scholarly journals Leveraging Integrated Student Support to Identify and Address COVID-19-related needs for Students, Families, and Teachers in High-Poverty Schools

2021 ◽  
Author(s):  
Courtney Pollack ◽  
Maria Theodorakakis ◽  
Mary E. Walsh
Keyword(s):  
Emotional Support ◽  
Service Provision ◽  
Student Support ◽  
Family Needs ◽  
High Poverty ◽  
High Poverty Schools ◽  
Academic Needs ◽  
Support Intervention ◽  
Evidenced Based ◽  
Survey Responses

As COVID-19 shuttered schools, it created widespread student and family needs and exacerbated needs stemming from longstanding racial and economic inequities. Here we examine how an evidenced-based, integrated student support intervention responded to systematically identify and address the academic and non-academic needs of students and families in 94 high-poverty, urban schools. We conduct thematic analysis of open-ended survey responses about intervention personnel’s work in spring 2020 and triangulate findings with descriptive analyses of service provision records and mid-spring estimates of crucial needs. We find that schools needed a comprehensive, coordinated response to identify and meet needs, which included resource, academic, and socio-emotional support. To respond, the intervention leveraged existing practices and relationships to maintain intervention-specific practices, facilitate referrals and connections to resources, and expand direct intervention for education stakeholders. Findings elucidate effective practices for meeting academic and non-academic needs that affect student learning and may arise in future schooling disruptions.

scholarly journals Leveraging Integrated Student Support to Identify and Address COVID-19-Related Needs for Students, Families, and Teachers

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110584
Author(s):  
Courtney Pollack ◽  
Maria Theodorakakis ◽  
Mary E. Walsh
Keyword(s):  
Urban Schools ◽  
Student Learning ◽  
Thematic Analysis ◽  
Service Provision ◽  
Student Support ◽  
Family Needs ◽  
High Poverty ◽  
Support Intervention ◽  
Evidenced Based ◽  
Survey Responses

As COVID-19 shuttered schools, it created widespread student and family needs and exacerbated challenges stemming from long-standing racial and economic inequities. Here, we examine how an evidenced-based, integrated student support intervention responded to systematically identify and address the academic and nonacademic needs of students and families in 94 high-poverty, urban schools. We conduct thematic analysis of open-ended survey responses about intervention personnel’s work in spring 2020 and triangulate findings with descriptive analyses of service provision records and mid-spring estimates of crucial needs. We find that intervention schools developed specific processes to respond to immediate needs, which included resource, academic, and socioemotional support. To accomplish this, the intervention leveraged existing processes and relationships to maintain intervention-specific practices, facilitate referrals and connections to resources, and expand direct intervention for education stakeholders. Findings elucidate practices for meeting academic and nonacademic needs that affect student learning and that may arise in future schooling disruptions.

scholarly journals Culture factor differences between Missouri's high poverty gold star and high poverty non-gold star schools as determined by the Missouri advanced questionaire

2015 ◽  
Author(s):  
◽  
Brian D. Shindorf
Keyword(s):  
Student Achievement ◽  
Questionnaire Survey ◽  
Faculty Members ◽  
Response Analysis ◽  
High Poverty ◽  
High Poverty Schools ◽  
Test Analysis ◽  
Gold Star Schools ◽  
Survey Responses ◽  
Gold Star

This study sought to identify if differences existed in the responses collected from Missouri's Advanced Questionnaire survey between high achieving and low-achieving schools across Missouri. Both groups of schools were identified as schools with greater than 50% of students on free or reduced lunch. In total, survey responses were collected from 1,645 faculty members between 2007-2012. A t-test analysis was conducted to determine if there were significant differences in the responses collected from the 2 groups of schools. Conclusions indicate the instrument was reliable and valid. The study revealed location characteristics with high poverty Gold Star Schools. Further, Survey response analysis yielded 3 of 4 components of culture that correlate with student achievement levels in high poverty schools across Missouri.

scholarly journals SWK-12. PEDIATRIC NEURO-ONCOLOGY PARENT PERSPECTIVE ON ASPECTS OF SOCIAL AND EMOTIONAL SUPPORT FOR ONLINE APPLICATION

2020 ◽  
Vol 22 (Supplement_3) ◽  
pp. iii466-iii467
Author(s):  
Kendra Koch ◽  
Tatum Fettig ◽  
Meghan Slining
Keyword(s):  
Focus Group ◽  
Emotional Support ◽  
Deep Understanding ◽  
Personal Characteristics ◽  
Evidence Based ◽  
Family Needs ◽  
Social Emotional ◽  
Online Application ◽  
Parent Perspective ◽  
Social And Emotional

Abstract Addressing family needs for social/emotional support is part of the duty of oncology care teams. This research presents a (2020) scoping review and a (2019) focus group initiated to explore pediatric neuro-oncology parent experience of social/emotional support in conjunction with developing an online peer application to address family needs. Currently, the value of online support is in the forefront of clinical conversation. The focus group queried eight parents whose children were under neuro-oncology treatment in the Northwest USA. Thematic findings include—parents want supportive peers who have (1) a personal and deep understanding of parenting a child with serious illness (they “get it”); (2) particular characteristics and skills that promote and sustain relationships, including—(a) good social skills, (b) ability to engage in “balanced” (cancer/non-cancer) conversations, (c) individual similarities (beliefs, age of children, cancer diagnosis/treatment), (d) logistic commonalities (location, availability), (e) pro-social personal characteristics (i.e. sense of humor, emotional/social flexibility), and an (f) ability to navigate and maintain social/emotional boundaries. Parents also initiated discussion about “the burden of supportive relationships” and supporting families doing “normal” activities without worrying about treatment side effects and contagions. The literature review supports finding (1) above; reveals the paucity of evidence-based supports available to this population; underscores the critical need for practitioners and researchers to develop more evidence-based supports and interventions for families of children experiencing cancer; and supports practitioners’ consistently assessing parent and sibling social and emotional needs and then consistently referring or intervening when needs are identified.

scholarly journals ‘It’s not about punitive’: exploring how early-career teachers in high-poverty schools respond to critical incidents

2017 ◽  
Vol 61 (2) ◽  
pp. 149-165 ◽  
Author(s):  
Jo Lampert ◽  
Bruce Burnett ◽  
Barbara Comber ◽  
Angela Ferguson ◽  
Naomi Barnes
Keyword(s):  
Critical Incidents ◽  
Early Career ◽  
High Poverty ◽  
High Poverty Schools ◽  
Early Career Teachers ◽  
Career Teachers

scholarly journals Library Strategy and Collaboration Across the College Ecosystem: Results from a National Survey of Community College Library Directors

2021 ◽  
Author(s):  
Melissa Blankstein ◽  
Christine Wolff-Eisenberg
Keyword(s):  
Community College ◽  
Service Provision ◽  
Student Support ◽  
Library Directors ◽  
Ecosystem Research ◽  
Community And Technical Colleges ◽  
Research Initiative ◽  
Service Departments ◽  
The Impact ◽  
College Library

How can the library be best positioned to continue enabling student and institutional success? The Community College Academic and Student Support Ecosystem research initiative seeks to examine how student-facing service departments—including academic libraries—are organized, funded, and staffed at community and technical colleges across the country. In February 2021, we surveyed 321 community college library directors to provide the community with a snapshot of current service provision, leadership perspectives on the impact of COVID-19, and challenges faced in making decisions and navigating change.

scholarly journals Value Added of Teachers in High-Poverty Schools and Lower-Poverty Schools

2010 ◽  
Author(s):  
Tim Sass ◽  
Jane Hannaway ◽  
Zeyu Xu ◽  
David Figlio ◽  
Li Feng
Keyword(s):  
Value Added ◽  
High Poverty ◽  
High Poverty Schools

scholarly journals P072: Exploring definitions of “unnecessary care” in emergency medicine: a qualitative analysis of physician survey responses

CJEM ◽  
2017 ◽  
Vol 19 (S1) ◽  
pp. S102-S103
Author(s):  
L. Krebs ◽  
L. Gaudet ◽  
L.B. Chartier ◽  
B.R. Holroyd ◽  
S. Dowling ◽  
...  
Keyword(s):  
Qualitative Analysis ◽  
System Level ◽  
Free Text ◽  
Emergency Physicians ◽  
System Failures ◽  
Canadian Association ◽  
Urgent Patient ◽  
Definition Of ◽  
Evidenced Based ◽  
Survey Responses

Introduction: Recently, campaigns placing considerable emphasis on improving emergency department (ED) care by reducing unnecessary tests, treatments, and/or procedures have been initiated. This study explored how Canadian emergency physicians (EPs) conceptualize unnecessary care in the ED. Methods: An online 60-question survey was distributed to EP-members of the Canadian Association of Emergency Physicians (CAEP) with valid emails. The survey explored respondents awareness/support for initiatives to improve ED care (i.e., reduce unnecessary tests, treatments and/or procedures) and asked respondents to define “unnecessary care” in the ED. Thematic qualitative analysis was performed on these responses to identify key themes and sub-themes and explore variation among EPs definitions of unnecessary care. Results: A total of 324 surveys were completed (response rate: 18%); 300 provided free-text definitions of unnecessary care. Most commonly, unnecessary ED care was defined as: 1) performing tests, treatments, procedures, and/or consults that were not indicated or potentially harmful (n=169) and/or 2) care that should have been provided within a non-emergent context for a non-urgent patient (n=143). Emergency physicians highlighted the role of system-level factors and system failures that result in ED presentations as definitions of unnecessary care (n=69). They also noted a distinction between providing necessary care for a non-urgent patient and performing inappropriate/non-evidenced based care. Finally, a tension emerged in their description of frustration with patient expectations (n=17) and/or non-ED referrals (n=24) for specific tests, treatments, and/or procedures. These frustrations were juxtaposed by participants who asserted that “in a patient-centred care environment, no care is unnecessary” (Participant 50; n=12). Conclusion: Variation in the definition of unnecessary ED care is evident among EPs and illustrates that EPs’ conceptualization of unnecessary care is more nuanced than current campaigns addressing ED care improvements represent. This may contribute to a perceived lack of uptake or support for these initiatives. Further exploring EPs perceptions of these campaigns has the potential to improve EP engagement and influence the language utilized by these programs.

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