The Role of Attending Center-Based Care for Kindergarten-Aged Children with Disabilities

2017 ◽  
Vol 119 (2) ◽  
pp. 1-37
Author(s):  
Michael A. Gottfried
Keyword(s):  
Children With Disabilities ◽  
Research Question ◽  
Relative Effectiveness ◽  
National Level ◽  
Negative Association ◽  
Family Characteristics ◽  
School Level ◽  
After School ◽  
Early Schooling ◽  
Research Questions

Background/Context Families have been increasingly utilizing center-based care both during prekindergarten as well as before/after school during kindergarten (CBC-K), and the literature has addressed the relative effectiveness of attending the former on early schooling outcomes. However, missing in the field is an analysis of the efficacy of attending the latter. To compound this, no research has considered how attending CBC-K is associated with early outcomes for children with disabilities. Purpose/Objective/Research Question/Focus of the Study There were four research questions: 1. Do kindergarten academic outcomes differ for children with disabilities who did and did not attend CBC-K? 2. Do kindergarten socioemotional outcomes differ for children with disabilities who did and did not attend CBC-K? 3. Do these relationships differ by disability? 4. Do these relationships differ by socioeconomic status (SES)? Population/Participants/Subjects This study utilizes data from the newly released Early Childhood Longitudinal Study – Kindergarten Class of 2011, which represents the most contemporary national-level data available to study these research questions. Research Design This study examined two sets of outcomes. The first set included reading and math achievement. The second set included socioemotional scales based on both teacher and parent ratings of child behavior. These outcomes were regressed on a measure for having attended CBC-K as well as a wide span of child and family characteristics. Error terms were clustered at the school level to account for nested data. Findings The results based on the first and second research questions indicated that for children with disabilities, there was a negative association between attending CBC-K and academic and socioemotional measures compared to not attending CBC-K. As for the third research question, children with emotional or learning/communication disabilities had the largest observed negative association with the set of outcomes from having attended CBC-K (along with children with developmental delays when considering achievement outcomes) compared to children from the same groups who did not attend CBC-K. As for the fourth research question, there was little difference of attending versus not attending CBC-K by SES. Conclusions/Recommendations When considering transitions into kindergarten, attending CBC-K certainly appears to have an effect, albeit negative for both children with and without disabilities. Having documented these patterns, this study helped to provide a well-rounded portrait into how center-based care affects outcomes for school-aged children.

“A Vicious Cycle of Disempowerment”: The Relationship Between Teacher Morale, Pedagogy, and Agency in an Urban High School

2020 ◽  
Vol 122 (1) ◽  
pp. 1-40
Author(s):  
Alyssa Hadley Dunn
Keyword(s):  
High School ◽  
Qualitative Data ◽  
Contextual Factors ◽  
National Level ◽  
Teacher Morale ◽  
School Level ◽  
Educational Policies ◽  
Vicious Cycle ◽  
Research Questions ◽  
Newspaper Articles

Background/Context This research is framed by theories of teacher morale and teacher empowerment and contributes to the literature on neoliberal educational policies and teacher burnout and attrition. Purpose and Research Questions The purpose of this study is to understand the intersections of teachers’ experiences with neoliberal policies, at one high school in the urban south. The research questions include: (1) How is the morale of exceptional urban teachers affected by the contextual factors of a neoliberal school climate? (2) How does their morale relate to teachers’ reports of their pedagogy? Research Design This study utilized a qualitative case study design and, in addition to traditional analytic methods used in case studies, drew on grounded theory methodology. I collected quantitative data from approximately 30 staff members in the form of two surveys and qualitative data from eight focal participants. These participants were all (1) veteran teachers, (2) recognized as strong/exceptional teachers according to both neoliberal and non-neoliberal indicators, and (3) represented a diversity of other identity markers. My analysis here focuses on the qualitative data, and I use the quantitative results as a way to contextualize the data of my eight focal participants. Types of qualitative data include: interviews (semi-structured), a focus group, participant observations (of meetings at the district and school level), document analysis (of district-produced documents, school newspaper articles, local newspaper articles, and teachers’ written reflections), and researcher journals and memos. Findings/Results Results indicate that: (1) Morale is influenced by a variety of contextual factors at multiple levels, and being in a “good” school or being labeled an “exceptional” educator is not enough to keep one from feeling the effects of disempowerment brought about by top-down mandates, and (2) Teachers overwhelmingly reported that low morale impacted their view of their own pedagogy, contributing to a “vicious cycle” of low morale, disempowerment, and less effective pedagogy. The focal participants, even though they were hailed as successful educators, felt discouraged and unable to maintain quality pedagogy because of restrictive educational policies. Thus, I argue that educational policies at the school, district, state, and national level significantly decrease teachers’ morale and have a negative influence on their perception of their pedagogy. In a vicious cycle, low morale makes them feel like less effective teachers, and their belief that they are less effective lowers their morale.

Institutional Ambiguity and De Facto Tracking in STEM

2020 ◽  
Vol 122 (8) ◽  
pp. 1-38
Author(s):  
Cassidy Puckett ◽  
Brian E. Gravel
Keyword(s):  
High School ◽  
Extracurricular Activities ◽  
Research Question ◽  
Organizational Factors ◽  
School Level ◽  
After School ◽  
Public High School ◽  
Student Body ◽  
Mathematics Placement ◽  
Institutional Ambiguity

Background/Context Many schools no longer track classes to increase access to courses at all levels, including science, technology, engineering, and mathematics (STEM) subjects. However, informal processes can “de facto” track students, placing them at the same level across subjects. Research shows that de facto tracking is prevalent in STEM, especially between mathematics and science course placements. Less is known about the relationship between mathematics and engineering—the focus of this study. Purpose/Objective/Research Question/Focus of Study Mathematics placement is likely to shape participation in engineering given its position under the STEM umbrella. Yet, de facto tracking does not occur all the time. This may depend on the categorization of courses as “academic” or “vocational,” but there is little research about this aspect of course-to-student matching. Therefore, we investigate an unexpected case of equitable participation where mathematics placement does not de facto track students in engineering. We ask: How do institutional and organizational factors shape the absence of de facto tracking? Research Design We used qualitative data drawn from a two-year mixed-methods study in a public high school district with one large comprehensive high school. The school is in the lower third of per pupil spending in the state of Massachusetts, yet has significant engineering-related course offerings. Located near Boston, it serves an economically and racially diverse student body of ∼1,800 students. For this article, we analyzed 998 hours of observations during and after school, in engineering-related elective courses and extracurricular activities, and interviews with 29 students, 31 teachers, six guidance counselors, two district administrators, and the principal. Findings/Results We find competing vocational and academic logics equally frame engineering, which we call “institutional ambiguity.” This dual framing is present at the institutional level and is supported at the school level by three organizational factors: 1) courses and activities that occur in both vocational and academic spaces, 2) teachers who link vocational and academic fields, and 3) an organizational commitment to support the integration of vocational activities. Conclusions/Recommendations Overall, this article contributes to educational and organizational research by identifying the institutional factors and organizational processes that shape the categorization of courses and student-to-course matching. Our research reveals the conditions under which schools and the actors within them have greater agency, where ambiguity in the broader environment allows for contestation and renegotiation of status hierarchies. We argue that by leveraging ambiguity, schools may avoid contributing to inequity in STEM.

scholarly journals Schooling amidst a pandemic: parents' perceptions about reopening schools and anticipated challenges during COVID-19

2021 ◽  
Author(s):  
Ankita Meghani ◽  
Smisha Agarwal ◽  
Alexander John Zapf ◽  
Jeffrey Edwards ◽  
Alain Bernard Labrique ◽  
...  
Keyword(s):  
Distance Learning ◽  
Online Survey ◽  
National Level ◽  
The United States ◽  
Family Characteristics ◽  
After School ◽  
Learning Needs ◽  
School Closures ◽  
Cross Sectional ◽  
High Level

Introduction: During the COVID-19 pandemic, numerous states in the United States instituted measures to close schools or shift them to virtual platforms. Understanding parents' preferences for sending their children back to school, and their experiences with distance learning is critical for informing school reopening guidelines. This study characterizes parents' plans to send their children to school, and examines the challenges associated with school closures during the 2020-2021 academic year. Methods: A national-level cross-sectional online survey was conducted in September 2020. Focusing on a subset of 510 respondents, who were parents of school-aged children, we examined variations in parents' plans for their children to return to school by their demographic and family characteristics, and challenges they anticipated during the school-year using multivariable logistic regressions. Results: Fifty percent of respondents (n=249) said that they would send their children back to school, 18% (n=92) stated it would depend on what the district plans for school reopening, and 32% (n=160) would not send their children back to school. No demographic characteristics were significantly associated with parents plans to not return their children to school. Overall, parents reported high-level of access to digital technology to support their children's learning needs (84%). However, those who reported challenges with distance learning due to a lack of childcare were less likely not to return their children to school (aOR=0.33, 95% CI: 0.17, 0.64). Parents who reported requiring supervision after school had higher odds of having plans to not return their children to school (aOR=1.97, 95% CI: 1.03, 3.79). Parents viewed COVID-19 vaccines and face masks important for resuming in-person classes. Discussion: About one-third of parents surveyed objected to their children returning to school despite facing challenges with distance learning. Besides access to vaccines and face masks, our findings highlight the need to better equip parents to support remote learning, and childcare.

scholarly journals Family, school and individual characteristics associated with adolescents’ physical activity at school in Hong Kong: the iHealt(H) study

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Alison Carver ◽  
Muhammad Akram ◽  
Anthony Barnett ◽  
Wendy Yajun Huang ◽  
Gemma Yang Gao ◽  
...  
Keyword(s):  
Physical Activity ◽  
Hong Kong ◽  
Individual Characteristics ◽  
Family Characteristics ◽  
School Level ◽  
After School ◽  
Positioning Systems ◽  
School Based ◽  
Athletic Ability ◽  
Objectively Measured

Abstract Background Adolescents (11–18-year-olds) are at risk of physical inactivity. There is limited knowledge of physical activity (PA) levels among adolescents in the school setting in Hong Kong. We developed and tested a novel theoretical model of how household/family characteristics, school-level social and physical environmental factors and individual adolescent’s characteristics impact on their school-based PA during and after school hours. Methods Cross-sectional study participants were Hong Kong adolescents attending secondary school, paired with their parent/caregiver (n = 1299 dyads). Parents survey-reported on household/family characteristics, parental PA and rules related to PA. Adolescents survey-reported on school PA-friendly policy, PA equipment at school (combined to create PA-friendly index), social support for PA from peers, athletic ability, attitude to and enjoyment of PA. Adolescents self-reported their school-based PA during school hours (physical education; recess) and after school (sports teams/classes). Objectively-measured moderate-to-vigorous PA (MVPA) was measured using accelerometers for a sub-sample of adolescents (n = 588). Generalized additive mixed models were used to estimate how household/family-level and school-level factors, and adolescents’ individual characteristics were related to adolescents’ school-based PA in Hong Kong, and to identify potential mediators of these associations. Results A complex network of potential pathways of influence on adolescents’ school-based PA was identified. Overall, most of the significant effects were indirect ones. However, there were far fewer significant pathways between household/family characteristics and objectively-measured MVPA at school than there were for self-reported PA at school. In fact, there were no indirect pathways between these variables and MVPA at school. Gender disparities among pathways were identified. For example, school PA-friendly index was significantly associated with MVPA after school only among girls (eb = 1.06, 95%CI (1.02,1.12)). Conclusions Key points of intervention identified by our study may be in the re-design of PE classes so that adolescents spend more time being physically active during these classes, and promotion of active play during recess. Further research measuring amount, intensity and location of adolescents’ PA using accelerometer and Global Positioning Systems is required in Hong Kong, as well as observational studies of PA during PE classes and in the schoolyard during recess, to guide the design of PA interventions.

EFFECTS OF PEDAGOGICAL APPROACHES and PRACTICES FOR SUSTAINABLE DEVELOPMENT IN EARLY CHILDHOOD EDUCATION: A RESEARCH REVIEW

2018 ◽  
Vol 6 (26) ◽  
Author(s):  
Pushpita Rajawat
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Child Development ◽  
Relative Effectiveness ◽  
National Level ◽  
The Other ◽  
Pedagogical Practices ◽  
Research Review ◽  
Childhood Education ◽  
Pedagogical Approaches

The relative effectiveness of different pedagogical approaches and pedagogies in early childhood has raised substantial debate. While the other are associated with the acquisition of basic skills and knowledge and some of them are associated with socio-emotional development and problem-solving abilities. In general, research revealed both positive and negative effects of pedagogical approaches, without favouring specific pedagogical approaches over mainstream ones. However, it is important to note that research evidence and studies considering the same approaches in the same context are very limited. On the other hand, specific pedagogical practices are found to enhance child development, including high-quality interactions involving sustained-shared thinking methods, play-based learning, scaffolding, as well as a combination of staff- and child initiated activities. Research impacts pedagogy and pedagogical practices in the sense that research findings can inform policy makers and practitioners on best practices and what works best in enhancing staff performance, process quality and child development. Research on pedagogy and practices is usually not conducted at the national level, but focuses on particular programmes. So, research review has been used as a guide or manual to provide pedagogical guidance for Early Childhood Education (ECE) staff not only in India but also worldwide. The main focus of the study is that how of the best pedagogical practices and approaches across the country can be useful and implemented in early childhood education

scholarly journals Ecodesign—A Review of Reviews

2020 ◽  
Vol 13 (1) ◽  
pp. 315
Author(s):  
Malte Schäfer ◽  
Manuel Löwer
Keyword(s):  
Success Factors ◽  
Research Question ◽  
Pollution Prevention ◽  
Past Research ◽  
The Past ◽  
Review Articles ◽  
Complete Life Cycle ◽  
Review Of Reviews ◽  
Research Questions ◽  
Over Time

With the intent of summing up the past research on ecodesign and making it more accessible, we gather findings from 106 existing review articles in this field. Five research questions on terminology, evolution, barriers and success factors, methods and tools, and synergies, guide the clustering of the resulting 608 statements extracted from the reference. The quantitative analysis reveals that the number of review articles has been increasing over time. Furthermore, most statements originate from Europe, are published in journals, and address barriers and success factors. For the qualitative analysis, the findings are grouped according to the research question they address. We find that several names for similar concepts exist, with ecodesign being the most popular one. It has evolved from “end-of-pipe” pollution prevention to a more systemic concept, and addresses the complete life cycle. Barriers and success factors extend beyond the product development team to management, customers, policymakers, and educators. The number of ecodesign methods and tools available to address them is large, and more reviewing, testing, validation, and categorization of the existing ones is necessary. Synergies between ecodesign and other research disciplines exist in theory, but require implementation and testing in practice.

scholarly journals Bibliometric Analysis of the Literature on Measuring Techniques for Manipulating Financial Statements

Risks ◽  
2021 ◽  
Vol 9 (7) ◽  
pp. 123
Author(s):  
Ioana Lavinia Safta ◽  
Andrada-Ioana Sabău (Popa) ◽  
Neli Muntean
Keyword(s):  
Bibliometric Analysis ◽  
Web Of Science ◽  
Research Question ◽  
Financial Statements ◽  
Research Papers ◽  
Creative Accounting ◽  
Measuring Techniques ◽  
Research Questions ◽  
Over Time

Creative accounting has its background since early studies in 1975, until the present time. It continues to be a subject of great interest for the companies and interested parties. Thus, the current paper will aim to answer the following proposed research questions: 1. Which are the most used methods for detecting the manipulation of financial statements in the literature? 2. Which are the terms that are most frequently encountered in the literature associated with “creative accounting? 3. Which are the journals that have the highest frequency of articles written on the topic “creative accounting”? 4. Over time, how did research evolve in the field of creative accounting? 5. Which countries are most preoccupied in publishing regarding this topic? To answer the research question 1, the models published in the literature for measuring manipulation techniques through creative accounting were reviewed and analyzed. For the remaining research questions, a bibliometric analysis for the publications in this area was performed. For collecting the sample, articles on this topic were selected from the international Web of Science database. Following this, a bibliometric analysis of the articles was performed, using the VOSviewer program. A total of 4045 publications on creative accounting were identified. Through the bibliometric analysis we have answered research question 2, by identifying the key words that have the closest proximity to creative accounting. To answer the remaining research questions, we identified the journals with the highest frequency of publication and the countries with the highest interest on the topic. It is especially important to evaluate the quality of this many research papers and to obtain valuable information.

scholarly journals Socioeconomic determinants and inequalities in the prevalence of non-communicable diseases in Saudi Arabia

2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Mohammed Khaled Al-Hanawi
Keyword(s):  
Logistic Regression ◽  
Saudi Arabia ◽  
National Level ◽  
Communicable Diseases ◽  
School Level ◽  
Gulf Region ◽  
Non Communicable Diseases ◽  
Socioeconomic Determinants ◽  
The Government ◽  
Concentration Indices

Abstract Background Non-communicable diseases (NCDs) are increasingly becoming a challenge worldwide, causing high mortality and morbidity. Saudi Arabia has one of the highest rates of NCDs globally and the highest in the Arabian Gulf region. Epidemiological data indicate that NCDs are responsible for 70 % of all deaths in Saudi Arabia. The aim of this study was to examine the socioeconomic determinants and inequalities in the prevalence of NCDs in Saudi Arabia. Methods Data from the Saudi Family Health Survey conducted in 2018 by the General Authority for Statistics were used for this study. Univariate, bivariate, and multivariate logistic regression analyses were employed to examine the socioeconomic factors associated with the prevalence of NCDs. Moreover, the concentration curve and concentration indices were used to assess inequalities in the prevalence of NCDs. Results Among the 11,527 respondents, the prevalence of NCDs was 32.15 %. The prevalence of NCDs was higher among women and among elderly respondents aged ≥ 60 years. With respect to the determinants of the prevalence of NCDs, the logistic regression results showed that the likelihood of reporting NCDs was lower among people with a higher education (OR: 0.599, 95 % CI: 0.497–0.723, p < 0.01) compared with that of people with an education below the primary school level. Other factors significantly associated with the prevalence of NCDs were age, marital status, nationality, and region of residence. The inequality analysis showed that at the national level, the prevalence of NCDs was concentrated among less educated people (concentration index = − 0.338, p < 0.01), but with significant regional variations. Gender disaggregation showed that both income-based and education-based concentration indices were significantly negative among women, indicating that the prevalence of NCDs is concentrated among women with a lower income level and with less education. Conclusions The findings of this study are important for policymakers to combat both the increasing prevalence of and socio-economic inequalities in NCDs. The government should develop targeted intervention strategies to control NCDs and achieve health equality considering socio-economic status. Future policies should target women and the lower educated population in Saudi Arabia.

E-voting adoption in many countries: A literature review

2021 ◽  
pp. 205789112110405
Author(s):  
Ikhsan Darmawan
Keyword(s):  
United States ◽  
Systematic Review ◽  
Literature Review ◽  
Single Case ◽  
Research Question ◽  
The United States ◽  
Single Case Study ◽  
Academic Publications ◽  
Research Questions

Although the number of countries that have adopted e-voting has decreased lately, the number of academic publications on e-voting adoption has increased in the last two years. To date, there is no coherent narrative in the existing literature that explains the progress of the research on e-voting adoption. This article aims to answer the following research question: “How has research on the topic of e-voting adoption progressed over the last 15 years?” The article provides a semi-systematic review of 78 studies that were conducted from 2005 to 2020. In this article, I argue that although the studies on e-voting adoption are dominated by a single case study, by research in the United States, and by the positivist paradigm, scholars have employed the term “e-voting adoption” diversely and the research on e-voting adoption has evolved to address more specific research questions. Recommendations for the future agenda of research on e-voting adoption are also discussed.

Manifestations of legislative shortcomings in the Iraqi constitution

2021 ◽  
Author(s):  
Yamamah Kashkool ◽  
wael Al-bayati
Keyword(s):  
Prime Minister ◽  
Research Question ◽  
Economic Conditions ◽  
Research Questions ◽  
The Republic ◽  
The Right ◽  
Political Turmoil ◽  
Political Variables ◽  
Transitional Phase ◽  
New Phase

"The period of approving the Constitution of the Republic of Iraq for the year 2005 was surrounded by a state of political turmoil that usually accompanies any transitional phase that carries many political variables through the transition from a phase of dictatorial rule to a new phase bearing the features of democracy. In its approval, the lack of clarity in the political vision and the weakness of the constitutional legal culture of its authors, as well as the way in which it was approved by a popular referendum, which is voted on by yes or no, and does not allow an opportunity to discuss its articles and articles and diagnose its shortcomings. One of the shortcomings in our constitution is that it does not refer to regulating the resignation of the Prime Minister. This position has a political nature, and an administrative nature, and its occupant has the right to decide not to continue with this position and be satisfied with working in this field for any reason, and this must be in accordance with the context Organized legal, which is known as resignation., and this is what we dealt with in this research. For the purpose of researching this topic, we asked a research question that is... How can we address the legislative shortcomings that surrounded the Constitution of the Republic of Iraq for the year 2005 and related to regulating the resignation of the Prime Minister? From this research question, we derived several secondary research questions... 1- What is the limitation of legislative shortcomings? 2- What are the reasons for the legislative deficiencies in the Iraqi constitution? 3- Does the Prime Minister have the right to resign during his tenure? 4- To whom is the resignation submitted? 5- Who is the party that decides whether or not to accept the resignation? 6- What are the procedures that follow the acceptance of the resignation? By discussing these questions, we will try to reach the possibility of developing a legislative text that deals with a complete organization of the resignation of the Prime Minister, especially since the idea of ​​amending the constitution and to this day is still valid and possible, because many political, social and economic conditions in the country have changed from the time of entry into force of this constitution, which makes the idea of ​​the amendment obligatory and necessary"

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