Street Gangs and Preventive Interventions

1988 ◽  
Vol 15 (3) ◽  
pp. 323-333 ◽  
Author(s):  
DAVID W. THOMPSON ◽  
LEONARD A. JASON
Keyword(s):  
Gang Membership ◽  
After School ◽  
Future Research ◽  
Control Group ◽  
Street Gangs ◽  
School Activities ◽  
Intensive Intervention ◽  
Quasi Experimental ◽  
Youth At Risk ◽  
Conducting Research

This article presents an evaluation of an intervention aimed at youth at risk for joining street gangs. In a quasi-experimental design, targeted youth were assigned to one of two levels of treatment (classroom sessions or a combination of classroom sessions and structured after-school activities) or to a no-treatment control group. To ascertain gang membership following the intervention, the youths' names were compared with gang membership rosters obtained from informants. Four members of the control group and one receiving youth receiving the more intensive intervention were subsequently identified as gang members. Implications of the study for public policy are considered, methodological difficulties in conducting research in this area are discussed, and future research directions are suggested.

scholarly journals Exercise and dietary program-induced weight reduction is associated with cognitive function among obese adolescents: a longitudinal study

PeerJ ◽  
2017 ◽  
Vol 5 ◽  
pp. e3286 ◽  
Author(s):  
Chun Xie ◽  
Xiaochun Wang ◽  
Chenglin Zhou ◽  
Chang Xu ◽  
Yu-Kai Chang
Keyword(s):  
Executive Function ◽  
Cognitive Function ◽  
Weight Status ◽  
Flanker Task ◽  
Control Group ◽  
Obese Adolescents ◽  
School Activities ◽  
Combined Exercise ◽  
Quasi Experimental ◽  
The Relationship

Objective The present study was to determine the effect of a combined exercise and dietary program on cognitive function as well as the relationship between the program-induced weight change and cognitive function alterations. Design The study applies a quasi-experimental design. Methods Fifty-eight adolescents with obese status (body mass index, BMI >28 kg/m2) were assigned to either an experiment (n = 30) or control group (n = 28). Participants in the experiment group received a scheduled program with a specific exercise protocol (two sessions per day, six days per week) and diet plan for four consecutive weeks; the control group was instructed to maintain their normal school activities. The primary outcome measures were anthropometric data and flanker task performance. Results The combined program led to reduced BMI with maintenance of the incongruent accuracy in the experiment group, but the incongruent accuracy decreased in the control group after the four-week period. Additionally, the change in weight status between post- and pre-test measurements was inversely correlated with the change in incongruent accuracy. Conclusion The combined exercise and dietary program resulted in decreased weight and enhanced executive function in the obese adolescents, and the weight alteration may be considered the mediator between the intervention and executive function.

scholarly journals Influence of Visual Support Media in Developing Expressive Language and Logical Thinking of Children Aged 4-5 Years in Inclusion Kindergarten Sidoarjo District

2020 ◽  
Vol 5 (9) ◽  
pp. 737-746
Author(s):  
Nur Anisah ◽  
Budi Purwoko ◽  
Najlatun Naqiyah
Keyword(s):  
Quantitative Research ◽  
Expressive Language ◽  
Future Research ◽  
Control Group ◽  
Logical Thinking ◽  
Visual Support ◽  
Quasi Experimental ◽  
Equivalent Control ◽  
Development Of Language ◽  
Expressive Language Development

The research objectives were to (1) examine the effect of visual support media on the development of expressive language and logical thinking of children aged 4-5 years in inclusion kindergarten; (2) examining the effect of visual support media on the development of language expression and logical thinking in children aged 4-5 years in inclusive kindergartens; Type and quantitative research design with a quasi-experimental design type of non-equivalent control group. The sample used in the study was Kindergarden Diti School class A1 with 15 students and class A2 with 10 students as the experimental class; and TK Batik class A1 15 students and class A2 10 students as the control class. Data collection techniques using tests and observations. Data analysis techniques used analysis of variance (ANOVA) and MANOVA. The results showed that the SPSS output obtained a significance probability value <0.05, so it could be concluded that Ho was rejected and H1 was accepted, meaning (1) there was a significant influence between visual support media on expressive language development and logical thinking in children aged 4-5 years in Inclusion Kindergarten. Future research is expected to test media and educational aids that can develop expressive language and logical thinking.

Pocket Cartoons

2021 ◽  
pp. 579-595
Author(s):  
Yin Yin Khoo ◽  
Robert Fitzgerald
Keyword(s):  
Undergraduate Students ◽  
Financial Literacy ◽  
Experimental Methodology ◽  
Future Research ◽  
Control Group ◽  
Learning Collaborative ◽  
Economics Students ◽  
Quasi Experimental ◽  
Cartoon Characters ◽  
The Impact

This study examines the impact of using cartoons shared through mobile devices to promote awareness and to aid in the development of financial literacy among Economics students in Malaysia. The study also investigates the use of these ‘mobile cartoons' to develop students' communication skills. The study involved a quasi-experimental methodology investigating the learning outcomes of 91 undergraduate students. Data was acquired through surveys and interviews. The results showed a higher mean for the experimental group (Mobile Learning Collaborative) than the control group (Conventional Collaborative). Future research may focus on the improvement in the design of the intervention with a particular focus on expanding the range of cartoon characters.

Examining Recidivism in a Prostitution Diversion Program

2019 ◽  
Vol 64 (2-3) ◽  
pp. 232-248
Author(s):  
Erica Koegler ◽  
Kathleen M. Preble ◽  
Andrea N. Cimino ◽  
Jordan E. Stevens ◽  
Sue Diehl
Keyword(s):  
Sex Workers ◽  
Intervention Strategy ◽  
Time History ◽  
Future Research ◽  
Control Group ◽  
Diversion Programs ◽  
Supportive Services ◽  
Diversion Program ◽  
Significant Difference ◽  
Quasi Experimental

Street-based sex work is criminalized throughout much of the U.S. Diversion programs have shown mixed results. This study examined the effect a quasi-experimental intervention (prostitution diversion program, n = 149) had on prostitution rearrest compared with a waitlist control group ( n = 77) among N = 226 individuals arrested for prostitution in Baltimore. In both groups, n = 64 (28.32%) were rearrested for prostitution over 30 months. Tests of differences compared groups with a significant difference in gender only. A Cox proportional hazard model examined differences in survival time (to recidivist prostitution arrest) between individuals in the control and intervention groups at 6, 12, 18, 24, and 30 months. Results indicate that participation in the intervention did not have a significant effect on decreasing prostitution arrests over time. History of prior prostitution arrest was a significant predictor (hazard ration [HR] = 1.12, p = .02) of rearrest.Lack of program success suggests that barriers to exiting prostitution are substantial, despite availability of supportive services, and that diversion programs may not be the best intervention strategy for all sex workers. Future research should identify motivators for exiting and how to reduce exiting barriers.

scholarly journals Academic Achievement and Peer Tutoring in Mathematics: A Comparison Between Primary and Secondary Education

SAGE Open ◽  
2020 ◽  
Vol 10 (2) ◽  
pp. 215824402092929 ◽  
Author(s):  
Francisco Alegre ◽  
Lidón Moliner ◽  
Ana Maroto ◽  
Gil Lorenzo-Valentin
Keyword(s):  
Secondary Education ◽  
Elementary Education ◽  
Peer Tutoring ◽  
Meta Analysis ◽  
Future Research ◽  
Control Group ◽  
Educational Levels ◽  
Primary And Secondary Education ◽  
Academic Benefits ◽  
Quasi Experimental

Peer tutoring in Mathematics has reported academic benefits across many educational levels, from Preschool to Higher Education. However, recent literature reviews and meta-analysis state that students experience higher gains in Primary or Elementary Education (ages 7–12 years) than in secondary education or middle school and high school (ages 13–18 years). This study examined the effects of peer tutoring on students’ mathematics achievement in primary and secondary education under similar settings. 89 students from first, fourth, seventh, and ninth grades participated in the study. The design of this research was quasi-experimental with pretest–posttest without control group. The statistical analysis reported significant improvements for both, Primary and Secondary Education. The comparison between these educational levels showed that there were no significant differences in the increments of the students’ marks. The global effect size reported for the experience was Cohen’s d = 0.78. The main conclusion is that Peer Tutoring in Mathematics reports similar academic benefits for both, Primary and Secondary Education. Future research must be conducted as the superiority of Peer Tutoring in Primary over Secondary Education has yet to be proved in the Mathematics subject.

Effects of a Universal Classroom Management Intervention on Middle School Students With or At Risk of Behavior Problems

2020 ◽  
pp. 074193252092661
Author(s):  
James Sinclair ◽  
Keith C. Herman ◽  
Wendy M. Reinke ◽  
Nianbo Dong ◽  
Melissa Stormont
Keyword(s):  
Middle School ◽  
At Risk ◽  
Classroom Management ◽  
Academic Outcomes ◽  
Controlled Trial ◽  
Future Research ◽  
Control Group ◽  
Behavior Support ◽  
Behavior Support Plans ◽  
Youth At Risk

Universal interventions implemented in schools have the potential to impact large numbers of students on a multitude of behavioral and academic outcomes. In the context of a large group randomized controlled trial, the current study examined whether teacher-perceived student need for behavior support plans at baseline moderated the effects of a middle school universal classroom management training program, CHAMPS, which stands for Conversation, Help, Activity, Movement, Participation, and Success, on student outcomes. We hypothesized that students in CHAMPS classrooms who were identified by teachers at baseline as needing behavior support plans would have greater end-of-year improvements on behavior and academic outcomes relative to comparable youth in non-CHAMPS classrooms. Results indicated baseline teacher-perceived student behavior support need moderated some intervention outcomes; in particular, youth at risk in CHAMPS classrooms demonstrated improvements in concentration problems ( b = –.19) and communication arts outcomes ( b = .13) compared with youth at risk in control group classrooms. Implications of these findings and future research are discussed.

Teaching about Near-Death Experiences: The Effectiveness of Using the Day I Died

2011 ◽  
Vol 63 (4) ◽  
pp. 373-388 ◽  
Author(s):  
Janice Miner Holden ◽  
Kathy Oden ◽  
Kelly Kozlowski ◽  
Bert Hayslip
Keyword(s):  
Repeated Measures ◽  
Future Research ◽  
Control Group ◽  
Waitlist Control ◽  
Before And After ◽  
Waitlist Control Group ◽  
Quasi Experimental ◽  
The Mind ◽  
Near Death Experiences ◽  
The Brain

In this article, we reviewed results of research on near-death experiences (NDEs) over the past 3 decades and examined the effect of viewing the hour-long 2002 BBC documentary The Day I Died: The Mind, the Brain, and Near-Death Experiences on accurate knowledge about near-death experiences among advanced undergraduates at a southwestern university. In a quasi-experimental research design, the experimental group completed a 20-item questionnaire before and after viewing the documentary ( n = 66; 45 females, 21 males), and the waitlist control group completed the questionnaire as pre- and posttest before viewing the documentary ( n = 39; 36 female, 3 male). The two groups' scores at pretest were not significantly different ( p > .05). Group by occasion repeated measures ANOVA revealed the experimental group's posttest scores moved significantly in the direction of correctness with a large effect size ( p < .001; η2= .56), whereas waitlist control group posttest scores remained similar to pretest scores. We discuss two exceptions to the effectiveness of the documentary and recommendations for educators using it as well as for future research.

scholarly journals The Effect of E-mail and WhatsApp on Jordanian EFL Students' Reading Skill

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Kafa Mohammad Bani Khalaf
Keyword(s):  
Potential Effect ◽  
Instructional Program ◽  
Combination Group ◽  
Future Research ◽  
Control Group ◽  
Tenth Grade ◽  
Post Test ◽  
Quasi Experimental ◽  
Efl Students ◽  
E Mail

This study aims to examine the potential effect of an e-mail and WhatsApp based instructional program on Jordanian EFL tenth-grade students' skimming and scanning skills of reading. To collect the data, two instrument were utilized: a pre-test and a post-test. The study used a quasi-experimental design. The participants of the study were 60 Jordanian tenth-grade female students from four sections who were purposefully chosen from Bahraini Basic School for Girls in Jordan. 15 students comprised the control group and 45 comprised three experimental groups of 15 students each. The findings reveal significant differences (at 0.05) in the students' mean scores on the post-test, in favour of the students in the WhatsApp group, the e-mail and WhatsApp combination group and the e-mail group respectively. The findings also reveal a significantly high effect of the instructional program on scanning than on skimming. A number of implications and recommendations for future research are put forth.

scholarly journals The Effectiveness of Android-Based Mobile Applications Authorized Early Detection on User Satisfaction (Parents, Health Empowerment, Teacher)

2021 ◽  
Vol 8 (9) ◽  
pp. 341
Author(s):  
Donni Prakosha ◽  
Supriyadi Supriyadi ◽  
Vania Martha Yunita
Keyword(s):  
Early Detection ◽  
Mobile Applications ◽  
User Satisfaction ◽  
Control Group ◽  
Teaching Staff ◽  
Control Group Design ◽  
School Activities ◽  
Use Of Technology ◽  
Health Empowerment ◽  
Quasi Experimental

The 4.0 era education system requires the use of technology in pre-school and school activities. This study focuses on comparing the use of androin-based mobile applications for early detection of autism on user satisfaction (parents, health empowerment, teacher). This study was a quasi-experimental study with a post-test only control group design. A total of 30 parents, 30 health empowerment, and 30 educators in the city of Surakarta who were selected by purposive sampling were used as research samples. The samples were classified into two groups, namely by using an android-based mobile application for early detection of autism. User satisfaction data is collected through a user satisfaction questionnaire. Data were analyzed using univariate and bivariate with mann withney in the SPSS program. The results showed the influence of androin-based mobile applications early detection of autism on user satisfaction. The satisfaction of teaching staff users is higher than that of health empowerment and parents.

scholarly journals Effects of an Active Learning Approach on Students’ Motivation in an Engineering Course

2019 ◽  
Vol 7 (3) ◽  
pp. 58
Author(s):  
Chosang Tendhar ◽  
Kusum Singh ◽  
Brett D. Jones
Keyword(s):  
Active Learning ◽  
Future Research ◽  
Control Group ◽  
Learning Approach ◽  
Learning Approaches ◽  
Positive Effects ◽  
Instructional Technique ◽  
Quasi Experimental ◽  
And Control ◽  
Compare And Contrast

Because there are many positive effects of active learning approaches on students’ motivation and achievement, some authors have recommended that these approaches be widely implemented. A research-intensive university located in the Mid-Atlantic US was interested in adopting this instructional technique, and therefore, experimented with it. The purpose of this quasi-experimental study was to compare and contrast the effects of an active learning approach on the motivation of students in a treatment and control group. The results of multiple independent sample t-tests showed that there were no statistically significant differences between the two groups on several motivation constructs. We provide explanations for the lack of significant differences, as well as discuss limitations and future research.

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