Journal of Education for Students Placed at Risk (JESPAR)最新文献

{"title":"The Use of Gamification in the System of Social and Psychological Adaptation of Forcibly Displaced Teenagers from Ukraine: Reflections of the German Experience","authors":"H. Mytsyk, A. Popova, M. Bohdanova","doi":"10.1080/10824669.2024.2309359","DOIUrl":"https://doi.org/10.1080/10824669.2024.2309359","url":null,"abstract":"","PeriodicalId":198500,"journal":{"name":"Journal of Education for Students Placed at Risk (JESPAR)","volume":"58 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139869899","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Use of Gamification in the System of Social and Psychological Adaptation of Forcibly Displaced Teenagers from Ukraine: Reflections of the German Experience","authors":"H. Mytsyk, A. Popova, M. Bohdanova","doi":"10.1080/10824669.2024.2309359","DOIUrl":"https://doi.org/10.1080/10824669.2024.2309359","url":null,"abstract":"","PeriodicalId":198500,"journal":{"name":"Journal of Education for Students Placed at Risk (JESPAR)","volume":"109 13","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139810203","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Measuring Preservice Teacher Knowledge and Attitudes to Support Youth Experiencing Homelessness","authors":"Stacey Havlik, Peter Weins, Arash Ghafoori, Melissa Jacobwitz, Kelly-Jo Sheback, Hannah Hudson","doi":"10.1080/10824669.2023.2274105","DOIUrl":"https://doi.org/10.1080/10824669.2023.2274105","url":null,"abstract":"AbstractWhile many teachers are unaware that students in their classes are experiencing homelessness, others may not know how to support students who are identified as lacking consistent housing (Wright et al., Citation2019). Thus, there is a critical need to better assess, understand, and enhance teachers’ knowledge and attitudes toward homelessness. Therefore, the purpose of the present study is threefold—researchers sought to 1) design and test a survey to measure the knowledge and attitudes of preservice teachers working with youth experiencing homelessness; 2) measure the knowledge and attitudes of preservice teachers related to homelessness; and 3) measure the effectiveness of a virtual training program designed to enhance preservice teachers’ knowledge and attitudes toward homelessness using the finalized survey. Results of the data analysis were promising—indicating that the Knowledge and Attitudes on Homelessness Survey for Educators (KAHS) instrument is a reliable tool in measuring knowledge and attitudes related to homelessness and the online training program has a positive impact on teachers’ knowledge and attitudes. Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by Nevada Department of Education, Nevada Institution for Teacher Educator Preparation","PeriodicalId":198500,"journal":{"name":"Journal of Education for Students Placed at Risk (JESPAR)","volume":"1 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135934649","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Latent Profile Moderation: Examining the Differential Impact of a Small-Group Emergent Literacy Intervention","authors":"Alida Hudson, Laura L. Bailet, Shayne B. Piasta, Jessica A. R. Logan, Kandia Lewis, Cynthia M. Zettler-Greeley","doi":"10.1080/10824669.2023.2264185","DOIUrl":"https://doi.org/10.1080/10824669.2023.2264185","url":null,"abstract":"AbstractPreschool children considered at risk for future reading difficulties experience unique and complex combinations of risk factors. In this exploratory study, we used latent profile analysis (LPA) to investigate the underlying classifications of children identified as at-risk for reading difficulties (N = 281) along selected cognitive, psychological, ecological, and child-related characteristics. We then used latent profile moderation, a methodology that extends the extensive prior literature on LPA, to explore for whom a supplemental, small-group emergent literacy intervention yielded effects. Latent profile moderation allowed us to explore whether specific subgroups of children characterized by multiple risk factors made significantly greater gains from the intervention than others. We identified four distinct profiles of preschool children considered at risk for reading difficulties, and the four profiles varied across cognitive, psychological, and ecological factors as well as on emergent literacy outcomes at the end of preschool. Further, we found a significant, moderate effect of the intervention on children’s letter writing in Profile 1. Thus, latent profile moderation analysis may help clarify the dynamic interplay of multiple salient factors relative to intervention outcomes and identify for whom interventions are effective. Disclosure statementAlida Hudson is now a K-12 Literacy Researcher in the Educators and Instruction program of the Human Services Division at American Institutes for Research (AIR). Jessica A. R. Logan is now in the Department of Special Education at Vanderbilt University, Nashville, TN.Nemours receives royalties through the sale of the commercially available curriculum involved in this research. The potential for bias in reporting study results was minimized through the adoption of the following precautions, as outlined in the investigators’ signed Memorandum of Understanding: (a) Nemours’ institutional responsibilities for this grant were limited to instructor professional development curriculum training and implementation fidelity monitoring, including the development and maintenance of the implementation fidelity database for this study, (b) Nemours investigators Zettler-Greeley, Bailet (affiliated with Nemours until April, 2018; now retired from Kaplan Early Learning Company as of June, 2021), and Lewis had no role in participant/site recruitment or data collection for the study, were blind to classroom and participant study assignment, and did not participate in data analyses concerning program impacts, (c) The Ohio State University (OSU) investigators conducted all data analyses concerning impacts of the Nemours BrightStart! program, and (d) OSU investigators retained the final decision as to the findings and interpretation that are reported.Additional informationFundingThe research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A160261","PeriodicalId":198500,"journal":{"name":"Journal of Education for Students Placed at Risk (JESPAR)","volume":"130 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135803695","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Complicating Cultural Reproduction Theory: A Critical Multilevel Analysis of Systematic Inequality in U.S. Schools","authors":"Alison S. P. Wilson","doi":"10.1080/10824669.2023.2237413","DOIUrl":"https://doi.org/10.1080/10824669.2023.2237413","url":null,"abstract":"","PeriodicalId":198500,"journal":{"name":"Journal of Education for Students Placed at Risk (JESPAR)","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130076949","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Passive Investment: The Political Dynamics of Charter Expansion in Los Angeles’ Portfolio District","authors":"R. Perera, Susan C. Bush-Mecenas, J. Schweig","doi":"10.1080/10824669.2023.2232304","DOIUrl":"https://doi.org/10.1080/10824669.2023.2232304","url":null,"abstract":"","PeriodicalId":198500,"journal":{"name":"Journal of Education for Students Placed at Risk (JESPAR)","volume":"479 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122744657","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Righting Reading in Middle School: Readable English Helps Underperforming Adolescent Readers","authors":"Joanne Coggins","doi":"10.1080/10824669.2023.2216934","DOIUrl":"https://doi.org/10.1080/10824669.2023.2216934","url":null,"abstract":"This study measured the effectiveness of Readable English, a reading fluency and comprehension program, on underperforming sixth, seventh, and eighth grade rural, American English-speaking students over the course of one school year. Students were randomly assigned to either the intervention condition ( n = 167) or the typical practice condition ( n = 177). Middle school students in the intervention condition scored statistically significantly higher than students in the typical practice condition on measures of EasyCBM CCSS Comprehension (partial η 2 effect size [ES] = 0.10 [moderate]), EasyCBM Passage Reading Fluency (PRF) rate (ES = 0.18 [large]), EasyCBM PRF reading accuracy (ES= 0.08 [moderate]), WRMT-3 Oral Reading Fluency (ES = 0.13 [approaching large]), and WRMT-3 Passage Comprehension (ES = 0.25 [large]). Moderate grade level growth in measures of oral reading fluency led to extensive growth of reading comprehension skills. The eyewatering cost estimates to accelerate reading remediation per middle school student ($800 to $3,800 per student) and the paucity of research-proven interventions require innovating ways to combine and leverage the benefits of technology and intensive, effective curriculum instruction. The data show that Readable English is a strong reading program able to close reading gaps and grow students to grade level reading proficiency.","PeriodicalId":198500,"journal":{"name":"Journal of Education for Students Placed at Risk (JESPAR)","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123942085","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Quasi-Experimental, Longitudinal Study of Grade Retention on Language Outcomes for English Language Learners","authors":"Jamie L. Buckmaster, Angela Urick, Timothy G. Ford","doi":"10.1080/10824669.2023.2202324","DOIUrl":"https://doi.org/10.1080/10824669.2023.2202324","url":null,"abstract":"","PeriodicalId":198500,"journal":{"name":"Journal of Education for Students Placed at Risk (JESPAR)","volume":"128 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123587270","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Impact of a High-Dosage Tutoring Program on Reading Achievement of Beginning Readers: A Multi-Level Analysis","authors":"Karen Kortecamp, M. Peters","doi":"10.1080/10824669.2023.2179056","DOIUrl":"https://doi.org/10.1080/10824669.2023.2179056","url":null,"abstract":"","PeriodicalId":198500,"journal":{"name":"Journal of Education for Students Placed at Risk (JESPAR)","volume":"224 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134347030","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The link between completing Reading Recovery and performance on a phonics screening check","authors":"S. Harmey, Jake Anders","doi":"10.1080/10824669.2023.2179057","DOIUrl":"https://doi.org/10.1080/10824669.2023.2179057","url":null,"abstract":"","PeriodicalId":198500,"journal":{"name":"Journal of Education for Students Placed at Risk (JESPAR)","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131715271","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}