When evidence-based literacy programs fail

2018 ◽  
Vol 100 (4) ◽  
pp. 54-58
Author(s):  
Naihobe Gonzalez
Keyword(s):  
Secondary Schools ◽  
Secondary Students ◽  
Struggling Readers ◽  
Student Outcomes ◽  
Intervention Program ◽  
Policy Research ◽  
Literacy Programs ◽  
Evidence Based ◽  
Early Grades ◽  
Intensive Program

More than ever, educators are expected to implement evidence-based interventions to improve student outcomes. This is often easier said than done, as illustrated by a recent study by Mathematica Policy Research in Oakland, California. To help secondary students who were several years behind in reading, the district piloted an intensive program for struggling readers that had been proven to work in early grades. The study showed that the intervention was difficult to implement in secondary schools and actually did more harm than good. The findings highlighted the importance of considering context and implementation, in addition to evidence of effectiveness, when choosing an intervention program.

scholarly journals A Practical Guide to Improving School Climate in High Schools

2019 ◽  
Vol 55 (1) ◽  
pp. 39-45 ◽  
Author(s):  
Janet VanLone ◽  
Jennifer Freeman ◽  
Tamika LaSalle ◽  
Lola Gordon ◽  
Tiffany Polk ◽  
...  
Keyword(s):  
High Schools ◽  
School Climate ◽  
Secondary Schools ◽  
Secondary Students ◽  
Academic Outcomes ◽  
Evidence Based ◽  
School Environments ◽  
Effective Implementation ◽  
Data Practices ◽  
Perceptions Of School

Research focusing on school climate has shown that healthy, safe, and positive school environments are associated with improved psychological, social, behavioral, and academic outcomes for secondary students. For this reason, it is important for schools to understand how to improve perceptions of school climate through effective, evidence-based interventions. Despite the importance of school climate, secondary schools continue to struggle to implement evidence-based interventions that may improve school climate in these settings. The purpose of this guide is to provide a practical step-by-step guide for improving school climates in high schools within a multitiered system of support (MTSS) framework, specifically focusing on how to use the critical features of MTSS (i.e., outcomes, data, practices, systems) to support effective implementation.

Adapting an Evidence-Based Early Childhood Tier 2 Social-Emotional Learning Intervention for Web-Based Delivery

2021 ◽  
pp. 004723952110160
Author(s):  
Kristen L. Granger ◽  
Maureen A. Conroy ◽  
Kevin S. Sutherland ◽  
Edward G. Feil ◽  
Jessica Wright ◽  
...  
Keyword(s):  
Early Childhood ◽  
Intervention Program ◽  
Phase 1 ◽  
Lessons Learned ◽  
Study Phase ◽  
Evidence Based ◽  
Tier 2 ◽  
Web Based ◽  
Testing Phase ◽  
Panel Review

The purpose of this article is to describe the adaptation process of an evidence-based early childhood Tier-2 intervention program, BEST in CLASS-Prekindergarten, from a face-to-face format to a web-based delivery format called BEST in CLASS-Web. We describe the three-phase iterative development process used to adapt the parent program for delivery via the web. Activities in these phases included focus groups, interviews, an expert panel review, alpha and beta testing (Phase 1), feasibility testing (Phase 2), and a pilot promise study (Phase 3). Each phase included a series of refinements and improvements to materials based on data and stakeholder feedback. Lessons learned and implications for developing and implementing professional development services via online platforms are discussed.

FISHING ACTIVITIES AND ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN RACHUONYO NORTH SUB-COUNTY, KENYA

2017 ◽  
Vol 5 (7) ◽  
pp. 109-117
Author(s):  
GRACE AUMA OJIJO ◽  
Lucy Kibera
Keyword(s):  
Academic Performance ◽  
Secondary School ◽  
Secondary Schools ◽  
Secondary Students ◽  
Secondary School Students ◽  
Basic Education ◽  
School Attendance ◽  
Primary Data ◽  
School Students ◽  
The Government

This study investigated the influence of fishing related activities on academic performance of secondary school students in Rachuonyo North Sub-County. The specific objectives were to examine the activities associated with fishing and determine how they influenced academic performance of secondary students in the Sub-County. The study targeted students and principals of the 49 secondary schools in Rachuonyo North Sub-county. The research used simple random sampling to select 14 public secondary schools and 20 Form Three students from each of the sampled schools. The total sample size was 292 respondents. Primary data was collected and analysed using quantitative and qualitative methods and then presented in tables in percentages. Data analysis was done using SPSS and the Microsoft Excel software. The study established that students participated in fishing activities while attending school. Major fishing activities that students engaged in included: actual fishing an agreement  index of 82.9% of students; repairing of fishing nets which was supported by 74.2% of students; setting of nets in the lake which was supported by 84.4% of students; and removal of fish from the nets which was agreed to by 83.9% of students. Some (91.7%) of the students believed that their counterparts who engaged in fishing activities tended to perform poorly in their classwork.  The study has recommended that parents, School Boards of Management and the communities along the beaches collaborate with each other in order to keep students from engaging in fishing activities for this likely to improve school attendance and academic performance of students. The Government should enforce compulsory basic education as well as provide it free to all children at this level of education.

The Ins and Outs: How Principals Can Smooth Transitions Between School and Juvenile Justice Centres

2018 ◽  
Vol 42 (02) ◽  
pp. 158-170
Author(s):  
Sue C. O'Neill ◽  
Therese M. Cumming
Keyword(s):  
Juvenile Justice ◽  
Secondary Students ◽  
Student Outcomes ◽  
Justice System ◽  
Juvenile Justice System ◽  
School Principals ◽  
Young Person ◽  
Leadership Teams ◽  
School Students ◽  
Smooth Transitions

Researchers note that the transitions of secondary students with disability in and out of the juvenile justice system are problematic for both the young person and leadership teams of their sending and receiving schools. Much of the literature focuses on barriers to successful transitions; however, there are some accounts of positive transition practices. In this article, we identify these positive practices and outline the steps school principals and executives involved in transitioning secondary school students with disability in and out of juvenile justice settings can take to smooth the way and improve student outcomes for this vulnerable population.

scholarly journals A Framework for Designing Training Programs to Foster Self-Regulated Learning and Text Analysis Skills

2014 ◽  
Vol 2014 ◽  
pp. 1-15
Author(s):  
Daniela Wagner ◽  
Sandra Dörrenbächer ◽  
Franziska Perels
Keyword(s):  
Teacher Training ◽  
Secondary Students ◽  
Text Analysis ◽  
Intervention Program ◽  
Control Group ◽  
Self Regulated Learning ◽  
Training Approach ◽  
Regulated Learning ◽  
Student Training ◽  
And Control

The study’s aim was to develop an intervention program and to evaluate its contribution to students’ self-regulated learning (SRL) and text analysis skills. In a student-focused training approach, the students themselves acquired the training strategies, whereas in the teacher-focused training, the teachers were enabled to explicitly impart these strategies to their students. In order to investigate the effectiveness of the intervention in terms of transfer benefits on SRL and text analysis skills, 274 lower secondary students were examined in a pretest-training-posttest design. Based on two different training approaches, a distinction was made between four groups: student training (singleST), teacher training (singleTT), combination of student and teacher training (ComT), and control group (CG). Substantially more transfer was revealed in all training conditions as compared to the control group. Specifically, the singleST group showed the highest learning gains for all variables. Conversely, a combination of both approaches (ComT) did not result in synergetic effects, but rather in reciprocal interferences.

scholarly journals Walking the Talk: LGBTQ Allies in Australian Secondary Schools

2021 ◽  
Vol 6 ◽  
Author(s):  
Mark Vicars ◽  
Samara Van Toledo
Keyword(s):  
Secondary Schools ◽  
Secondary Students ◽  
Safe Schools ◽  
School Cultures ◽  
Sexual Culture ◽  
School Settings ◽  
Narrative Methodology

Sexual culture(s) are an active presence in the shaping of school relations, and LGBTQ issues have long been recognized as a dangerous form of knowledge in school settings. Queer issues in educational domains quickly attract surveillance and have historically often been aggressively prosecuted and silence enforced. This paper examines the intersections of straight allies in promoting an LGBTQ visibility and agency in Australian secondary schools. Drawing on interviews with “straight”-identified secondary students, a narrative methodology was utilized to explore the presence of student allies for making safe schools. Drawing on straight secondary students' responses to LGBTQ issues in their schools, firsthand accounts of intervening in heteronorming school cultures focus on experiences of being an ally to address LGBTQ inclusivity in Australian secondary schools.

Attitudes towards information technology in music learning among Hong Kong Chinese boys and girls

2004 ◽  
Vol 21 (2) ◽  
pp. 143-161 ◽  
Author(s):  
Wai-Chung Ho
Keyword(s):  
Information Technology ◽  
Hong Kong ◽  
Secondary Schools ◽  
Educational Policy ◽  
Secondary Students ◽  
Hong Kong Chinese ◽  
Educational Reforms ◽  
Music Learning ◽  
Motivation For Learning ◽  
Interview Survey

This article argues that changes of gendered attitudes towards IT among students may be related to recent educational reforms focusing on incorporating computers into the classroom. Data are drawn from an interview survey with 430 students attending 26 primary and secondary schools in Hong Kong. The results reveal no significant differences between females and males in three aspects: (1) their belief in the effectiveness of using technological facilities; (2) their confidence in handling technology when learning about music; and (3) their motivation towards learning about music with the help of information technology (IT). Primary boys and girls in this study reported obtaining a higher degree of motivation for learning about music with the help of IT than secondary students of both sexes. The potential implications of these findings for educational policy in Hong Kong are to find out how to motivate students' musical learning with the help of IT, and to make technology relevant to the content of the music programmes of primary and secondary schools.

An Intervention Program for Advancing the Academic Performance of International Pathway “STAR”

2018 ◽  
pp. 71-95
Author(s):  
Donna Marie Velliaris
Keyword(s):  
Academic Performance ◽  
Student Performance ◽  
Study Skills ◽  
Intervention Program ◽  
Independent Study ◽  
Evidence Based ◽  
Self Directed Learning ◽  
Students At Risk ◽  
Support Strategy ◽  
Directed Learning

As part of an intervention and support strategy, this chapter discusses the evidence-based merits of a tertiary skills development (TSD) course delivered at the Eynesbury Institute of Business and Technology (EIBT) to “students at risk” (STAR). The effectiveness of the TSD course was measured via quantitative means by comparing students' academic performance before, during, and after TSD intervention. It was found that student performance analysed over three consecutive trimesters underwent a significant improvement when the support strategy was provided, followed by a small downturn in performance when the support was removed and students were again relying solely on their independent study skills and self-directed learning.

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