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A SYSTEMATIC REVIEW AND META-ANALYSIS OF PSYCHOSOCIAL INTERVENTIONS FOR EARLY CHILDHOOD PROBLEMS, AGES 0-5
Get PDFEarly childhood consists of important developmental milestones, including the acquisition of daily living skills, including toileting, feeding, and sleep. While previous reviews have focused on interventions for some childhood problems, no single study has broadly assessed interventions across common presenting problems in children ages 0-5. This study systematically reviewed 41 studies on interventions for externalizing (23 studies), internalizing (3), sleep (11), feeding (3), and toileting (1) using meta-analytic methods where applicable. Overall, externalizing interventions were effective (TX1 Hedges\u27 g = -.60; TX2 g = -.51) and largely homogeneous. Individual interventions reduced externalizing behaviors more than group or self-guided interventions (TX1 only). Internalizing studies were all randomized controlled trials aiming to reduce symptoms of anxiety and behavioral inhibition (g = -0.06, g = -.63, g = - 3.470). There was significant heterogeneity in sleep studies (TX1 g = 0.41; TX2 g = 0.46). Moderators reducing heterogeneity for sleep studies included eligibility and universality. Behaviorally-based interventions in sleep studies were more efficacious than psychoeducational interventions alone. Intervention modalities varied across feeding studies, producing small to moderate improvements (g =.13 to .69). The one toileting study found small effects favoring daytime alarms over timed potty training (g = .06). Results suggest efficacy varies by target behavior and intervention factors like format and eligibility criteria
CONNECTICUT TEACHERS’ KNOWLEDGE OF THE SCIENCE OF READING
Get PDFLearning to read proficiently is an essential skill needed in both academics and life. Without this skill, one’s opportunities are limited socioeconomically, socially, and throughout all daily life. However, there is growing concern that the methodology currently used in many school systems is not preparing children for the rigors of reading in the 21st century. In some states, the situation has resulted in state departments of education mandating reading curricula based on the science of reading. This study explored Connecticut PreK–Grade 3 teachers’ knowledge of the science of reading and the Connecticut Right to Read Act through a socio-cultural lens. This mixed-methods study was grounded in teacher interviews, participation in workshops, and completion of quizzes based on the workshops. Interview data were analyzed qualitatively and the quiz data were analyzed using descriptive statistics. The data sets were merged to inform future professional development opportunities in the participating district
EARLY IDENTIFICATION OF STUDENTS AT ACADEMIC RISK BASED ON LEARNING MANAGEMENT SYSTEM LOG DATA
Get PDFUnderstanding student engagement with the institution from the first day of classes to the end of the semester would help inform the institution of the potential risk that a student will drop out of a class or of the school. Learning Management Systems (LMS) record student interactions with the system and might be able to be used to identify students who are at academic risk. The scope of this study is to retrospectively analyze first-year student activity for the Spring 2022 semester for early warning signs worthy of intervention. A student risk assessment will be determined by reviewing student LMS activity, compared with peers, during the semester
To Avoid or Grapple with Tensions? Preservice Teachers Learning to Teach Literacy for Social Justice
Get PDFThis nested case study explored the individual and environmental factors shaping preservice teachers\u27 (PSTs\u27) learning about teaching literacy for social justice while student teaching in urban, high-poverty schools. Grounded in Cultural Historical Activity Theory, findings show how the unique interplay of contextual factors led to different learning outcomes for PSTs, despite having similar experiences and perspectives on literacy teaching. Notably, when PSTs avoided tensions and contradictions between their student teaching placements and their university-based teacher education program, their learning towards the university\u27s programmatic goals was constrained. However, when they opted to grapple with instructional tensions, their learning was more expansive. Implications include the importance of teacher educators considering individual PSTs student teaching experiences when mediating their learning and potential of viewing tensions as a generative source of learning about teaching literacy for social justice
THE IMPACT OF ACCULTURATIVE STRESS ON PSYCHOLOGICAL WELLBEING AMONG SOUTH ASIAN ADOLESCENTS AND THE MODERATING EFFECT OF GENDER
Get PDFThe South Asian community is one of the fastest-growing immigrant populations in the United States (SAALT, 2019), and yet, there is a paucity of research that examines their experiences with acculturation, particularly in relation to stress. Likewise, acculturative stress or the strain associated with cross-cultural exposure is especially salient during adolescence when ethnic identity formation tends to materialize (Goforth et al., 2014) Researchers have indicated that acculturative stress is associated with negative mental health trajectories (Miller De Rutté & Rubenstein, 2021); nevertheless, virtually few studies have examined the variables associated with acculturative stress, especially among South Asian youth. The aim of the present study was to (1) examine the effects of acculturative stress on psychological well-being (i.e., autonomy, competence, and relatedness) and life satisfaction among South Asian adolescents, (2) explore the association between acculturative stress and generational status, (3) investigate whether gender plays a moderating role. Utilizing a quantitative descriptive design, participants (n=55) from South Asian backgrounds between the ages of 18-22 years old were asked to complete an online questionnaire. Results from this study indicate that as levels of acculturative stress increased among the sample population, overall psychological well-being (i.e., autonomy satisfaction, competence satisfaction, relatedness satisfaction, and life satisfaction) decreased while need frustration increased. Likewise, generational status was not found to be a significant predictor of acculturative stress among the sample population. Further, results revealed that gender did not play a moderating role in how acculturative stress impacts psychological well-being. These findings have important implications for research and practice, underscoring the significance of culturally responsive interventions in mental health and educational settings
TOWARDS A THEORY OF SOBRIETY BARRIERS: THE DEVELOPMENT OF A NOVEL MEASURE OF ALCOHOL SOBRIETY BARRIERS
Get PDFAt present, there is no formal theory of barriers to sobriety from alcohol, and subsequently no standardized way to assess such barriers in the population. The goal of the current study was to formalize both a sobriety barriers theory and sobriety barriers measure via psychometric analysis. Researchers designed a sobriety barriers theory based on available literature, generated a multidimensional item-set representing this theory, administered the item-set to a sample of 1,187 respondents (56.4% female), and evaluated the extent to which the structure and contents of the item-set corresponded to the proposed theory using psychometric analysis. Structural analyses revealed a bifactor model with four subcomponents provided the best fit to the data, which resulted in subscale reconfiguration that yielded the following subscales: enhancement barriers, conformity barriers, self-efficacy barriers, and coping barriers. Item-level analyses, consistent with hypotheses, revealed differences in some items’ response patterns across demographic characteristics. Internal consistency and construct validity were established. The final structure of the Sobriety Barriers Scale provided a substantive basis for a unidimensional theory of sobriety barriers with four unique contributing domains: enhancement, conformity, self-efficacy, and coping. The Sobriety Barriers Scale could be used in research and clinical assessment to expand our understanding of barriers to sobriety from alcohol in both population-wide and personalized contexts
HISTORICAL TRAUMA THOUGHTS, DAILY NEGATIVE EMOTION, AND RUMINATION AMONG URBAN-DWELLING AMERICAN INDIAN/ALASKA NATIVE ADULTS
Get PDFWhen compared to other marginalized racial/ethnic groups, American Indians/Alaskan Natives (AI/AN) individuals have the highest rates of experiencing psychological distress and are at a greater risk of suicide (Brown-Rice, 2013). Historical trauma thoughts, defined as thinking about trauma experienced over generations, may contribute to these high rates of distress (Mohatt et al., 2014). We examined the relations of historical trauma thoughts to measures of distress in a sample of 258 AI/AN adults. Analyses indicate significant positive relations between historical trauma thinking to depression and daily negative emotion in the full sample. But when looking at our smaller sample (rumination-only data) historical trauma was no longer significantly correlated with depression and negative emotion average. Although historical trauma thinking involves aspects of rumination, daily rumination does not mediate the relations of historical trauma thinking to depression or negative mood
DUAL ENROLLMENT RE-IMAGINED: A NARRATIVE STUDY EXAMINING HOW BLACK STUDENTS PERCEIVE THE EXPERIENCE OF PARTICIPATING IN A DUAL ENROLLMENT PROGRAM AT A PREDOMINATELY BLACK INSTITUTION IN A CENTRAL BROOKLYN COMMUNITY
Get PDFThe application of educational equity has increasingly become a topic of discussion in the American higher education systems; thus, affecting so many of our key stakeholders and institutions. Educational research has addressed the need for educational equity in a plethora of ways. An in-depth analysis of strategies, and methodologies may prove more effective than others. College access programming is a successful tool, proven to assist students to successfully navigate the transition from high school to college. Dual enrollment programming is a positive predictor for college access and post-secondary credentials. The purpose of this qualitative narrative study examines how Black students perceive the experience of participating in a dual enrollment program at a predominately black institution. Findings suggest the role of a dual enrollment student is impacted by school and program choice. Dual enrollment participants described the experiences of accessing and navigating dual enrollment, understanding a sense of belonging on a college campus, in addition to making meaning of the experiences related to college retention and success, because of being a dual enrollment student. The findings support Tinto’s (1993) Retention Theory which focuses on student departure, self-efficacy, and sense of belonging. Similarly, this supports Strayhorn’s (2012) Sense of Belonging Theory. Under the Sense of Belonging theory, emphasis is placed on an individual’s sense of identification or positioning in relation to a group or to the college community, which may yield an effective response. Additional findings reveal dual enrollment students described their experiences of being Black and continually persisting through the partnering predominantly Black institution. Student participants credit the experience of the dual enrollment program as a successful framework for enrolling into college. Participants enrolled into the college of their choice and continued their journey of achieving successful outcomes of a post-secondary credential. Students want to learn, do well and feel accepted amongst their peers, and within academic settings. The study underscores the importance of amplifying the voices of Black dual enrollment students, and restorying their experiences, from a lens of post-secondary success
THE INFLUENCE OF COMPUTATIONAL THINKING ON NEW YORK STATE GEOMETRY REGENTS PROFICIENCY RATES
Get PDFThe present study was conducted to determine how implementing computational thinking (via a proxy in AP Computer Science Principles) into a school’s curriculum impacted student proficiency rates on the New York State Geometry Regents. Recent research has suggested that computational thinking is a skill that transcends specific content areas and can influence student learning outcomes across multiple disciplines. By equipping students with these skills, each individual’s zone of proximal development may increase, leading to increased learning efficiency. Given the rise of technology and the need for computational literacy, schools are looking to implement courses to help students develop these skills. The target school students were compared to their fellow general education peers in their home and neighboring counties. The target school was unique because students were mandated to take AP Computer Science Principles during their freshman year, while the other students were not. Through multinomial logistic regression, the influence of computational thinking on student proficiency rates was quantified and found to be insignificant. However, the COVID-19 pandemic greatly impacted the students’ performance. While the findings were insignificant, the students in the target school were likelier than the other students in their county and the neighboring county to be proficient in Geometry, according to the New York State Education Department’s definition of proficiency