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1997 research outputs found
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Evaluating the Perceptions, Barriers, and Impact of Positive Behavior Interventions and Supports (PBIS) in Grades K-12
No full textPositive Behavior Interventions and Supports (PBIS) is designed to promote positive behaviors and prevent behavioral challenges. Despite widespread adoption, implementation fidelity, especially at Tier 2 and Tier 3 levels, remains inconsistent, impacting students who require the most intensive support. This study was conducted in one middle school. The purpose of the program evaluation was to investigate the perceptions of, and barriers to, PBIS implementation, with a specific focus on evaluating the impact on student behavioral and disciplinary outcomes, identifying the training and support provided to educators, and examining how data are used to drive decisions. Overarching research questions assessed educator perceptions of PBIS and related challenges. A mixed-methods approach, incorporating extant data, and quantitative and qualitative data, was utilized to enhance the credibility and applicability of findings for school leaders, educators, and practitioners. Results indicated nearly all participants lacked formal training and support for PBIS implementation. Findings revealed mixed perceptions on PBIS effectiveness, and lack of knowledge on PBIS processes, interventions, and data collection systems. Inadequate participant knowledge regarding PBIS services and rates of special education referrals due to behavior concerns were noted. Varied effectiveness ratings indicated moderate effectiveness ratings for Tier 2 but low-to-moderate effectiveness of Tier 3 interventions. There was more agreement on improvements in office disciplinary referrals and in school suspensions but less agreement on improved out of school suspensions and alternative placements. Recommendations based on the results included targeted professional development and improved system-wide implementation support for PBIS programs to enhance outcomes for all students
The Impact of Work-Based Learning Experiences on Post-Secondary Readiness
No full textThe primary goal of secondary education is preparing students for post-secondary success in an evolving global economy. Work-Based Learning (WBL) serves as a critical bridge between academic instruction and real-world application, yet participation rates remain low, particularly for marginalized student populations. This educational leadership project examines the impact of WBL on post-secondary readiness, addressing the disparity between federal policy mandates, such as the Carl D. Perkins Act, and actual student access.
Through a review of current literature, the project highlights the benefits of WBL regarding student persistence and economic mobility, while identifying structural barriers such as transportation and limited community partnerships. A comprehensive action plan is proposed using a Plan-Do-Study-Act (PDSA) framework to transform secondary school approaches to career readiness. Key strategies include establishing cross-functional leadership teams, piloting inclusive partnership models for students with disabilities, and integrating digital portfolios for structured reflection. The project anticipates that shifting WBL from an optional enrichment to a core cultural expectation will narrow equity gaps and increase workforce credentials. By aligning strategic resource allocation with robust industry collaboration, this initiative offers a sustainable model where all students possess the professional networks and employability skills necessary for future success
Useful Measures of Adult Attachment and Object Relations in Psychotherapy
Full text linkThis is a literature review of objective and projective measures of attachment and object relations in adults, with the objective of reviewing outstanding research to identify the key factors for adult attachment assessment considered within attachment and object relations theories, what measures of adult attachment styles and dysfunction work best, and to provide key themes of assistance in the measurement of attachment and object relations in adult clients in psychotherapy. Theoretical foundations of attachment and object relations theory are reviewed as well as objective and projective instruments grouped by format. The 10 themes found to be useful in the assessment of attachment are context, affect, discourse, boundary issues, the role of avoidance, self-protection and the role of danger, degree of mutuality and autonomy, personal images and history of socialization, early memories and dreams, and imagination. Implications for the use of assessment instruments in psychotherapy are discussed. This research facilitates the location of instruments to focus on specific issues related to functioning in adult interpersonal relationships
Understanding the Afghan Newcomer Experience from the Perspectives of Teachers and Students
Full text linkNewcomer English learners (ELs) often arrive in the United States having fled persecution, economic or political oppression, war, or natural disasters in their country of origin. They are new to the English language, new to the American school system, at times well into their educational journey, and sometimes have missed out on significant amounts of formal schooling. Many also carry trauma from the circumstances that forced them to leave their homes. Most schools are not fully equipped to welcome these students and their families into the learning community, nor are they prepared to address the unique challenges newcomer ELs face. This qualitative study used in-depth interviews to investigate the school experience of newcomer ELs from Afghanistan from their perspective as well as from the perspectives of their teachers and administrators. Though the students expressed enthusiasm for school and appreciation for their teachers, they also struggled to learn and felt isolated from their peers. Educators empathized with their newcomer students and strived to accommodate their needs, yet faced challenges in delivering accessible instruction, addressing learning gaps, and overcoming language barriers. Policy recommendations include targeted professional development for educators; a specially structured school day and year for newcomer ELs; and pedagogical strategies that provide scaffolded access to grade-level content, English language development, and support for missing foundational skills and background knowledge. Additionally, fostering meaningful peer connections for newcomer ELs is recommended to enhance their sense of belonging within the school community
Narratives of Latina Teacher Candidates on Subtractive Schooling Experiences and Their Language Identity
No full textThe subtractive nature of bilingual education in the United States has long impacted the language identities of Latinx students. Despite being raised in multilingual environments, many are schooled in systems that devalue their home languages and prioritize English-only instruction. This study explored how these dynamics influenced Latina teacher candidates’ perceptions of their own bilingualism and professional identities. The purpose of the study was to examine how Latina teacher candidates understood and constructed their language identities in the context of their K–12 and higher education experiences. The study used narrative research centered on four Latina teacher candidates enrolled in an undergraduate bilingual education program at a Hispanic Serving Institution in the Midwest. Data were collected through semi-structured interviews, language portraits, and digital journal reflections. These tools allowed participants to visually and verbally represent their linguistic trajectories and lived experiences. The participants revealed complex emotions related to pride, doubt, and linguistic reclamation. Their reflections showed the lasting effects of subtractive schooling while also highlighting a strong desire and sense of responsibility to advocate for multilingual students. They reclaimed Spanish as both a personal and professional resource. This study provides an understanding of the lived experiences of Latina teacher candidates as they resist linguicism and reframe bilingualism as an asset. It calls for culturally and linguistically affirming teacher preparation spaces where multilingual identities are celebrated, healed, and empowered
A Qualitative Exploration Of Trauma, Familismo, And Resilience In Three Mexican Immigrant Families.
Full text linkThe purpose of this study was to examine how intergenerational trauma and other generational factors impact Mexican immigrant families. While intergenerational trauma has been well-documented among Holocaust survivors, war veterans, and historically marginalized communities, limited research has examined how such patterns manifest in Latin American immigrant populations, particularly Mexican American families. To address this gap, a narrative approach was used to collect the stories and background of nine participants. Thematic analysis revealed three central themes: childhood adversity, familismo (commitment to family), and resilience. While the data did not explicitly demonstrate trauma transmission, the findings revealed the lasting impact of early life adversity on family members. Familismo emerged as a significant cultural value, functioning as a protective factor and a source of internal conflict. Resilience, expressed in different forms across generational narratives, emphasized a collective capacity to adapt, reflect, and grow despite adversity. This study contributes to the understanding of Mexican immigrant family experiences and highlights the importance of culturally informed approaches to conceptualizing generational factors
One Step Closer to Greater Understanding! Does a Correlation Exist Between Fluid Intelligence and Player Rank in League of Legends?
Full text linkChess, one of the oldest modern games, has long been a model domain for expertise research. In comparison, research on video games has historically been influenced by moral panic. Cycles of moral panic tend to revolve around preconceived notions of threats, held at a societal level (typically by older generations). Politicians, quick to capitalize, then advocate for policy change based upon their constituents’ fears. Concurrent media reports draw further attention to the issue, amplifying the perception of harm. As the panic escalates, pressure is placed on scientific communities to perform confirmatory (not exploratory) research. This fundamentally biased approach to research generates more fear, which makes it way back to politicians and the media, who then amplify the concerns of the general public. However, recent studies have shown playing video games may be associated with improvements in some cognitive ability domains, such as working memory, fluid intelligence, visuospatial ability, and executive functions. This study was designed to bring some attention to whether competitive video games, like the strategy game League of Legends (LoL), are correlated with cognitive abilities. Studies on expertise in chess have indicated, with few exceptions, that fluid intelligence (gf) is not correlated with becoming an expert. LoL, unlike chess, is subject to frequent updates. It was hypothesized that given the dynamic nature of LoL, player rank would be correlated with gf. To answer this question, a combination of convenience sampling and snowball sampling methods were used to recruit adult players who were ranked in LoL and played on North American servers. Of the 489 individuals who responded, 59 failed to complete the survey, leaving a sample of 430. Participants answered questions about demographics, practice habits, and history, and then completed the Self-Report Measure of Cognitive Abilities (SRMCA) and the Matrix Matching Test (MMT). Visuospatial Matrix performance on the MMT, an indirect measure of gf, was significantly correlated with player rank (r = .419, p \u3c .001), as was participant self-perceived gf, as measured by the SRMCA (r = .196, p \u3c .001). However, the direction of this correlation was not ascertained through this study. More specifically, it has not yet been determined whether individuals with higher levels of cognitive ability are able to perform in competitive video games, such as LoL, or whether these video games train cognitive abilities
The Impact of Culture and Language on Internal Communication and Patient Care in Small to Medium-Sized Black Immigrant-Owned Healthcare Practices in Texas.
Full text linkThis qualitative phenomenological study explored how cultural competency in small to medium-sized Black immigrant-owned healthcare practices in Texas affects internal communication and patient care. Through semi-structured interviews with nine clinical and administrative leaders in Dallas and Houston, five themes emerged: culturally competent leadership, intentional communication structures, language and interpretation practices, patient-centered cultural sensitivity, and the use of technology for adaptation. Findings suggest that culturally aware leadership and inclusive communication strategies foster team cohesion and improve patient trust and care. Participants reported adapting workflows to meet religious, language, and communication needs through human and technological tools. The study underscores embedding cultural competence in leadership and communication frameworks, even in resource-limited settings. Future research could benefit from including patients and frontline staff, observational methods, and assessment of training and tech interventions
Examining the Effect of Supportive Language Training Activities for Bilingual Children on Their Language Skills and Reading Levels
No full textThe study aimed to examine the effect of supportive language training activities for bilingual children, who were attending state primary schools in Turkey, on their language skills and reading levels. To this end, one group pre-test and post-test experimental design from quantitative methods was used. 10 primary school children aged 6 to 9 years were selected on a voluntary basis by the Migration Services Centre of Kecioren Municipality in Ankara. Supportive language training activities were applied to the children two hours a day a week for a 12-week period. The Turkish Expressive and Receptive Language Test (TIFALDI) and the wordless picture book “Frog, Where Are You? were used as data collection instruments. Children’s reading levels were evaluated using reading texts of Levels 1, 2, and 3 and the “The Informal Reading Inventory”. The data were analysed using IBM SPSS statistical software version 22.0. The analysis results showed a significant difference between children’s pre-test and post-test scores in TIFALDI and the “Frog, Where Are You?” test in favour of the post-test scores. According to the findings on children’s reading levels, children at the anxiety level progressed to the teaching level and children at the teaching level progressed to the free reading level. In future studies, it can be suggested that evaluations be made using planning, implementation and mixed methods that take into account the holistic development of children in line with their individual needs. In the educational environment, it can be recommended to make arrangements in education programs in line with the needs of bilingual children, to cooperate with teachers, and to provide guidance and psychological services