strategies that support engagement through SBIRT and other innovations.

关键词： SBIRT program implementation culture evaluation Black community CFIR framework qualitative United States

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Developing a Staff Physical Activity program at Your School: Implementing the Lesser-used Component of the CSPAP Model

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JOURNAL OF PHYSICAL EDUCATION RECREATION AND DANCE 2018年第2期89卷 49-55页

作者： Langley, Katherine Kulinna, Pamela Hodges Arizona State Univ Mary Lou Fulton Teachers Coll Tempe AZ 85281 USA

The purpose of this article is to explore staff physical activity programs in the school setting, describe a viable option for a staff walking program in an elementary school, and determine elementary school staff members’ participation and perceptions in one such program. Previous research has shown that placing a focus on staff involvement and staff wellness can contribute to the overall physical activity culture of a school and shows increased support for student physical activity participation. This article first describes the comprehensive school physical activity program as one model for coordinated school health. Second, it discusses staff programming in nontraditional organizations, such as schools. Third, it presents the possible steps schools can take to plan and implement a staff physical activity program, and provides an example of a school-staff program in Arizona along with the outcomes from the program.

关键词： Elementary School Teachers Physical Activities program Development program implementation Health Promotion Wellness Teacher Participation Administrators School Personnel

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Positive Behavioral Interventions and Supports in High Schools: A Case Study From New Hampshire

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JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION 2018年第2期28卷 219-247页

作者： Malloy, JoAnne M. Bohanon, Hank Francoeur, Kathryn Univ New Hampshire Concord NH USA Loyola Univ Chicago Sch Educ Chicago IL USA Loyola Univ Chicago CSEIT Chicago IL USA Univ New Hampshire Durham NH 03824 USA

The quality of a school's social environment is critically related to student outcomes, including academic performance, attendance, student behavior, and high school completion rates. New Hampshire engaged in a dropout prevention initiative between 2006 and 2012 that focused on implementation of the multitiered Positive Behavioral Interventions and Supports (PBIS) framework combined with an intensive, student-driven school-to-adult life transition intervention for the highest-need youth. This article presents a case study of how one high school in New Hampshire implemented PBIS at all three tiers of support: schoolwide, targeted, and intensive. The case study includes a description of practices implemented by the school, school- and student-level outcomes pre- and postimplementation, the coaching and training support provided to school staff, and successes and challenges experienced by the school. The discussion ends with recommendations for practice and research of PBIS implementation in high schools.

关键词： Positive Behavior Supports High Schools Case Studies High School Students Dropout Rate Dropout Prevention Fidelity Outcomes of Education Adolescents program implementation Behavior Problems Attendance Academic Achievement Intervention Statistical AnalysisNew Hampshire

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Now You See It, Now You Don't: Understanding High Conflict and High Ambiguity as Core Policy Dimensions Through Field-Level Leaders' Perspectives

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LEADERSHIP AND POLICY IN SCHOOLS 2018年第1期17卷 52-77页

作者： Bialik, Gadi Gibton, Dan Dror, Yuval Tel Aviv Univ Dept Educ Policy & Adm Tel Aviv Israel

The study's target is to analyze how field-level coalition leaders, namely, the founding principals of Israeli specialized schools, perceive a "high-ambiguity and high-conflict" symbolic educational policy that apparently opposes the basic values that underlie the foundation of specialized schools. Based on an analysis of qualitative interviews, we found that the principals perceive high conflict as supporting the establishment of new specialized schools and high ambiguity as a clear invitation for their establishment. We discuss possible explanations for this surprising policy perception.

关键词： Ambiguity (Context) Conflict Special Schools Principals Educational Policy Qualitative Research Interviews Foundations of Education program implementation Administrator Attitudes Elementary Secondary Education Foreign CountriesIsrael

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The right to education index: An education innovation

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Childhood Education 2018年第3期94卷 48-53页

作者： Krupar, Allyson Senior Associate Right to Education Index RESULTS Educational Fund

A fundamental principle of Education Diplomacy is that education is a human right central to the attainment of all other human rights. Monitoring and advocacy tools such as the Right to Education Index serve to mobilize national partnerships to hold governments to account for all children’s enrollment in school and enjoyment of the right to quality education. Resulting data also inform Education Diplomacy by promoting public dialogue, shaping agreement on priorities, and leveraging governments to improve education policies and systems to reach the most marginalized groups. © 2018, Routledge. All rights reserved.

关键词： Educational Innovation Access to Education Civil Rights Educational Indicators Community Organizations program implementation Improvement programs Educational Change Educational Principles Advocacy

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Readers Theatre: effects on word recognition automaticity and reading prosody

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JOURNAL OF RESEARCH IN READING 2018年第3期41卷 475-485页

作者： Young, Chase Rasinski, Timothy Sam Houston State Univ Dept Language Literacy & Special Populat Huntsville TX 77340 USA Kent State Univ Teaching Leadership & Curriculum Studies Kent OH 44242 USA

In this quasi-experimental study, the researchers examined the effects of implementing Readers Theatre in a second grade classroom, comprised of seven and eight-year-old students. The 70 subjects were chosen as a non-probability sample from two different classes and served as the treatment (n=29) and comparison (n=41) groups. A repeated measures analysis of variance revealed statistically significant interaction and time effects. The post hoc analysis of simple effects indicated that the Readers Theatre treatment yielded larger effects on word recognition automaticity and prosody. Practical implications of this study suggest that consistent implementation of Readers Theatre in grade two classrooms can have a large impact on students' reading fluency.

关键词： Word Recognition Reading Fluency Quasiexperimental Design Grade 2 Statistical Significance Teaching Methods Theater Arts Experimental Groups Control Groups program implementation Elementary School Students Emergent Literacy Suprasegmentals

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Family-Focused Services for TANF Participants Facing Acute Barriers to Work: Pathways to implementation

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FAMILIES IN SOCIETY-THE JOURNAL OF CONTEMPORARY SOCIAL SERVICES 2018年第3期99卷 219-231页

作者： Stanczyk, Alex Carnochan, Sarah Hengeveld-Bidmon, Evelyn Austin, Michael J. Urban Inst Washington DC 20037 USA EHB Consulting Serv Canoga Pk CA USA Univ Calif Berkeley Sch Social Welf Mack Ctr Nonprofit & Publ Sector Management Human Berkeley CA 94720 USA

In 2014, California implemented the Family Stabilization (FS) program within its Temporary Assistance for Needy Families (TANF) program, California Work Opportunity and Responsibility to Kids (CalWORKs). FS fills two key service gaps in TANF that have been identified in the literaturenamely, addressing participant barriers to work and supporting child well-being. Research on programs addressing these gaps in TANF remains limited. This qualitative policy implementation study describes FS program design and implementation in 11 California county human service agencies and explores links to agency and community context. We find that state-encouraged flexibility resulted in three distinct approaches to FS services, staffing, and structure. Alignment between agency context and program design emerged as central to implementation decisions. These findings yield implications for research, policy, and management practice among welfare-to-work administrators.

关键词： TANF welfare-to-work program implementation barriers to work family stabilization

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Centers of Excellence: An Opportunity for Academic Training in Social Work

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JOURNAL OF SOCIAL WORK EDUCATION 2018年第Sup1期54卷 S65-S75页

作者： Shapiro, Cheri J. Univ South Carolina Coll Social Work Columbia SC 29208 USA Univ South Carolina Coll Social Work Inst Families Soc Columbia SC 29208 USA

Evidence-based psychosocial interventions are often required for use by behavioral health organizations serving children, youths, and families;however, professionals entering the workforce may not be prepared to meet these demands. To address this concern, barriers to workforce training and preparation for implementation of evidence-based interventions in academic social work and community intervention settings are examined using an implementation science framework. An opportunity for the integration of academic and community workforce training efforts is proposed, capitalizing on the recent growth of centers of excellence. Facilitators and barriers to linking the centers to academic training efforts in social work are explored. A case study of one recently established center of excellence is provided, and recommendations for training and research are made.

关键词： Intervention Training Social Work Caseworkers Evidence Based Practice program implementation Barriers Influences Models Health Behavior Professional Education

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