样式: 排序: IF: - GO 导出 标记为已读
-
The Concrete-Representational-Abstract Integrated Sequence as Supplemental Instruction to Teach Addition Journal of Education for Students Placed at Risk (JESPAR) Pub Date : 2024-02-27 Vanessa Hinton, Margaret Flores, Suzanne Woods-Groves
Rural schools have challenges related to meeting students’ diverse learning needs with limited resources. Implementation of multi-tiered systems of support is one way to use resources efficiently t...
-
COVID-19, Online Learning, and Absenteeism in Detroit Journal of Education for Students Placed at Risk (JESPAR) Pub Date : 2024-01-18 Sarah Winchell Lenhoff, Jeremy Singer
How much school students attend is a powerful indicator of their well-being and a strong predictor of their future success in school. Prior research has documented the myriad in-school and out-of-s...
-
A Longitudinal Examination of Latinx Students’ Kindergarten Readiness with High School Achievement and Discipline Violations Journal of Education for Students Placed at Risk (JESPAR) Pub Date : 2023-11-25 Sruthi Swami, Matthew Quirk, Jill D. Sharkey
Understanding achievement and discipline trajectories of Latinx students is critical given disproportionate dropout/pushout rates of Latinx students from schools across the U.S. Using a Critical Ra...
-
Measuring Preservice Teacher Knowledge and Attitudes to Support Youth Experiencing Homelessness Journal of Education for Students Placed at Risk (JESPAR) Pub Date : 2023-11-02 Stacey Havlik, Peter Weins, Arash Ghafoori, Melissa Jacobwitz, Kelly-Jo Sheback, Hannah Hudson
While many teachers are unaware that students in their classes are experiencing homelessness, others may not know how to support students who are identified as lacking consistent housing (Wright et...
-
Latent Profile Moderation: Examining the Differential Impact of a Small-Group Emergent Literacy Intervention Journal of Education for Students Placed at Risk (JESPAR) Pub Date : 2023-10-14 Alida Hudson, Laura L. Bailet, Shayne B. Piasta, Jessica A. R. Logan, Kandia Lewis, Cynthia M. Zettler-Greeley
Preschool children considered at risk for future reading difficulties experience unique and complex combinations of risk factors. In this exploratory study, we used latent profile analysis (LPA) to...
-
Complicating Cultural Reproduction Theory: A Critical Multilevel Analysis of Systematic Inequality in U.S. Schools Journal of Education for Students Placed at Risk (JESPAR) Pub Date : 2023-07-24 Alison S. P. Wilson
Abstract The purpose of the current study is to examine malleable school practices and norms that contribute to inequitable school learning environments based on student background. Using multilevel structural equation modeling (SEM) with the U.S. sample of PISA 2015, this study examines the extent to which student-level access to inquiry-based science learning opportunities and academic press mediates
-
Passive Investment: The Political Dynamics of Charter Expansion in Los Angeles’ Portfolio District Journal of Education for Students Placed at Risk (JESPAR) Pub Date : 2023-07-12 Rachel M. Perera, Susan Bush-Mecenas, Jonathan D. Schweig
Abstract Since the 1990s, charter schools have spread rapidly across the nation. The replication and expansion of charter schools has become a common feature of the portfolio management model which situates the district as strategic manager of a choice-based system including traditional and charter schools. Yet, many school districts have experienced substantial political, logistical, and technical
-
Righting Reading in Middle School: Readable English Helps Underperforming Adolescent Readers Journal of Education for Students Placed at Risk (JESPAR) Pub Date : 2023-06-07 Joanne Coggins
Abstract This study measured the effectiveness of Readable English, a reading fluency and comprehension program, on underperforming sixth, seventh, and eighth grade rural, American English-speaking students over the course of one school year. Students were randomly assigned to either the intervention condition (n = 167) or the typical practice condition (n = 177). Middle school students in the intervention
-
The District-Wide Effectiveness of the Achieve3000 Program: A Quasi-Experimental Study Journal of Education for Students Placed at Risk (JESPAR) Pub Date : 2023-05-30 Geoffrey D. Borman, Hyunwoo Yang, R. Lennon Audrain, So Jung Park
Abstract Drawing on state reading achievement data provided by a California school district, we analyze the achievement impacts of Achieve3000, an intervention designed to offer K-12 students expanded opportunities to acquire literacy skills. Achieve3000 is a personalized, technology-adaptive program to supplement regular instruction in English language arts, science, and social studies. We apply propensity
-
A Quasi-Experimental, Longitudinal Study of Grade Retention on Language Outcomes for English Language Learners Journal of Education for Students Placed at Risk (JESPAR) Pub Date : 2023-05-11 Jamie L. Buckmaster, Angela Urick, Timothy G. Ford
Abstract Grade retention, the practice of holding a student back in the same grade, has been a controversial topic in the United States for decades. English learners, a growing population in US schools, are consistently identified for grade retention more often than their English-only counterparts. The purpose of this study is to test the impact of grade retention on a set of language learning outcomes
-
Correction Journal of Education for Students Placed at Risk (JESPAR) Pub Date : 2023-05-05
Published in Journal of Education for Students Placed at Risk (JESPAR) (Ahead of Print, 2023)
-
Correction Journal of Education for Students Placed at Risk (JESPAR) Pub Date : 2023-03-05
Published in Journal of Education for Students Placed at Risk (JESPAR) (Ahead of Print, 2023)
-
The link between completing Reading Recovery and performance on a phonics screening check Journal of Education for Students Placed at Risk (JESPAR) Pub Date : 2023-02-19 Sinéad J. Harmey, Jake Anders
Abstract The purpose of this research was to analyze the performance of pupils (N = 6,023) who took part in Reading Recovery (RR) in England on a decoding test, the Phonics Screening Check (PSC), administered at the end of Year 1 when children are approximately 5 to 6 years of age. The data cover two academic years (2015/2016 and 2016/2017) and include demographic information, pre- and post-intervention
-
The Impact of a High-Dosage Tutoring Program on Reading Achievement of Beginning Readers: A Multi-Level Analysis Journal of Education for Students Placed at Risk (JESPAR) Pub Date : 2023-02-20 Karen Kortecamp, Michelle Lynn Peters
Abstract The purpose of this randomized control trial (RCT) was to examine the impact of one-to-one high-dosage tutoring on reading achievement of kindergarten and first grade students, many at risk of reading failure. This nearly two-year study collected reading assessment data from 185 students, from across 13 classrooms, randomly assigned to either the one-to-one high-dosage tutoring group or the
-
Discipline Disproportionality and Policy Reform in Arkansas: Effects of State-Wide Limits on Exclusionary Discipline in Elementary School Journal of Education for Students Placed at Risk (JESPAR) Pub Date : 2023-02-09 Kaitlin P. Anderson, Sarah McKenzie
Abstract At least 16 states have limited exclusionary discipline for elementary age students, but little is known about the effects of these policies on discipline rates and disproportionality. This paper tests whether a limit on exclusionary discipline in grades K-5 in Arkansas impacted the likelihood of suspension and expulsion overall, for different student subgroups, and in different types of schools
-
Examining the Association between Racial Disparities in Exclusionary Discipline Practices and Academic Gains Journal of Education for Students Placed at Risk (JESPAR) Pub Date : 2023-01-31 Angela Johnson, Megan Kuhfeld, James Soland, Miles Davison
Abstract Previous literature reported that Black students receive out-of-school suspensions (OSSs) and expulsions at disproportionately higher rates and have lower test scores than White students. This study provides recent evidence on the relation between racial disparities in discipline and in achievement, with particular focus on achievement gains, in schools across the nation. We link school-level
-
Immigration Enforcement Effects and the Role of School Social Workers Supporting Immigrant Students Journal of Education for Students Placed at Risk (JESPAR) Pub Date : 2022-12-23 Sophia Rodriguez, J. Jacob Kirksey, Benjamin Roth, Lisa Lopez-Escobar
Abstract This mixed-methods study examines school social workers’ perceptions of immigration enforcement on the lives of immigrant students. The article builds upon previous sociological and education research about how the contexts of reception impact immigrant mobility, immigration enforcement, and the role of school-based personnel support for immigrant students. The paper examines the relationship
-
Disparities in the Likelihood of Earning a College Degree Among Students with Noncommittal, Low, and High Educational Self-Expectations Journal of Education for Students Placed at Risk (JESPAR) Pub Date : 2022-12-19 Cynthia J. Murphy, Siffat A. Sharmin, Hsien-Yuan Hsu
Abstract Although studies have investigated educational attainment of groups of students professing low and high educational self-expectations, groups of noncommittal students, rather than being studied as a discrete group, have been treated as missing and ignored. This study investigated the differences between students of noncommittal, low, and high educational self-expectations by comparing their
-
Dimensions of Belonging and “Othering” in Middle School: Voices of Immigrant and Island-Born Puerto Rican Adolescents Journal of Education for Students Placed at Risk (JESPAR) Pub Date : 2022-10-19 Tina M. Durand, Ronnie Blackwell
Abstract Sense of school belonging has been shown to contribute to a range of academic and psychosocial outcomes, especially among adolescents, and may have particular salience for immigrant students of color, due to their ethnic-racial positionality and frequent marginalization in school. In this study, we examined the ways that immigrant and island-born Puerto Rican students (mean age = 13) with
-
Supporting Long-Term English Learners: Assessment, Reclassification, and Educational Opportunities Journal of Education for Students Placed at Risk (JESPAR) Pub Date : 2022-10-03 Huseyin Uysal
Published in Journal of Education for Students Placed at Risk (JESPAR) (Vol. 28, No. 1, 2023)
-
Individualized Language Plans: A Potential Tool for Collaboration to Support Multilingual Students Journal of Education for Students Placed at Risk (JESPAR) Pub Date : 2022-09-30 Karen D. Thompson, Claudia Rodriguez-Mojica
Published in Journal of Education for Students Placed at Risk (JESPAR) (Vol. 28, No. 1, 2023)
-
“Every” Student Succeeds? Academic Trends at the Intersection of (Long-Term) English Learner and IEP Status Journal of Education for Students Placed at Risk (JESPAR) Pub Date : 2022-09-25 Narek Sahakyan, Glenn Poole
Abstract In this study, we describe long-term trends in students’ academic performance, documenting persistent and systematic disparities in academic outcomes across several student subgroups. We leverage administrative data from longitudinal student records to examine academic outcomes for English learners (ELs), students with Individualized Education Plans (IEPs), and dual-identified students (ELs
-
Canaried in the Coal Mine: What the Experiences and Outcomes of Students Considered Long-term English Learners Teach us About Pitfalls in English Learner Education…and What We Can Do About It Journal of Education for Students Placed at Risk (JESPAR) Pub Date : 2022-09-22 Ilana M. Umansky, Janette D. Avelar
Abstract In this position paper, we draw on a wide, but non-exhaustive, review of existing literature to argue that long term English learner (LTEL)-considered students are uniquely positioned to expose fissures in the English learner (EL) education system more broadly. Examining both the early educational contexts that lead to students’ LTEL status, as well as later educational affordances once considered
-
The Impact of a Short and Explicit Labeling Bias Video on Preservice Educator Behavioral Expectations Journal of Education for Students Placed at Risk (JESPAR) Pub Date : 2022-09-19 Amy E. Fisher, R. Allan Allday, Megan Jones, Mark D. Samudre
Abstract Even with increased efforts to close the academic gap by providing appropriate services to students with disabilities, there is still a gap in outcomes that requires identification of possible contributing factors. One often hypothesized mechanism for these continued disparities is the stigma associated with disability categorization or “labeling bias.” However, there is paucity of scholarship
-
How Long-Term English Learners Perform on an English Language Proficiency Assessment During Grades 2 through 5: An Examination of Assessment Tasks and Features Journal of Education for Students Placed at Risk (JESPAR) Pub Date : 2022-09-20 Nami Shin, Jenny C. Kao, Eunhee Keum, Edynn Sato, Kilchan Choi
Abstract Using two states’ longitudinal data, this study tracked long-term English learner (LTEL) students’ performance on an annual English language proficiency (ELP) assessment (the ELPA21) from their pre-LTEL period. We followed English learner (EL) students who were initially classified as EL students in Kindergarten or in Grade 1 until they reached Grade 5. We defined LTEL students as EL students
-
More than Language Learning: A QuantCrit Analysis of the Relationship Between District Contexts and Long-Term English Learner Rates Journal of Education for Students Placed at Risk (JESPAR) Pub Date : 2022-09-19 Kim Strong, Kathy Escamilla
Abstract Grounded in QuantCrit, this study expands upon “opportunity gap” research and the conceptualization of the “Long-Term English Learner” (LTEL) label as a reflection of inadequate learning environments rather than student characteristics by using district-level data to explore the relationship between systemic contextual factors and the rates that English Learners (EL) are labeled as LTELs.
-
The Unique Agency of Parenting-Strivers: An Anti-Deficit, Asset-Based Exploration of Black and Latinx Students with Children Journal of Education for Students Placed at Risk (JESPAR) Pub Date : 2022-08-26 Anindya Kundu, Marielisbet Perez, Colton Elliott
Research, as well as mainstream culture, may be too quick to label parenting young people of color (which we define as being under or near the age of 20 when having a child) as delinquent and “at r...
-
Student Engagement in Elementary School: Profiles and Associated Characteristics Journal of Education for Students Placed at Risk (JESPAR) Pub Date : 2022-08-21 Brian Johnson, Amy L. Reschly, Roy P. Martin, Christopher Pinzone, James J. Appleton
Abstract Theories of student engagement for dropout and school completion are proposed to begin as early as age five. Student engagement in elementary-age students has been linked to school completion, post-secondary education, and achievement. However, there is little research examining patterns and profiles of student engagement in this population. In an effort to provide more individualized support
-
Familiar Faces in High School: How Having the Same Peers from Year-to-Year Links to Student Absenteeism Journal of Education for Students Placed at Risk (JESPAR) Pub Date : 2022-07-26 J. Jacob Kirksey, Joseph Elefante
Student absenteeism is a persistent concern in K-12 education. Not only are the negative academic and social consequences of excessive absenteeism well documented, but states, districts, and school...
-
Attachment Orientations and Academic Persistence Among At-Risk Students: The Role of Perceived Teacher Emotional Responsiveness Journal of Education for Students Placed at Risk (JESPAR) Pub Date : 2022-07-23 Anat Ben-Gal Dahan, Tehila Hertz
The purpose of the present research was to examine the contribution of attachment orientations (anxiety, avoidance) to academic persistence among at-risk youth and non-at-risk youth and the potenti...
-
Preventing Special Education Assignment for Students with Learning or Behavioral Difficulties: A Review of Programs Journal of Education for Students Placed at Risk (JESPAR) Pub Date : 2022-07-19 Mariëtte Hingstman, Amanda J. Neitzel, Robert E. Slavin
The number of students assigned to special education has increased in the past decades, in spite of efforts for more inclusion. For students with mild learning or behavioral difficulties, special e...
-
An Evaluation of the Forecasting Accuracy of Two Trend Estimation Methods from Two Computer Adaptive Tests Journal of Education for Students Placed at Risk (JESPAR) Pub Date : 2022-07-19 Ethan R. Van Norman, Emily R. Forcht
This study evaluated the forecasting accuracy of trend estimation methods applied to time-series data from computer adaptive tests (CATs). Data were collected roughly once a month over the course o...
-
Should Students Falling Behind in School Take Dual Enrollment Courses? Journal of Education for Students Placed at Risk (JESPAR) Pub Date : 2022-07-18 Han Bum Lee, Michael U. Villarreal
This study examined the effect of dual enrollment (DE) on college enrollment and degree completion for students with lower prior academic achievement who attended public high schools in Texas. We e...
-
Cognitive flexibility in beginning decoding and encoding Journal of Education for Students Placed at Risk (JESPAR) Pub Date : 2022-07-14 Patricia F. Vadasy, Elizabeth A. Sanders, Kelly B. Cartwright
The development of beginning decoding and encoding skills is influenced by linguistic skills as well as executive functions (EFs). These higher-level cognitive processes include working memory, inh...
-
CCTV in Schools: An Examination of Perceived Value of Surveillance Journal of Education for Students Placed at Risk (JESPAR) Pub Date : 2022-06-29 Som Nath Ghimire, Karna Rana
Concerns for security and academic performance have led to the increasing use of various surveillance technologies in educational institutions. This article reports an examination of the lived expe...
-
Estimating Causal Effects of Summer Programs on Early Numeracy: A Canadian, Multi-Site, Quasi-Experiment Journal of Education for Students Placed at Risk (JESPAR) Pub Date : 2022-06-16 Scott Davies, Mark McKerrow
Abstract Summer numeracy interventions have become standard educational practice across a range of jurisdictions, but there is a paucity of evaluations of those interventions across international settings. We employ a quasi-experimental evaluation of voluntary summer numeracy programs for 569 attendees and 2,193 comparison students in grades 1–3, conducted in 2012–13 in Ontario, Canada. Using multi-level
-
The Relationship of School Characteristics and Bullying Between Career Academy and Comprehensive High School Students Journal of Education for Students Placed at Risk (JESPAR) Pub Date : 2022-06-07 Edward C. Fletcher, Amber D. Dumford
Abstract Violence—including issues of bullying—in urban schools across the United States is a persistent phenomenon, and continues to be of utmost concern for school administrators, community leaders, students, and their families. Using propensity score matching, we examined the relationship between school type—a magnet career academy and a traditional, comprehensive school—and students’ experiences
-
Demonstration of Single-Case Two-Sample Randomization-Test Procedures: Underperforming Children’s Implementation of an Effective Memory Strategy Journal of Education for Students Placed at Risk (JESPAR) Pub Date : 2022-06-01 Yooyeun Hwang, Joel R. Levin
Abstract Recently developed randomized-test procedures for two independent-samples single-case designs are presented and applied to a memory-strategy intervention study with eight underperforming students from low SES backgrounds. Research design aspects, data-analysis features, and various output measures are provided to demonstrate the potential utility of the randomization procedures for researchers
-
Challenging the Core Assumption of Chronic Absenteeism: Are Excused and Unexcused Absences Equally Useful in Determining Academic Risk Status? Journal of Education for Students Placed at Risk (JESPAR) Pub Date : 2022-05-03 Cassandra M. Henderson, John W. Fantuzzo
Abstract In response to the Every Student Succeeds Act (ESSA) (2015), 36 U.S. states have adopted chronic absenteeism as an indicator of school quality and student success. It is also being increasingly utilized within schools to identify students at risk for future educational problems, as research consistently shows that early absences are related to later achievement issues. By leveraging readily
-
Expanding the Understanding of High School Non-Graduates Through a Comparison of High School Dropouts and Persisters Journal of Education for Students Placed at Risk (JESPAR) Pub Date : 2022-04-19 Mathew C. Uretsky, Angela K. Henneberger
Abstract Although persisters now represent the largest group of non-graduating high school students, they have received little attention in the research literature, leaving unanswered the question of how persisters differ from dropouts in terms of demographic characteristics, academic preparation, and key life outcomes. Using statewide linked-administrative education and labor market data, we applied
-
Use of an Early Warning Identification and Student Intervention System: A Case Study of Three Effective Promotion Coaches Journal of Education for Students Placed at Risk (JESPAR) Pub Date : 2022-04-17 Marcia H. Davis
Abstract U.S. Department of Education research indicates that early warning indicator systems are being used in at least half of high schools in the United States. Previous findings from an efficacy study of one early warning indicator and response system, the Early Warning Indicator (EWI) team model, indicated that ninth grade students in schools using this model were significantly less likely than
-
Understanding Differential Growth During School Years and Summers for Students in Special Education Journal of Education for Students Placed at Risk (JESPAR) Pub Date : 2022-03-31 Angela Johnson, Elizabeth Barker
Abstract Under the Individuals with Disabilities Education Act, schools are required to provide a free appropriate public education to students with disabilities and show that the students are making academic progress. This study compares within- and across-years academic growth from kindergarten to 4th grade for students who were ever in special education (ever-SPED) to students who were never in
-
Schooling Levels and School Discipline: Examining the Variation in Disciplinary Infractions and Consequences Across Elementary, Middle, and High Schools Journal of Education for Students Placed at Risk (JESPAR) Pub Date : 2022-03-17 Richard O. Welsh
Abstract School discipline is a significant problem of practice and policy. The differences in disciplinary patterns across schooling levels have received relatively little attention. This study examines the differences in disciplinary infractions and consequences across elementary, middle, and high schools. The results illustrate there are important variations in students’ disciplinary experiences
-
Novel Randomization Tests for Two-Sample Multiple-Baseline Designs Journal of Education for Students Placed at Risk (JESPAR) Pub Date : 2022-03-10 Joel R. Levin, John M. Ferron, Boris S. Gafurov
Abstract The present simulation study examined the statistical properties (namely, Type I error and statistical power) of various novel randomized single-case multiple-baseline designs and associated randomized-test analyses for comparing the A- to B-phase immediate abrupt outcome changes in two independent intervention conditions. It was found that with at least 4 cases randomly assigned to each of
-
Correction Journal of Education for Students Placed at Risk (JESPAR) Pub Date : 2022-03-10
Published in Journal of Education for Students Placed at Risk (JESPAR) (Vol. 28, No. 2, 2023)
-
Addressing Inequity: Expanding Access to College-Level Courses for High School Students Journal of Education for Students Placed at Risk (JESPAR) Pub Date : 2022-03-09 Julie A. Edmunds, Eric Grebing, Victoria Coyle, Laura Rosof
Abstract The opportunity to take college courses in high school (dual enrollment) is becoming increasingly prevalent, but access is not equitably distributed. Certain populations, such as economically disadvantaged students and students who are members of racial and ethnic groups historically underrepresented in college, are less likely to take dual enrollment courses. This paper presents findings
-
Expanding the Understanding of School Concentrated Disadvantage Using Free and Reduced-Price Meals Data: Links to College and Labor Market Outcomes in Maryland Journal of Education for Students Placed at Risk (JESPAR) Pub Date : 2022-03-06 Angela K. Henneberger, Bess A. Rose, Dawnsha R. Mushonga, Boyoung Nam, Alison M. Preston
Abstract School concentrated disadvantage has been linked to poorer academic achievement and psychosocial functioning in prior research. The current study expands upon prior examinations of school concentrated disadvantage by applying a measurement approach first described by Michelmore and Dynarski in 2017, where eligibility for free and reduced-price meals (FRPM) is examined over time and the duration
-
Evaluating the Efficacy of an English Language Development Program for Middle School English Learners Journal of Education for Students Placed at Risk (JESPAR) Pub Date : 2022-03-02 Erin A. Chaparro, Keith Smolkowski, Barbara Gunn, Caroline Dennis, Patricia Vadasy
Abstract This paper reports the outcomes of an experimental evaluation of Direct Instruction Spoken English (DISE), an English language curriculum that focuses on developing English speaking, listening, and comprehension skills in English Learners (ELs). Twenty-nine middle schools in three states were randomly assigned to teach DISE Level 1 or their typical English language development program. Treatment
-
Learning from Youth in Alternative Programs: Transforming Schooled Histories into a Reimagined School for Education Journal of Education for Students Placed at Risk (JESPAR) Pub Date : 2022-02-23 Natalia Panina-Beard, Jennifer A. Vadeboncoeur
Abstract Young people attending alternative programs often have histories of schooling shaped by inequities; both leave negative traces on learning and identities. Collectively, they share the experience of early school leaving and limited options for high school completion in alternative programs. The purpose of this article is to describe process-oriented qualitative research informed by an Indigenist
-
Doing More With Less: Recognizing the Crucial Role of Educators in Continuation High Schools Journal of Education for Students Placed at Risk (JESPAR) Pub Date : 2022-01-19 Edwin Hernandez
Abstract Discourses about educators in continuation high school suggest that many of them are forced or pushed out to work in this educational sector by their school districts as a form of punishment. Yet, whether this still holds truth requires an examination of the experiences of educators in continuation high schools. This phenomenological study investigates the lived experiences of nine educators
-
Exposure to Abuse and School Adjustment: the Moderator and Mediator Roles of Perceived Social Support from Parents, Classmates, and Teachers Journal of Education for Students Placed at Risk (JESPAR) Pub Date : 2022-01-16 Delia S. Cristescu, Adriana Băban
Abstract Child abuse is a global problem that disrupts children’s normal development and has several negative consequences, including poor school adjustment. Some researchers have shown that social support might help abuse victims adjust better to the school environment. Thus, this study investigates the moderator and mediator roles of perceived social support from parents, classmates, and teachers
-
Educators’ Sensemaking about Seclusion and Restraint in a Changing Regulatory Context Journal of Education for Students Placed at Risk (JESPAR) Pub Date : 2022-01-07 Daniel F. Lake
Abstract Policies governing the use of seclusion and restraint in schools may only have a modest effect on the use of these procedures, particularly the frequency these are used. This study explored educators’ sensemaking about seclusion and restraint after a statute and new policy were introduced. A case-study design was used to analyze the meanings educators created in the new regulatory environment
-
Teaching Fraction Magnitude to Elementary Students Journal of Education for Students Placed at Risk (JESPAR) Pub Date : 2022-01-03 Margaret Flores, Stephanie Morano, Jill Meyer, Vanessa Hinton
Abstract It is critical that elementary students develop understanding of fractional numbers because understanding concepts such as fraction magnitude predict later mathematics success. Representing fractions in multiple ways assists students in developing a sense of fraction magnitude. A systematic approach to presenting multiple representations is the concrete-representational-abstract (CRA) sequence
-
A Comparison of Math Curriculum-Based Measurement Modalities for English Language Learners Journal of Education for Students Placed at Risk (JESPAR) Pub Date : 2021-12-23 Kathleen B. Aspiranti, Sara Ebner, Jennifer L. Reynolds, Erin E. C. Henze
Abstract There is a lack of research examining the use of curriculum-based measurements (CBMs) with special populations, particularly English Language Learners (ELLs). The current study used an alternating treatments single-case design with five Latinx ELL students to examine scores across three math fluency CBM modalities. One-minute probes using either traditional paper-pencil, iPad with a stylus
-
Quality of Teaching in Segregated Low SES Classes: A Mixed-Methods Study Journal of Education for Students Placed at Risk (JESPAR) Pub Date : 2021-12-16 Lisa Dewulf, Johan van Braak, Mieke Van Houtte
Abstract A mixed-methods study was conducted to investigate the relationship between four aspects of quality of teaching (safe and stimulating learning climate, efficient classroom management, adaptation of teaching, teaching learning strategies) and reading comprehension in segregated, low SES classes in Flanders. Second-grade students (n = 312) were tested for reading comprehension, and their teachers’
-
Building Coherence through Whole School Reform: The Case of the AVID Elementary Program Journal of Education for Students Placed at Risk (JESPAR) Pub Date : 2021-10-08 Lea Hubbard, Kelly Metz-Matthews, Barbara Resultan
Abstract Educators, researchers, and policy makers concerned about college under-enrollment among underserved groups of students have traditionally focused reform efforts at the high school level. Over the last several decades, however, there has been a growing interest in improving college readiness beginning at the elementary level. Recently, the well-known Achievement Via Individual Determination
-
Teacher Professional Development on Trauma-Informed Care: Tapping into Students’ Inner Emotional Worlds Journal of Education for Students Placed at Risk (JESPAR) Pub Date : 2021-09-19 Kim M. Anderson, Jasmine D. Haynes, Itunu Ilesanmi, Norma E. Conner
Abstract The purpose of this study was to examine the impact of a multipronged, trauma-informed professional development for teachers at a K-8, Title I public school in an urban city. The instructional approach involved four elements: (1) training on trauma-informed care related to student development, learning, and skill-building, (2) prepared lesson plans for classroom implementation, including classroom
-
Understanding Unaccompanied Immigrant Youth’s Experiences in US Schools: An Interdisciplinary Perspective Journal of Education for Students Placed at Risk (JESPAR) Pub Date : 2021-07-21 Katherine K. Frankel, Kalina M. Brabeck, Sarah A. Rendón García
Abstract While educators may be well positioned to support unaccompanied immigrant youth, there is limited interdisciplinary research focused on understanding the complexity of youth’s experiences in US schools. The purpose of this qualitative, interview-based study was to better understand how youth’s transnational experiences pre-, during, and post-migration affected their school-based experiences
-
Responses to Educating Students at Risk During the COVID-19 Pandemic Special Issue Editorial for Journal of Education for Students Placed at Risk Journal of Education for Students Placed at Risk (JESPAR) Pub Date : 2021-04-01 Sinéad Harmey
(2021). Responses to Educating Students at Risk During the COVID-19 Pandemic Special Issue Editorial for Journal of Education for Students Placed at Risk. Journal of Education for Students Placed at Risk (JESPAR): Vol. 26, Special isse on Responses to educating students at risk during the COVID-19 Pandemic; Guest Editor: Sinéad Harmey, pp. 87-90.
-
Speech-Language Teletherapy Services for School-Aged Children in the United States During the COVID-19 Pandemic Journal of Education for Students Placed at Risk (JESPAR) Pub Date : 2021-04-01 Sherine R. Tambyraja, Kelly Farquharson, Jaumeiko Coleman
Abstract The purpose of this study was to examine how school-based speech-language pathologists (SLPs) maintained clinical services via teletherapy during the COVID-19 pandemic closures. School-based SLPs in the United States were invited to participate in an anonymous online survey. Questions relevant to this study gathered information regarding a) provision of teletherapy following COVID-19 school