Introduction to the special section on developmental approaches to prevention science

2020 ◽  
Vol 45 (1) ◽  
pp. 1-2
Author(s):  
Charlie Rioux ◽  
Todd D. Little
Keyword(s):  
Research Methods ◽  
Special Section ◽  
Behavioral Development ◽  
Cutting Edge ◽  
Prevention Science ◽  
Special Issue ◽  
Policy And Practice ◽  
Rigorous Research

We provide an overview of the topics covered in the special section of the International Journal of Behavioral Development devoted to the topic “Developmental approaches to prevention science.” The use of carefully chosen, rigorous research methods is paramount to obtain accurate, reliable results to inform policy and practice. This special issue contributes to the development of cutting-edge methods and provides guidance to prevention researchers looking to implement the best methods.

Editorial: Introducing Remittances Review

2016 ◽  
Vol 1 (1) ◽  
pp. 1-4
Author(s):  
Ibrahim Sirkeci
Keyword(s):  
Cutting Edge ◽  
Migration Studies ◽  
Policy And Practice ◽  
Policy Makers ◽  
Rigorous Research ◽  
Migrant Remittances ◽  
Money Transfers ◽  
Advance Theory

Remittances Review is a new journal that offers a quality outlet for exchanges between academics, researchers, and policy makers. There are more journals dealing with migration than ever before, and most have similar mandates to publish research for researchers. There has been a proliferation of journals in migration studies in the last five to ten years. However, most have grown with similar mandates that replicate breadth and interests. Remittances Review is the first international academic peer reviewed journal dedicated to money transfers, migrant remittances and the challenges and issues related to these flows across borders. Remittances Review invites contributions that include new data, rigorous research, and thoughtful analysis. We expect quality contributions that advance theory and methods as well as drawing implications for policy and practice. Readers will benefit from cutting edge research conceptual innovations, and reviews and reports.

scholarly journals Available supports and resources for postsecondary students with traumatic brain injury: A systematic review of the literature

2021 ◽  
pp. 1-12
Author(s):  
Emily Tarconish ◽  
Allison Lombardi ◽  
Joseph Madaus ◽  
Ashley Taconet ◽  
Carl Coelho
Keyword(s):  
Postsecondary Education ◽  
Research Methods ◽  
Learning Strategies ◽  
Brain Injuries ◽  
Disability Services ◽  
Future Research ◽  
Postsecondary Students ◽  
Education Professionals ◽  
Concussion Management ◽  
Rigorous Research

BACKGROUND: Postsecondary students with traumatic brain injuries (TBI) are a rapidly growing population, encompassing those who sustained injuries prior to attending postsecondary education and those who endure injuries during their postsecondary studies. Not only do these individuals face a broad range of symptoms, all of which can affect academic achievement, but they also do not achieve comparable academic outcomes to their peers without disabilities. OBJECTIVE: There is a need to develop and examine the effectiveness of available supports and resources to meet the needs of these students. METHODS: Twenty-three articles were systematically reviewed to illustrate what supports are currently described in the literature for postsecondary students with TBI and what research methods were used to assess the effectiveness of these supports. RESULTS: Three categories of supports emerged, including concussion management protocols, typical study/learning strategies and accommodations, and interventions developed specifically for this population. Findings also indicated a lack of rigorous research methods used to assess these interventions’ effects. CONCLUSIONS: Implications for future research include a need for additional study of all supports and resources described in this review, and assessment of whether or not education professionals, including postsecondary disability services professionals, are aware of and using the tools and strategies addressed in this review.

Moving the National Institute of Justice Forward: July 2010 through December 2012

2021 ◽  
Vol 37 (2) ◽  
pp. 166-174
Author(s):  
John H. Laub
Keyword(s):  
Public Policy ◽  
Research Evidence ◽  
Evaluation Agency ◽  
Department Of Justice ◽  
Policy And Practice ◽  
Policy Initiatives ◽  
National Institute Of Justice ◽  
Rigorous Research ◽  
Criminology And Criminal Justice ◽  
New Strategies

Criminologists are often frustrated by the disconnect between sound empirical research and public policy initiatives. Recently, there have been several attempts to better connect research evidence and public policy. While these new strategies may well bear fruit, I believe the challenge is largely an intellectual one. Ideas and research evidence must guide public policy and practice. In this article, I present highlights from my tenure as the Director of the National Institute of Justice (NIJ), the research, development, and evaluation agency in the Department of Justice. One of the ideas that I emphasized at NIJ was “Translational Criminology.” I believe translational criminology acknowledges NIJ’s unique mission to facilitate rigorous research that is relevant to the practice and policy. I also discuss the challenges I faced in bringing research to bear on public policy and practice. I end with a call for my colleagues in criminology and criminal justice to become more involved in government.

scholarly journals Special Section on Rural and Remote ICT: Broadband Rural, Regional and National Impacts

2016 ◽  
Vol 20 ◽  
Author(s):  
Michael Steven Lane ◽  
Catherine Middleton ◽  
Ruediger Zarnekow ◽  
Khorshed Alam
Keyword(s):  
Special Section ◽  
Special Issue ◽  
Rural And Remote

Editorial for the Special Issue on Rural and Remote ICT: Broadband Rural, Regional and National Impacts

Introduction to the Special Issue: Males of Color and School Counseling

2021 ◽  
Vol 25 (1_part_4) ◽  
pp. 2156759X2110400
Author(s):  
James L. Moore ◽  
Erik M. Hines ◽  
Paul C. Harris
Keyword(s):  
Socioeconomic Status ◽  
School Counseling ◽  
School Counselors ◽  
Social Economic ◽  
Well Being ◽  
Special Issue ◽  
Policy And Practice ◽  
Qualitative And Quantitative ◽  
Rural Settings ◽  
The Social

The sense of urgency for addressing the concerns of males of color cannot be overstated. The reality of racial discrimination and trauma is present for males of color in urban, suburban, and rural settings and regardless of their socioeconomic status. Such oppressive conditions in education, criminal justice, health, and employment, for example, wreak havoc on their overall well-being and advancement in society. Until the systems constraining the progress of males of color are addressed through substantive policy and practice, the social, economic, and educational struggles will persist. This special issue presents 19 theoretical, qualitative, and quantitative articles focusing specifically on the experiences of males of color in educational settings and the importance of school counselors in helping them to thrive.

Policy and Practice: An Overview

1990 ◽  
Vol 12 (3) ◽  
pp. 233-239 ◽  
Author(s):  
David K. Cohen ◽  
Deborah Loewenberg Ball
Keyword(s):  
Case Studies ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Early Report ◽  
State Policies ◽  
The Other ◽  
Special Issue ◽  
Policy And Practice ◽  
School Practices ◽  
The One

Policymakers in the U. S. have been trying to change schools and school practices for years. Though studies of such policies raise doubts about their effects, the last decade has seen an unprecedented increase in state policies designed to change instructional practice. One of the boldest and most comprehensive of these has been undertaken in California, where state policymakers have launched an ambitious effort to improve teaching and learning in schools. We offer an early report on California's reforms, focusing on mathematics. State officials have been promoting substantial changes in instruction designed to deepen students' mathematical understanding, to enhance their appreciation of mathematics and to improve their capacity to reason mathematically. If successful, these reforms would be a sharp departure from existing classroom practice, which attends chiefly to computational skills. The research reported here focuses on teachers' early responses to the state's efforts to change mathematics instruction. The case studies of five teachers highlight a key dilemma in such ambitious reforms. On the one hand, teachers are seen as the root of the problem: their instruction is mechanical, often boring, and superficial. On the other hand, teachers are cast as the key agents of improvement because students will not learn the new mathematics that policymakers intend unless teachers learn that math and teach it. But how can teachers teach a mathematics that they never learned, in ways they never experienced? That is the question explored in this special issue.

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