A meta-ethnographic understanding of children and young people's experiences of extended school non-attendance     

Shannon Corcoran  Catherine Kelly 《Journal of Research in Special Educational Needs》2023,23(1):24-37

The views of the children and young people experiencing Extended School Non-Attendance difficulties are scarcely represented in the literature. This systematic literature review provides a much needed overview of the existing research evidence through a detailed synthesis of the lived experiences of persistently non-attending young people, using a meta-ethnographic approach. Ten qualitative, UK-based papers were selected and analysed, each of which focused specifically on the direct views of school non-attenders. Using Noblit and Hare's seven-step approach, the analysis generated seven themes: (1) difficult relationships with peer group; (2) inconsistent relationships with and support from adults; (3) negative experiences of school transition; (4) negative experiences of learning in school; (5) emotional wellbeing and mental health needs; (6) others' negative perceptions of the individual's needs; (7) personal beliefs about attendance. Through reciprocal translation of these themes, the overarching higher-order concept was developed relating to the impact of a sense of school belonging. The implications of this review include an enhanced emphasis on the need to gather young people's views early and to use their preferred terminology when discussing their difficulties. While outside the scope of this paper, further research should look to the translation into policy and practice in this area.  相似文献   

High-Quality Formative Writing Assessment for Middle School Students in Tier 2 Literacy Interventions     

Deborah K Reed  Kelly Binning  Emily A. Jemison  Nicole DeSalle 《Learning disabilities research & practice》2023,38(1):70-79

Increased expectations for writing performance have created a need for formative writing assessments that will help middle school teachers better understand adolescents’ grade-appropriate writing skills and monitor the progress of students with or at risk for writing disabilities. In this practice piece, we first explain research-based recommendations for high-quality writing prompts that are interesting to students, provide clear directions, and ensure accessibility and fairness. Then, we use lessons learned from working with adolescents in Tier 2 literacy intervention classes to demonstrate how teachers can apply the recommendations to identify or develop prompts that will encourage students to write responses. In addition, we explain how analytic rubrics may be used to evaluate responses as a means of informing instruction and further refining the prompts.  相似文献   

A Meta-Analysis of Interventions to Improve Reading Comprehension Outcomes for Adolescents with Reading Difficulties     

Hyojong Sohn  Kelly Acosta  Mary T. Brownell  Nicholas A. Gage  Eilish Tompson  Carolyn Pudvah 《Learning disabilities research & practice》2023,38(2):85-103

This meta-analysis synthesized 97 effect sizes extracted from 37 intervention studies for students with reading difficulties (RDs) in Grades 6 to 12 published between 1982 and 2021 to identify the overall impact of reading interventions and the moderating effects of intervention characteristics and study design characteristics. Random-effects robust variance estimation (RVE) was used to account for dependencies within studies. Overall, interventions designed to improve reading comprehension outcomes for adolescents with RDs were effective (g = 0.63). Meta-regression analyses identified several significant moderators that were associated with intervention efficacy, such as text content, duration of intervention, agent of intervention, status of student, type of dependent measure, and study quality. We provide study limitations as well as implications for research and practice.  相似文献   

Adolescents’ sleep and adjustment: Reciprocal effects     

Ryan J. Kelly  Megan M. Zeringue  Mona El-Sheikh 《Child development》2022,93(2):540-555

Reciprocal relations between sleep and adjustment were investigated. Participants included 246 adolescents (M = 15.80 years; 67.5% White, 32.5% Black/African American; 53% female, 47% male) at Time 1 (data collected 2012–2013), 227 at Time 2 (M = 16.78 years) and 215 at Time 3 (M = 17.70 years). Sleep–wake variables were measured with self-reports (sleepiness) and actigraphy (average sleep minutes and efficiency, variability in sleep minutes and efficiency). Adolescents reported on depression and anxiety symptoms, and parents reported on externalizing problems. Greater variability in sleep duration and efficiency as well as sleepiness predicted adjustment problems (range of R²: 36%–60%). Reciprocal relations were supported mostly for sleepiness (range of R²: 16%–32%). Results help understand bidirectional relations between sleep and adjustment.  相似文献   

Spatial thinking in science,technology, engineering,and mathematics: Elementary teachers' beliefs,perceptions, and self-efficacy     

Kristin Michod Gagnier  Steven J. Holochwost  Kelly R. Fisher 《科学教学研究杂志》2022,59(1):95-126

Fostering students' spatial thinking skills holds great promise for improving Science, Technology, Engineering, and Mathematics (STEM) education. Recent efforts have focused on the development of classroom interventions to build students' spatial skills, yet these interventions will be implemented by teachers, and their beliefs and perceptions about spatial thinking influence the effectiveness of such interventions. However, our understanding of elementary school teachers' beliefs and perceptions around spatial thinking and STEM is in its infancy. Thus, we created novel measures to survey elementary teachers' anxiety in solving spatial problems, beliefs in the importance of spatial thinking skills for students' academic success, and self-efficacy in cultivating students' spatial skills during science instruction. All measures exhibited high internal consistency and showed that elementary teachers experience low anxiety when solving spatial problems and feel strongly that their skills can improve with practice. Teachers were able to identify educational problems that rely on spatial problem-solving and believed that spatial skills are more important for older compared to younger students. Despite reporting high efficacy in their general teaching and science teaching, teachers reported significantly lower efficacy in their capacities to cultivate students' spatial skills during science instruction. Results were fairly consistent across teacher characteristics (e.g., years of experience and teaching role as generalist or specialist) with the exception that only years of teaching science was related to teachers' efficacy in cultivating students' spatial thinking skills during science instruction. Results are discussed within the broader context of teacher beliefs, self-efficacy, and implications for professional development research.  相似文献   

Nonsuicidal Self-Injury on Instagram: Examining Hashtag Trends     

Giordano  Amanda L.  Lundeen  Lindsay A.  Wester  Kelly L.  Lee  Jaewoo  Vickers  Samuel  Schmit  Michael K.  Kim  In Kee 《International journal for the advancement of counseling》2022,44(1):1-16

International Journal for the Advancement of Counselling - We sought to investigate how individuals who upload nonsuicidal self-injury (NSSI) content on Instagram conceptualize self-injury by...  相似文献   

Zero-Waste Supermarket Set to Open in Germany     

Kelly 《新高考》2014,(10):28-28

Paper or plastic？ Nein!
With our World Cup wounds still raw, this probably isn＇t the best time to write about how,great Germany is. But too bad： We＇re doing it, anyway.  相似文献   

Getting Under the Hood: How and for Whom Does Increasing Course Structure Work?     

Sarah L. Eddy  Kelly A. Hogan 《CBE life sciences education》2014,13(3):453-468

At the college level, the effectiveness of active-learning interventions is typically measured at the broadest scales: the achievement or retention of all students in a course. Coarse-grained measures like these cannot inform instructors about an intervention''s relative effectiveness for the different student populations in their classrooms or about the proximate factors responsible for the observed changes in student achievement. In this study, we disaggregate student data by racial/ethnic groups and first-generation status to identify whether a particular intervention—increased course structure—works better for particular populations of students. We also explore possible factors that may mediate the observed changes in student achievement. We found that a “moderate-structure” intervention increased course performance for all student populations, but worked disproportionately well for black students—halving the black–white achievement gap—and first-generation students—closing the achievement gap with continuing-generation students. We also found that students consistently reported completing the assigned readings more frequently, spending more time studying for class, and feeling an increased sense of community in the moderate-structure course. These changes imply that increased course structure improves student achievement at least partially through increasing student use of distributed learning and creating a more interdependent classroom community.  相似文献   

A cultural historical activity theory perspective to understand preservice science teachers’ reflections on and tensions during a microteaching experience     

Asli Sezen-Barrie  Minh-Dan Tran  Scott P. McDonald  Gregory J. Kelly 《Cultural Studies of Science Education》2014,9(3):675-697

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Get Your Head into the Clouds: Using Word Clouds for Analyzing Qualitative Assessment Data     

Concetta A. DePaolo  Kelly Wilkinson 《TechTrends》2014,58(3):38-44

Word clouds (or tag clouds) are popular, fun ways to display text data in graphical form; however, we contend that they can also be useful tools in assessment. Using word clouds, instructors can quickly and easily produce graphical depictions of text representing student knowledge. By investigating the patterns of words or phrases, or lack thereof, in textual student responses, instructors can evaluate if students, as a whole, have grasped or missed key concepts or have made common mistakes. Word clouds can be used to provide formative assessment feedback to students, and to identify common themes in student reflection papers. They can also be useful as a starting point or screening tool for large amounts of text data, whether related to assessment or not.  相似文献