1
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Fraley HE, Capp G. Past School Discipline Experiences: Perspectives of Disabled Adults. THE JOURNAL OF SCHOOL HEALTH 2024. [PMID: 38632680 DOI: 10.1111/josh.13462] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/03/2023] [Revised: 03/28/2024] [Accepted: 04/03/2024] [Indexed: 04/19/2024]
Abstract
BACKGROUND School discipline has potential life-long consequences for students. Disabled youth can be misunderstood and experience harsh discipline and are at increased risk for negative outcomes, yet little research includes their voices. The aim of this study was to explore past school discipline experiences among disabled adults. METHODS Disabled adult perspectives (N = 9) regarding past school discipline experiences were explored employing qualitative descriptive methodology framed by the Peace and Power Conceptual Model. Peace-Power versus Power-Over-Powers involve actions/behaviors reflecting critical emancipation or oppression of those in power. RESULTS Eight peace-power versus power-over themes emerged: "humiliating," "threatening," "escaping," "observing," "avoiding," "diverging," "isolating," and "failing." IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY Disabled students can experience oppressive power-over dynamics separating them from others because they are unable to meet rigid classroom expectations. Educators may lack awareness of structural biases shaping reactions warranting need for school policies and practices promoting restorative justice, social-emotional learning, and inclusion. CONCLUSIONS Classroom discipline can represent emancipatory peace-power or oppressive power-over powers. Not all teacher interactions represent 1 power or the other. Future research should focus on including disabled student voices informing school discipline practices. Educators' perspectives of their role fostering inclusive classrooms should also be considered.
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Affiliation(s)
| | - Gordon Capp
- California State University Fullerton, Fullerton, CA
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2
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Astor RA, Benbenishty R, Capp GP, Watson KR, Wu C, McMahon SD, Worrell FC, Reddy LA, Martinez A, Espelage DL, Anderman EM. How school policies, strategies, and relational factors contribute to teacher victimization and school safety. JOURNAL OF COMMUNITY PSYCHOLOGY 2024; 52:39-57. [PMID: 37615226 DOI: 10.1002/jcop.23084] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/27/2023] [Revised: 07/31/2023] [Accepted: 08/09/2023] [Indexed: 08/25/2023]
Abstract
In this study, we examined how school policies and strategies (i.e., positive discipline, hardening strategies, and positive behavioral strategies) affect teacher relational factors and teacher reports of victimization and safety. Specifically, we examined the mediational roles of teacher support of student learning, maltreatment of students by teachers, and teachers' differential treatment of students in schools. Using a sample of 6643 pre-K-12th-grade teachers, path analysis results revealed that positive behavior strategies, hardening strategies, and positive discipline were indirectly associated with teacher victimization and sense of safety. Additionally, teachers' perceptions of other teachers maltreating students had the greatest contributions to their sense of safety and victimization by students. Positive discipline was directly and indirectly associated with teacher victimization and safety. Implications and directions for future studies are discussed.
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Affiliation(s)
- Ron Avi Astor
- Luskin School of Public Affairs and School of Education and Information Studies, University of California, Los Angeles, California, USA
| | - Rami Benbenishty
- The Hebrew University of Jerusalem, Jerusalem, Israel
- Universidad Andrés Bello, Santiago, Chile
| | - Gordon P Capp
- Department of Social Work, California State University, Fullerton, California, USA
| | - Kate R Watson
- Luskin School of Public Affairs, University of California, Los Angeles, California, USA
| | - Chaoyue Wu
- Luskin School of Public Affairs, University of California, Los Angeles, California, USA
| | - Susan D McMahon
- Department of Psychology, DePaul University, Chicago, Illinois, USA
| | | | - Linda A Reddy
- Graduate School of Applied and Professional Psychology, Rutgers University, Piscataway, New Jersey, USA
| | | | - Dorothy L Espelage
- School of Education, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, USA
| | - Eric M Anderman
- Department of Educational Studies, The Ohio State University
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3
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Fink BN. How Communities Can Help Their Schools from Becoming the Next Active Shooting Site: The Menu Approach. J Community Health 2023; 48:1052-1055. [PMID: 37704901 DOI: 10.1007/s10900-023-01280-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/25/2023] [Indexed: 09/15/2023]
Affiliation(s)
- Brian N Fink
- Department of Population Health, University of Toledo Health Science Campus, 3000 Arlington Ave, MS# 1027, Toledo, OH, 43614, USA.
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4
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Clark KN, Blocker MS, Gittens OS, Long ACJ. Profiles of teachers' classroom management style: Differences in perceived school climate and professional characteristics. J Sch Psychol 2023; 100:101239. [PMID: 37689441 DOI: 10.1016/j.jsp.2023.101239] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/16/2022] [Revised: 03/24/2023] [Accepted: 07/25/2023] [Indexed: 09/11/2023]
Abstract
Teachers are tasked with not only delivering high-quality, evidence-based academic instruction, but they are also responsible for managing student behavior within the classroom and school. To manage these behaviors, teachers can use a variety of strategies that result in a range of outcomes on student and school-wide functioning. Although an overreliance on punitive strategies has been shown to worsen behavior problems, positive strategies and social-emotional learning (SEL) techniques are associated with more favorable outcomes for students' global functioning. In a sample of K-12 teachers (N = 111), we examined direct associations between teachers' use of behavior management techniques (i.e., punitive, positive, and SEL) and their self-reports of perceived school climate. Furthermore, latent profile analysis was used to identify teachers' behavior management styles and evaluate whether teachers' characteristics and perceived school climate predicted behavior management style. Findings not only replicate previous research examining direct associations between behavior management techniques and school climate, but also extend the theoretical understanding of teachers' behavior management approaches. Three profiles of teacher behavior management style emerged, including a (a) Moderate Proactive profile characterized by frequent use of positive strategies and SEL techniques and infrequent use of punitive strategies; (b) Moderate Reactive/Proactive profile characterized by moderate use of both punitive strategies and positive strategies, as well as slightly lower use of SEL techniques; and (c) High Proactive profile characterized by very frequent use of positive strategies and SEL techniques and very infrequent use of punitive strategies. Use of these profiles may enhance understanding of how school psychologists can support teachers' behavior management practices through consultation or professional development to promote effective school and classroom behavior management practices.
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Affiliation(s)
- Kelly N Clark
- Department of Psychology, Louisiana State University, United States of America.
| | - Madeline S Blocker
- Department of Psychology, Louisiana State University, United States of America
| | - Oceann S Gittens
- Department of Psychology, Louisiana State University, United States of America
| | - Anna C J Long
- Department of Psychology, Louisiana State University, United States of America
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5
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Kubiszewski V, Carrizales A, Lheureux F. Can School-Wide Positive Behavioral Interventions and Supports (SWPBIS) improve adolescents' perceptions of school climate? J Sch Psychol 2023; 99:101223. [PMID: 37507191 DOI: 10.1016/j.jsp.2023.101223] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/29/2021] [Revised: 11/22/2022] [Accepted: 06/09/2023] [Indexed: 07/30/2023]
Abstract
As school climate plays a key role in adolescents' academic and socio-emotional outcomes, interventions that can enhance this climate are of major interest. In considering research on practices linked to a positive school climate, School-Wide Positive Behavioral Interventions and Supports (SWPBIS) is a promising approach. To date, most SWPBIS studies have been conducted in English-speaking countries and have been based primarily on adults' perceptions or reports (e.g., suspension rates, office discipline referrals). There is a dearth of research on the effectiveness of SWPBIS among adolescents in different cultural contexts. Moreover, little is known about its propensity to influence adolescents' perceptions of school climate dimensions. The present study examined the effects of SWPBIS on different dimensions of school climate as perceived by French adolescents enrolled in Grades 6-9. An experimental effectiveness study was conducted among 84 grades from 21 middle schools. Multilevel analyses were conducted on data from a sample of 6765 adolescents (Mage = 12.3 years, SD = 1.23; 51% girls) from 40 control and 44 intervention grades, controlling for grade-level school climate dimensions at baseline. The results suggest that SWPBIS had a positive effect on educational, safety, and teacher-student school climate dimensions. No effects were found on belonging, fairness, and between-students school climate dimensions. The findings suggest that SWPBIS had a positive effect on adolescents' perceptions of three school climate dimensions regardless of their initial perception levels. These results may provide future directions for school teams, researchers, and policymakers interested in ways to improve school climate.
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Affiliation(s)
- Violaine Kubiszewski
- University of Franche-Comté, Psychology Laboratory & MSHE-Ledoux, F-25000 Besançon, France.
| | - Alexia Carrizales
- University of Franche-Comté, Psychology Laboratory & MSHE-Ledoux, F-25000 Besançon, France
| | - Florent Lheureux
- University of Franche-Comté, Psychology Laboratory & MSHE-Ledoux, F-25000 Besançon, France
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6
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Zhang Y, Cook CR, Azad GF, Larson M, Merle JL, Thayer J, Pauls A, Lyon AR. A Pre-Implementation Enhancement Strategy to Increase the Yield of Training and Consultation for School-Based Behavioral Preventive Practices: a Triple-Blind Randomized Controlled Trial. PREVENTION SCIENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR PREVENTION RESEARCH 2023; 24:552-566. [PMID: 36367633 PMCID: PMC10258873 DOI: 10.1007/s11121-022-01464-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 10/20/2022] [Indexed: 11/13/2022]
Abstract
As the most common setting where youth access behavioral healthcare, the education sector frequently employs training and follow-up consultation as cornerstone implementation strategies to promote the implementation of evidence-based practices (EBPs). However, these strategies alone are not sufficient to promote desirable implementation (e.g., intervention fidelity) and youth behavioral outcomes (e.g., mitigated externalizing behaviors). Theory-informed pragmatic pre-implementation enhancement strategies (PIES) are needed to prevent the lackluster outcomes of training and consultation. Specifically, social cognitive theory explicates principles that inform the design of PIES content and specify mechanisms of behavior change (e.g., "intentions to implement" (ITI)) to target increasing providers' responsiveness to training and consultation. This triple-blind parallel randomized controlled trial preliminarily examined the efficacy of a pragmatic PIES based on social cognitive theories (SC-PIES) to improve implementation and youth behavioral outcomes from universal preventive EBPs in the education sector. Teachers from a diverse urban district were recruited and randomly assigned to the treatment (SC-PIES; ntreatment = 22) or active control condition (administrative meeting; ncontrol = 21). Based on the condition assigned, teachers received the SC-PIES or met with administrators before their EBP training. We assessed teachers' ITI, intervention fidelity, and youth behavioral outcome (academic engagement as an incompatible behavior to externalizing disorders) at baseline, immediately after training, and 6 weeks afterward. A series of ANCOVAs detected sizeable effects of SC-PIES, where teachers who received SC-PIES demonstrated significantly larger improvement in their ITI, intervention fidelity, and youth behaviors as compared to the control. Conditional analyses indicated that teachers' ITI partially mediated the effect of SC-PIES on intervention fidelity, which in turn led to improved youth behaviors. Findings suggest that theory-informed pragmatic PIES targeting providers' ITI can boost their responsiveness to implementation strategies, as reflected in improved implementation behaviors and youth behavioral outcomes. The results have implications for targeting motivational mechanisms of behavior change and situating preventive implementation strategies at the intersection between the preparation and active implementation stages of an implementation process. Limitations and implications for research and practice are discussed. Clinicaltrials.gov: NCT05240222. Registered on: 2/14/2022. Retrospectively registered. https://clinicaltrials.gov/show/NCT05240222.
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Affiliation(s)
- Yanchen Zhang
- Department of Psychological & Quantitative Foundations, University of Iowa, 361 Lindquist Center, Iowa City, IA, 52242, USA.
| | - Clayton R Cook
- Department of Educational Psychology, University of Minnesota, 341 Education Sciences Building, 56 East River Road, Minneapolis, MN, 55455, USA
| | - Gazi F Azad
- Vagelos College of Physicians and Surgeons, Columbia University, 1051 Riverside Drive, New York, NY, 10032, USA
| | - Madeline Larson
- Center for Applied Research and Educational Improvement, University of Minnesota, 1954 Buford Ave, Suite 425, St. Paul, MN, 55108, USA
| | - James L Merle
- Department of Population Health Sciences, School of Medicine, University of Utah, 295 Chipeta Way, Salt Lake City, UT, 84108, USA
| | - Jordan Thayer
- Department of Educational Psychology, University of Minnesota, 341 Education Sciences Building, 56 East River Road, Minneapolis, MN, 55455, USA
| | - Alex Pauls
- Department of Psychological & Quantitative Foundations, University of Iowa, 361 Lindquist Center, Iowa City, IA, 52242, USA
| | - Aaron R Lyon
- Department of Psychiatry & Behavioral Sciences, University of Washington, Box 354920, 6200 NE 74Th Street, Suite 110, Seattle, WA, 98115, USA
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7
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Martinsone B, Žydžiūnaite V. Teachers' contributions to the school climate and using empathy at work: implications from qualitative research in two European countries. Front Psychol 2023; 14:1160546. [PMID: 37151320 PMCID: PMC10159061 DOI: 10.3389/fpsyg.2023.1160546] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/07/2023] [Accepted: 04/03/2023] [Indexed: 05/09/2023] Open
Abstract
This research aimed to reveal the factors that, based on their experiences, teachers consider important in their contribution to a positive school climate and in their relationship with students when it comes to using empathy. Teachers from two European countries-Latvia (n = 83) and Lithuania (n = 69)-participated in the research. Data were collected through focus group-based interviews and analyzed using latent qualitative content analysis. The results revealed the teachers' shared understanding of the importance of communication and professional development. However, only Lithuanian teachers emphasized strengthening institutional values and other more collectivistic aspects; the answers of Latvian teachers were specific and suggested more of an individualistic attitude, like allocating personal responsibility to use appropriate instructional strategies. This study draws attention to contextual and cultural factors of teachers' work and actualizes their educational needs.
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Affiliation(s)
- Baiba Martinsone
- Department of Psychology, University of Latvia, Riga, Latvia
- *Correspondence: Baiba Martinsone,
| | - Vilma Žydžiūnaite
- Educational Research Institute, Vytautas Magnus University, Kaunas, Lithuania
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8
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Gonzálvez C, Bacon V, Kearney CA. Systematic and evaluative review of school climate instruments for students, teachers, and parents. PSYCHOLOGY IN THE SCHOOLS 2022. [DOI: 10.1002/pits.22838] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/14/2022]
Affiliation(s)
- Carolina Gonzálvez
- Department of Developmental Psychology and Teaching University of Alicante Alacant Spain
| | - Victoria Bacon
- Department of Psychology University of Nevada Las Vegas Nevada USA
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9
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Shernoff ES, Lekwa AL, Delmarre A, Gabbard J, Stokes-Tyler D, Lisetti C, Frazier SL. Bridging simulation technology with positive behavioral supports to promote student engagement and behavior. J Sch Psychol 2022; 95:121-138. [PMID: 36371122 DOI: 10.1016/j.jsp.2022.10.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/19/2021] [Revised: 06/13/2022] [Accepted: 10/03/2022] [Indexed: 11/11/2022]
Abstract
Simulation technology provides opportunities for teachers to engage in extended practice using positive behavioral supports to promote student engagement and behavior. These training models are rapidly emerging and if effective, create an infrastructure for scaling up positive behavioral supports in classrooms and schools. However, there is limited research examining teacher skill transfer or student outcomes. This study examined the incremental benefits of Interactive Virtual Training for Teachers (IVT-T) in combination with professional learning communities (PLCs) in one high poverty school district. Using a quasi-experimental design, teachers (N = 90; n = 52 IVT-T + PLC condition; n = 38 PLC condition) and students (N = 100; n = 60 IVT-T + PLC condition; n = 40 PLC only) participated across six K-8 schools. Both training conditions were rated as moderately acceptable. One and two-level generalized linear models indicated teachers who used IVT-T increased their use of praise (b = 0.75, p = .03) and decreased their use of behavioral corrective feedback (b = -0.32, p = .02). Their students were also more passively engaged (b = 0.42, p = .05) and showed fewer inappropriate physical behaviors (b = -0.87, p = .002). IVT-T hours predicted increases in praise statements (b = 0.07, p < .001) and decreases in vague directives (b = -0.07, p = .006) whereas PLC hours predicted increases in teachers' use of vague directives (b = 0.07, p = .05). There was a significant positive effect of IVT-T hours on student passive engagement (b = 0.04, p = .01) and a negative effect of PLC hours on rates of inappropriate physical behaviors (b = 0.1, p = .04). Study limitations and future directions for research and practice are discussed.
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Affiliation(s)
- Elisa S Shernoff
- Rutgers University, School Psychology Department, 152 Frelinghuysen Road, Piscataway, NJ 08854, USA.
| | - Adam L Lekwa
- Rutgers University, School Psychology Department, 152 Frelinghuysen Road, Piscataway, NJ 08854, USA.
| | - Alban Delmarre
- Florida International University, School of Computing and Information Sciences, Miami, FL 33199, USA.
| | - Joseph Gabbard
- Virginia Tech, Grado Department of Industrial & Systems Engineering, Blacksburg, VA 24061, USA.
| | | | - Christine Lisetti
- Florida International University, School of Computing and Information Sciences, Miami, FL 33199, USA.
| | - Stacy L Frazier
- Florida International University, Department of Psychology, Miami, FL 33199, USA.
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van Damme EC, Naudé L. Behavioural and psychological control during adolescence: An ecological systems perspective. JOURNAL OF PSYCHOLOGY IN AFRICA 2022. [DOI: 10.1080/14330237.2022.2121466] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/24/2022]
Affiliation(s)
| | - Luzelle Naudé
- Department of Psychology, University of the Free State, Bloemfontein, South Africa
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11
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School-Based Mental Health Practitioners: A Resource Guide for Educational Leaders. SCHOOL MENTAL HEALTH 2022; 14:789-801. [PMID: 36258897 PMCID: PMC9559124 DOI: 10.1007/s12310-022-09530-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/27/2022] [Indexed: 11/18/2022]
Abstract
School-based mental health practitioners can offer enhanced support to schools and students; yet their training, roles, and expertise vary. The roles of these professionals are often conflated, misunderstood, or marginalized in their utility throughout the school system. The purpose of this manuscript is to enhance the capacity of educational leaders to make informed hiring, contracting, and role assignment decisions that best fit school and student needs regarding school mental health services. We clarify the landscape of two distinct groups of qualified school mental health professionals-those who are education certified and those who are independently licensed; each group represents professionals from multiple disciplines. We illuminate similarities and differences of these professionals and juxtapose the utility of traditional mental health versus school-based mental health. We then discuss the similarities and differences of qualified school mental health professionals described within the context of traditional and school-based mental health preparation and service delivery. We conclude by contributing three resources for educational leaders to support the process of engaging school-based mental health practitioners. First, we offer a planning guide to understand state variations in certification requirements across professionals. Second, we provide a hiring guide primer that summarizes education requirements and delineates role orientations for school mental health practitioners. Third, we provide an interview guide to help clarify a candidate’s experience and skills useful to contemporary school needs. We conclude by offering recommendations for educational leaders to become more effective consumers of school-based mental health services.
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Nese RNT, Santiago‐Rosario MR, Malose S, Hamilton J, Nese JFT, Horner R. Improving a universal intervention for reducing exclusionary discipline practices using student and teacher guidance. PSYCHOLOGY IN THE SCHOOLS 2022. [DOI: 10.1002/pits.22576] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Affiliation(s)
- Rhonda N. T. Nese
- Department of Special Education and Clinical Sciences, College of Education University of Oregon Eugene Oregon USA
| | - María Reina Santiago‐Rosario
- Department of Special Education and Clinical Sciences, College of Education University of Oregon Eugene Oregon USA
| | - Saki Malose
- Department of Special Education and Clinical Sciences, College of Education University of Oregon Eugene Oregon USA
| | - Jillian Hamilton
- Department of Special Education and Clinical Sciences, College of Education University of Oregon Eugene Oregon USA
| | - Joseph F. T. Nese
- Department of Special Education and Clinical Sciences, College of Education University of Oregon Eugene Oregon USA
| | - Rob Horner
- Department of Special Education and Clinical Sciences, College of Education University of Oregon Eugene Oregon USA
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Yang D. Unpacking the role of Chinese EFL teacher aggression and burnout in their professional success: A teachers’ psychology perspective. Front Psychol 2022; 13:1001252. [PMID: 36186363 PMCID: PMC9521366 DOI: 10.3389/fpsyg.2022.1001252] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/23/2022] [Accepted: 08/23/2022] [Indexed: 11/13/2022] Open
Abstract
This study aims to investigate the role of Chinese English as a foreign language (EFL) teachers’ aggression and burnout in their professional success. To accomplish this, 362 EFL teachers (i.e., 59 males, 303 females) were invited to respond to three valid measures of the variables (i.e., Maslach burnout inventory, teacher aggression scale, and teacher professional success scale). Performing Spearman’s rho correlation tests, negative and significant correlations were found between teacher burnout, teacher aggression, and teacher professional success. Moreover, as the results of regression analyses indicated, both teacher aggression and teacher burnout were found to be the negative predictors of EFL teachers’ professional success. It implies that the higher the amount of teacher aggression and teacher burnout, the less professionally successful a teacher would be. The implications of the results are finally discussed.
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Kramarczuk Voulgarides C, Aylward A. Enduring Equity Questions: A Sequence Analysis of Citations in Response to Racial Inequity via the Individuals With Disabilities Education Act. JOURNAL OF DISABILITY POLICY STUDIES 2022. [DOI: 10.1177/10442073221114102] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
In this article, we document patterns of local education agency (LEA) disproportionality citations within one state spanning an 8-year time period immediately following the 2004 reauthorization of Individuals With Disabilities Education Act (IDEA) to understand the following: (a) how patterns of disproportionality citations manifest over time in suburban locales, and (b) how often LEAs experience and subsequently are able to successfully address a citation for racial inequity in special education outcomes. We descriptively investigated sequence patterns across suburban locales within one state—New York State (NYS), which serves as a representative case for our analysis. We focus on suburban locales because prior research has documented that a school district’s location (e.g., suburban) relates to the time frame within which a school district was able to address a disproportionality citation. In addition, locale-specific characteristics such as segregation in schools and communities and sociodemographic conditions influence the occurrence of racial disproportionality. Our primary questions driving the descriptive inquiry were as follows: How does variation in sequence patterns for IDEA disproportionality citations manifest within and between suburban locales in NYS? And, what are the policy implications of these patterns? We conclude with specific recommendations for improving IDEA racial equity policy.
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How classroom management and instructional clarity relate to students' academic emotions in Hong Kong and England: A multi-group analysis based on the control-value theory. LEARNING AND INDIVIDUAL DIFFERENCES 2022. [DOI: 10.1016/j.lindif.2022.102183] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
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16
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DeBoer JL, Allouche SF, Vasquez JI, Rhodes J. Equitable practices in school mental health. PSYCHOLOGY IN THE SCHOOLS 2022. [DOI: 10.1002/pits.22678] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Affiliation(s)
- Jacob L. DeBoer
- Department of Psychology Louisiana State University Baton Rouge Louisiana USA
| | - Sam F. Allouche
- Department of Psychology Louisiana State University Baton Rouge Louisiana USA
| | - Jennifer I. Vasquez
- Department of Psychology Louisiana State University Baton Rouge Louisiana USA
| | - Judith Rhodes
- School of Social Work, College of Human Sciences & Education Louisiana State University Baton Rouge Louisiana USA
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Alonso-Tapia J, Ruiz-Díaz M. Student, teacher, and school factors predicting differences in classroom climate: A multilevel analysis. LEARNING AND INDIVIDUAL DIFFERENCES 2022. [DOI: 10.1016/j.lindif.2022.102115] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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Furjanic D, Mannan I, Hamilton JC, Nese JFT, Austin S, Izzard S, Nese RNT. Examining the Social Validity of a Universal Intervention for Reducing Exclusionary Discipline through Stakeholder Voice. JOURNAL OF APPLIED SCHOOL PSYCHOLOGY 2021. [DOI: 10.1080/15377903.2021.1968092] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Affiliation(s)
- David Furjanic
- College of Education, University of Oregon, Eugene, Oregon, USA
| | - Irin Mannan
- College of Education, University of Oregon, Eugene, Oregon, USA
| | | | | | - Sean Austin
- College of Education, University of Oregon, Eugene, Oregon, USA
| | - Sara Izzard
- College of Education, University of Oregon, Eugene, Oregon, USA
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Rajan S. School safety and violence: Drawing on a public health approach. INTERNATIONAL JOURNAL OF APPLIED PSYCHOANALYTIC STUDIES 2021. [DOI: 10.1002/aps.1726] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/21/2023]
Affiliation(s)
- Sonali Rajan
- Department of Health and Behavior Studies Teachers College Columbia University New York New York USA
- Department of Epidemiology Mailman School of Public Health Columbia University New York New York USA
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20
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Debnam KJ, Edwards K, Cornell D. Improving the school environment: School staff perceptions of school climate data and reporting practices. JOURNAL OF COMMUNITY PSYCHOLOGY 2021; 49:1965-1982. [PMID: 33393126 DOI: 10.1002/jcop.22500] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/25/2020] [Revised: 12/09/2020] [Accepted: 12/10/2020] [Indexed: 06/12/2023]
Abstract
School climate surveys have become widely used in U.S. schools, but there is little information on whether school leaders engage teachers and other staff in the process of reviewing and making use of survey results. This mixed-methods study examined staff interest, viewing, and use of survey results in a state that administers a school climate survey. Semistructured interviews with 15 staff members were conducted to gain insight into quantitative results from 16,525 staff members in 318 high schools. Survey data showed that although 84% of school staff were interested in seeing the results of their school climate survey, fewer than one-third reported seeing the results or using them for school planning or improvement. Administrators were more likely than teachers and other staff to have seen and used survey results. Content coding of the qualitative data elaborated on staff interest in reviewing and using climate data. These findings highlight the need for school leaders to collaborate with school staff on interpreting and using survey results for school climate improvement efforts.
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Affiliation(s)
- Katrina J Debnam
- School of Nursing, University of Virginia, Charlottesville, Virginia, USA
| | - Kelly Edwards
- Department of Leadership, Foundations, and Policy, Charlottesville, Virginia, USA
| | - Dewey Cornell
- Department of Human Services, School of Education and Human Development, University of Virginia, Charlottesville, Virginia, USA
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Gregory A, Osher D, Bear GG, Jagers RJ, Sprague JR. Good Intentions Are Not Enough: Centering Equity in School Discipline Reform. SCHOOL PSYCHOLOGY REVIEW 2021. [DOI: 10.1080/2372966x.2020.1861911] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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22
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Eddy CL, Huang FL, Cohen DR, Baker KM, Edwards KD, Herman KC, Reinke WM. Does Teacher Emotional Exhaustion and Efficacy Predict Student Discipline Sanctions? SCHOOL PSYCHOLOGY REVIEW 2020. [DOI: 10.1080/2372966x.2020.1733340] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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23
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Cook CR, Duong MT, McIntosh K, Fiat AE, Larson M, Pullmann MD, McGinnis J. Addressing Discipline Disparities for Black Male Students: Linking Malleable Root Causes to Feasible and Effective Practices. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.17105/spr-2017-0026.v47-2] [Citation(s) in RCA: 36] [Impact Index Per Article: 7.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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24
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Larson KE, Bottiani JH, Pas ET, Kush JM, Bradshaw CP. A multilevel analysis of racial discipline disproportionality: A focus on student perceptions of academic engagement and disciplinary environment. J Sch Psychol 2019; 77:152-167. [PMID: 31837724 DOI: 10.1016/j.jsp.2019.09.003] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/11/2018] [Revised: 07/10/2019] [Accepted: 09/12/2019] [Indexed: 10/25/2022]
Abstract
Excessive use of exclusionary school discipline with Black students is a persistent, systemic problem in U.S. schools with potential to affect students' perceptions of their school. For example, students may notice racial differences in out-of-school suspensions, which may relate to how academically engaged they feel and the extent to which they view the school's disciplinary environment as positive. The current study investigated school-level racial discipline disproportionality and observed classroom-level, positive behavior supports in relation to student perceptions of academic engagement and school disciplinary environment by fitting a series of three-level models, which included data on students (N = 17,115), classrooms (J = 310), and schools (K = 53). Two metrics of discipline disproportionality were used (i.e., the risk ratio and the risk difference) and moderation was examined through cross-level interactions. Results indicated that, regardless of race, students perceived the disciplinary environment as significantly less favorable in schools with greater racial discipline disproportionality when measured by the risk ratio, but not when measured by the risk difference. Using different disproportionality metrics in education research has important implications for policies and practices to identify and address the issue. How discipline disparities relate to the way that students perceive the disciplinary environment will likely inform intervention efforts for school psychologists.
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Affiliation(s)
| | - Jessika H Bottiani
- University of Virginia, Curry School of Education and Human Development, USA
| | - Elise T Pas
- Johns Hopkins University, Bloomberg School of Public Health, USA
| | - Joseph M Kush
- University of Virginia, Curry School of Education and Human Development, USA
| | - Catherine P Bradshaw
- University of Virginia, Curry School of Education and Human Development, USA; Johns Hopkins University, Bloomberg School of Public Health, USA
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Teacher Caring as a Protective Factor: The Effects of Behavioral/Emotional Risk and Teacher Caring on Office Disciplinary Referrals in Middle School. SCHOOL MENTAL HEALTH 2019. [DOI: 10.1007/s12310-019-09318-0] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
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26
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Sanders SM, Durbin JM, Anderson BG, Fogarty LM, Giraldo-Garcia RJ, Voight A. Does a rising school climate lift all boats? Differential associations of perceived climate and achievement for students with disabilities and limited English proficiency. SCHOOL PSYCHOLOGY INTERNATIONAL 2018. [DOI: 10.1177/0143034318810319] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Previous research studies show that a positive school climate is associated with desirable academic outcomes for youth. In the United States, students with disabilities and English language learner (ELL) students are particularly at-risk for poor academic outcomes and therefore more in need of interventions to support their academic development. The present study examined whether school climate has a differential association with academic achievement for these at-risk students compared to their peers, which would suggest that school climate has the effect of reducing or widening achievement gaps based on disability and language. For students at all levels, the main effects of perceived school climate and disability status on mathematics and reading achievement were statistically significant controlling for race/ethnicity, gender, and grade. The results of this study have numerous implications for school psychology practice. Our findings suggest that a positive school climate is associated with higher achievement for all students at all levels in both mathematics and reading, school psychologists should consider school climate improvement as part of their mandate.
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Collier-Meek MA, Sanetti LMH, Boyle AM. Barriers to implementing classroom management and behavior support plans: An exploratory investigation. PSYCHOLOGY IN THE SCHOOLS 2018. [DOI: 10.1002/pits.22127] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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Long ACJ, Renshaw TL, Camarota D. Classroom Management in an Urban, Alternative School: a Comparison of Mindfulness and Behavioral Approaches. ACTA ACUST UNITED AC 2018. [DOI: 10.1007/s40688-018-0177-y] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/10/2023]
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Cadete O, Oliveira C, Lopes J. Indisciplina em sala de aula: um estudo transcultural. REVISTA DE ESTUDIOS E INVESTIGACIÓN EN PSICOLOGÍA Y EDUCACIÓN 2017. [DOI: 10.17979/reipe.2017.0.01.3053] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022] Open
Abstract
A indisciplina em sala de aula é um fenómeno que representa uma preocupação à escala global. Neste estudo, realizado com professores do ensino primário ao ensino secundário, serão explorados a frequência e tipologia dos comportamentos problemáticos em sala de aula, o tempo que os professores estimam despender com a indisciplina, o nível de preparação que julgam ter para lidar com a indisciplina, a formação recebida na gestão de sala de aula e da indisciplina, e a evolução da indisciplina nos últimos cinco anos. Serão também exploradas variáveis culturais, comparando professores portugueses e angolanos em relação às variáveis mencionadas. Palavras-chave: Indisciplina, sala de aula, gestão da sala de aula, transculturalidade
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Montuoro P, Mainhard T. An investigation of the mechanism underlying teacher aggression: Testing I 3 theory and the General Aggression Model. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2017; 87:497-517. [PMID: 28485009 DOI: 10.1111/bjep.12161] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/22/2016] [Revised: 03/28/2017] [Indexed: 10/19/2022]
Abstract
BACKGROUND Considerable research has investigated the deleterious effects of teachers responding aggressively to students who misbehave, but the mechanism underlying this dysfunctional behaviour remains unknown. AIMS This study investigated whether the mechanism underlying teacher aggression follows I3 theory or General Aggression Model (GAM) metatheory of human aggression. I3 theory explains exceptional, catastrophic events of human aggression, whereas the GAM explains common human aggression behaviours. SAMPLE A total of 249 Australian teachers participated in this study, including 142 primary school teachers (Mdn [age] = 35-39 years; Mdn [years teaching] = 10-14 years; 84% female) and 107 secondary school teachers (Mdn [age] = 45-49 years; Mdn [years teaching] = 15-19 years; 65% female). METHODS Participants completed four online self-report questionnaires, which assessed caregiving responsiveness, trait self-control, misbehaviour provocation, and teacher aggression. RESULTS Analyses revealed that the GAM most accurately captures the mechanism underlying teacher aggression, with lower caregiving responsiveness appearing to indirectly lead to teacher aggression via higher misbehaviour provocation and lower trait self-control in serial, controlling for gender, age, years teaching, and current role (primary, secondary). CONCLUSIONS This study indicates that teacher aggression proceeds from 'the person in the situation'. Specifically, lower caregiving responsiveness appears to negatively shape a teacher's affective, cognitive, and arousal states, which influence how they perceive and interpret student misbehaviour. These internal states, in turn, appear to negatively influence appraisal and decision processes, leading to immediate appraisal and impulsive actions. These results raise the possibility that teacher aggression is a form of countertransference.
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Affiliation(s)
- Paul Montuoro
- School of Education, La Trobe University, Melbourne, Victoria, Australia
| | - Tim Mainhard
- Department of Education, Utrecht University, The Netherlands
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Gase LN, Gomez LM, Kuo T, Glenn BA, Inkelas M, Ponce NA. Relationships Among Student, Staff, and Administrative Measures of School Climate and Student Health and Academic Outcomes. THE JOURNAL OF SCHOOL HEALTH 2017; 87:319-328. [PMID: 28382671 PMCID: PMC5876042 DOI: 10.1111/josh.12501] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/08/2016] [Revised: 08/16/2016] [Accepted: 11/02/2016] [Indexed: 06/07/2023]
Abstract
BACKGROUND School climate is an integral part of a comprehensive approach to improving the well-being of students; however, little is known about the relationships between its different domains and measures. We examined the relationships between student, staff, and administrative measures of school climate to understand the extent to which they were related to each other and student outcomes. METHODS The sample included 33,572 secondary school students from 121 schools in Los Angeles County during the 2014-2015 academic year. A multilevel regression model was constructed to examine the association between the domains and measures of school climate and 5 outcomes of student well-being: depressive symptoms or suicidal ideation, tobacco use, alcohol use, marijuana use, and grades. RESULTS Student, staff, and administrative measures of school climate were weakly correlated. Strong associations were found between student outcomes and student reports of engagement and safety, while school staff reports and administrative measures of school climate showed limited associations with student outcomes. CONCLUSIONS As schools seek to measure and implement interventions aimed at improving school climate, consideration should be given to grounding these efforts in a multidimensional conceptualization of climate that values student perspectives and includes elements of both engagement and safety.
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Affiliation(s)
- Lauren Nichol Gase
- TL1 Scholar, Department of Health Policy and Management, Fielding School of Public Health, University of California, Los Angeles
| | - Louis M. Gomez
- Professor and Chair, Education Department, Graduate School of Education & Information Studies, University of California, Los Angeles, Box 951521, 1002 MH, Los Angeles, CA 90095-1521, Phone: (310) 825-0978, Fax: (310) 206-3076,
| | - Tony Kuo
- Acting Director, Division of Chronic Disease and Injury Prevention\Los Angeles County Department of Public Health, 3530 Wilshire Blvd, 8 Floor, Los Angeles, CA 90010, Phone: (213) 351-7341, Fax: (213) 351-2713,
| | - Beth A. Glenn
- Associate Professor, Department of Health Policy and Management, UCLA Kaiser Permanente Center for Health Equity, Fielding School of Public Health, Jonsson Comprehensive Cancer Center, University of California, Los Angeles, Box 956900, A2-125 CHS, Los Angeles, CA 90095-6900, Phone: (310) 206-9715, Fax: (310) 206-3566,
| | - Moira Inkelas
- Associate Professor, Department of Health Policy and Management, Fielding School of Public Health, University of California, Los Angeles, 10990 Wilshire Blvd., Ste 900, Los Angeles, CA 90095-6939, Phone: (310) 312-9081, Fax: (310) 312-9210,
| | - Ninez A. Ponce
- Professor, Department of Health Policy and Management, Associate Director, Center for Health Policy Research, Fielding School of Public Health, University of California, Los Angeles, 10960 Wilshire Blvd., Ste 1550, Los Angeles, CA 90095-1772, Phone: (310) 794-2691, Fax: (310) 825-2594,
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Pereira LC, Lavoie J. Friends, foes, and self-defence: students with EBD navigating social conflicts and bullying. EMOTIONAL AND BEHAVIOURAL DIFFICULTIES 2017. [DOI: 10.1080/13632752.2017.1309796] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Affiliation(s)
- Liane C. Pereira
- Department of Educational and Counselling Psychology, McGill University, Montreal, Canada
| | - Jennifer Lavoie
- Department of Educational and Counselling Psychology, McGill University, Montreal, Canada
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Hart SC, DiPerna JC. Teacher Beliefs and Responses Toward Student Misbehavior: Influence of Cognitive Skill Deficits. JOURNAL OF APPLIED SCHOOL PSYCHOLOGY 2016. [DOI: 10.1080/15377903.2016.1229705] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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34
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Cook CR, Miller FG, Fiat A, Renshaw T, Frye M, Joseph G, Decano P. PROMOTING SECONDARY TEACHERS’ WELL-BEING AND INTENTIONS TO IMPLEMENT EVIDENCE-BASED PRACTICES: RANDOMIZED EVALUATION OF THE ACHIEVER RESILIENCE CURRICULUM. PSYCHOLOGY IN THE SCHOOLS 2016. [DOI: 10.1002/pits.21980] [Citation(s) in RCA: 36] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/07/2023]
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How school climate relates to chronic absence: A multi-level latent profile analysis. J Sch Psychol 2016; 61:89-102. [PMID: 28259246 DOI: 10.1016/j.jsp.2016.10.001] [Citation(s) in RCA: 21] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/30/2015] [Revised: 07/26/2016] [Accepted: 10/27/2016] [Indexed: 11/20/2022]
Abstract
Chronic absence is a significant problem in schools. School climate may play an important role in influencing chronic absence rates among schools, yet little research has evaluated how school climate constructs relate to chronic absence. Using multilevel latent profile analysis, we evaluated how profiles of student perceptions of school climate at both the student and school level differentiated school-level rates of chronic absence. Participants included 25,776 middle and high school students from 106 schools who completed a district administered school climate survey. Students attended schools in a large urban school district where 89% of 6th through 12th grade students were African-American and 61% were eligible for the federally subsidized school meals program. Three student-level profiles of perceptions of school climate emerged that corresponded to "positive," "moderate," and "negative" climate. Two predominant patterns regarding the distribution of these profiles within schools emerged that corresponded to the two school-level profiles of "marginal climate" and "climate challenged" schools. Students reporting "moderate" and "negative" climate in their schools were more likely to attend schools with higher chronic absence rates than students reporting that their school had "positive" climate. Likewise, "climate challenged" schools had significantly higher chronic absence rates than "marginal climate" schools. These results suggest that school climate shares an important relation with chronic absence among adolescent students attending urban schools. Implications for prevention and intervention programs are discussed.
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Voight A, Nation M. Practices for Improving Secondary School Climate: A Systematic Review of the Research Literature. AMERICAN JOURNAL OF COMMUNITY PSYCHOLOGY 2016; 58:174-191. [PMID: 27535489 DOI: 10.1002/ajcp.12074] [Citation(s) in RCA: 35] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/06/2023]
Abstract
School climate has received increased attention in education policy and, in response, educators are seeking strategies to improve the climates of their middle and high schools. However, there has been no comprehensive synthesis of the empirical evidence for what works in school climate improvement. This article constitutes a systematic review of programs and practices with empirical support for improving school climate. It defines school climate and provides a methodology for identifying and evaluating relevant studies. The review identified 66 studies with varying strength of evidence and nine common elements that cut across reviewed programs and practices. The review concludes with a critical appraisal of what we know about school climate improvement and what we still need to know.
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Affiliation(s)
- Adam Voight
- Center for Urban Education, Cleveland State University, Cleveland, OH, USA.
| | - Maury Nation
- Department of Human and Organizational Development, Vanderbilt University, Nashville, TN, USA
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Martinez A, Mcmahon SD, Coker C, Keys CB. TEACHER BEHAVIORAL PRACTICES: RELATIONS TO STUDENT RISK BEHAVIORS, LEARNING BARRIERS, AND SCHOOL CLIMATE. PSYCHOLOGY IN THE SCHOOLS 2016. [DOI: 10.1002/pits.21946] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
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Kohoulat N, Dehghani MR, Kohoulat N. Perceived School Climate and Students’ Mental Health. INTERNATIONAL JOURNAL OF SCHOOL HEALTH 2015. [DOI: 10.17795/intjsh27939] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022] Open
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Hayat AA, Kohoulat N, Kojuri J, Faraji H. A Study on the Relationship Between Schools’ Health and Teachers’ Organizational Commitment. INTERNATIONAL JOURNAL OF SCHOOL HEALTH 2015. [DOI: 10.17795/intjsh26099] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022] Open
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Heilbrun A, Cornell D, Lovegrove P. PRINCIPAL ATTITUDES REGARDING ZERO TOLERANCE AND RACIAL DISPARITIES IN SCHOOL SUSPENSIONS. PSYCHOLOGY IN THE SCHOOLS 2015. [DOI: 10.1002/pits.21838] [Citation(s) in RCA: 25] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
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Examining Contextual Influences on Classroom-Based Implementation of Positive Behavior Support Strategies: Findings from a Randomized Controlled Effectiveness Trial. PREVENTION SCIENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR PREVENTION RESEARCH 2014; 16:1096-106. [DOI: 10.1007/s11121-014-0492-0] [Citation(s) in RCA: 73] [Impact Index Per Article: 7.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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O'Brennan LM, Bradshaw CP, Furlong MJ. Influence of Classroom and School Climate on Teacher Perceptions of Student Problem Behavior. SCHOOL MENTAL HEALTH 2014; 6:125-136. [PMID: 25346779 DOI: 10.1007/s12310-014-9118-8] [Citation(s) in RCA: 25] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
Reducing student problem behavior remains a leading concern for school staff, as disruptive and aggressive behavior interferes with student achievement and the school climate. However, the multi-systemic nature of schools makes it difficult for researchers and practitioners to identify factors influencing to students' behavior. The current study examined student problem behavior through an ecological lens by taking into account individual (e.g., gender, ethnicity, prosocial behavior), classroom (e.g., class size, average classroom behavior), and school-level factors (e.g., location, school climate). Using data from 37 elementary schools, 467 classrooms, and 8,750 students, a series of hierarchical linear models was tested. Multilevel analyses revealed that while individual student characteristics had the largest influence on problem behavior, average prosocial behavior and concentration problems of students within the classroom, as well as teacher perceptions of the school climate significantly related to how students behaved. These findings support the use of classroom-based intervention programs to reduce student problem behavior.
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Affiliation(s)
- Lindsey M O'Brennan
- Johns Hopkins University, Bloomberg School of Public Health, Dept. of Mental Health, 624 N. Broadway, Hampton House, 8th Floor, Baltimore, MD 21215
| | - Catherine P Bradshaw
- Johns Hopkins University, Bloomberg School of Public Health, Dept. of Mental Health, 624 N. Broadway, Hampton House, 8th Floor, Baltimore, MD 21215
| | - Michael J Furlong
- University of California, Santa Barbara, Gevirtz Graduate School Education, Dept. Counseling, Clinical, & School Psychology, Santa Barbara, CA 93106 USA
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