Effects of the WhyTry social skills program on students with emotional and/or behavioral problems in an alternative school     

Shannon Wilhite 《Emotional and Behavioural Difficulties》2013,18(2):175-194

Social skills training (SST) is an evidence-based intervention to help increase social competence for students with emotional and behavioral disorders (EBD), but there is limited research that addresses SST for students identified as experiencing EBD at alternative campuses. A mixed methods design was utilized to examine SST at an alternative campus for students identified as experiencing EBD. Pre-intervention data were collected for students' attendance, grades, office disciplinary referrals, and behavioral rating scales, after which the WhyTry SST program (Moore 2008 Moore, C. 2008. The WhyTry Program, Salt Lake City, UT: WhyTry.  [Google Scholar], WhyTry, Salt Lake City, UT, USA) was implemented. Following the intervention, the same data were collected. Non-parametric statistics guided the quantitative analysis, because of the small population being studied. Differences from pre- to post-intervention were examined. Students exhibited significant differences from pre- to post-intervention in the number of office disciplinary referrals and several areas on the behavioral rating scales. Triangulation methods drove the qualitative data collection through observations, student interviews, and teacher interviews. Insight into motivation and perceptions was gained through the qualitative analysis.  相似文献   

Drug prevention for young people with social,emotional and behavioural difficulties attending special education provision     

Patrick McCrystal 《Emotional and Behavioural Difficulties》2013,18(4):305-314

The levels of drug use amongst school‐aged young people have risen over the past decade. Prevention initiatives have been developed using empirical evidence obtained from school‐based surveys. The empirical evidence base of drug use amongst young people with social, emotional and behavioural difficulties (SEBD) attending special education provision is very limited. The implications of this knowledge gap for addressing drug use amongst these young people are explored in this paper. Proposals for the way forward are suggested, for developing a framework for targeted evidence‐based interventions for young people attending emotional and behavioural difficulty units.  相似文献   

Visualizing the politics of innocence in the age of AIDS     

Claudia Mitchell  Shannon Walsh  June Larkin 《Sex education》2013,13(1):35-47

We are concerned with the ways in which social constructions of age can contribute to reducing or exacerbating the vulnerability of young people, and for this reason we refer to the issue as one of ‘the politics of innocence’. The focus of this paper is on gender, youth and HIV prevention/AIDS awareness in the context of South Africa and investigates the uses (and abuses) of images of ‘childhood’, ‘youth’ and ‘adolescence’ in the age of AIDS. Notwithstanding the particular case of South Africa where the incidence of new cases of HIV infection amongst young people is at crisis proportions, the impetus for our work on the visual representations of youth, gender and AIDS comes out of a recognition of the increasing risk of youth to sexually transmitted infections, HIV and AIDS, and within that the particular vulnerability, worldwide, of young women.  相似文献   

LGBTQ literature in middle school classrooms: possibilities for challenging heteronormative environments     

Elizabeth G. Dinkins  Patrick Englert 《Sex education》2013,13(4):392-405

This paper uses a case study approach to examine how the heteronormative nature of one middle school setting and classroom environment shapes the climate of safety, support and learning for LGBTQ students when they are engaged in studying a novel with a gay character. Heteronormative environments inform and shape positioning of and by students and teacher, impacting how knowledge is created, processed and applied. LGBTQ literature integrated into the classroom curriculum invites opportunities for possibilities through windows and mirrors for exploration of the world and self. Heteronormativity, positioning and LGBTQ literature thereby become interactive catalysts that create and foreclose possibilities and impossibilities for student learning. Three themes emerged from the study that reveal positioning and possibilities when studying a text with a gay character: (1) the school environment and classroom context positioned students as heterosexual; (2) students and teacher positioned gender performance and sexual identity as other; and (3) while the text acted as both a window and a mirror, the teacher and students consistently framed different, and sometimes contradictory, views for each other. Together, these themes reflect a nested understanding of gender performance and sexual identity that subscribed to heterosexual norms and limited possibilities for LGBTQ students.  相似文献   

A Cross‐Cultural Comparison of East Asian and American Higher Education Criminal Justice Student Learning Preferences Using the VARK Questionnaire     

James R. McKean  Shannon M. Brogan  Jason S. Wrench 《Journal of Criminal Justice Education》2013,24(3):272-291

The purpose of this quantitative study was to examine the relationship between learning preferences of East Asian and American higher education students. A review of the literature revealed a body of qualitative studies suggesting a stereotypical perception of an Asian learning preference influenced by cultural variables and the historical roots of Confucianism. The pedagogical implications of this stereotypical perception are obvious to faculty engaged in teaching and learning with Asian international students in America or abroad. The authors surveyed 233 higher education students from Hong Kong and America using the VARK Questionnaire. The authors used a two‐way contingency table analysis and chi‐square statistical tests to conduct their cross‐cultural comparison on their variables of interest including age, gender, and country.  相似文献   

“Emerging” organized crime hypotheses in criminology textbooks: The case of African-American organized crime     

Sean Patrick Griffin 《Journal of Criminal Justice Education》2013,24(2):287-301

Contemporary textbooks exhibit competing historical perspectives regarding so-called “emerging” organized crime groups. Some texts argue that organized crime committed by groups other than Sicilian/Italian-Americans is now emerging. Others hold that many of the “emerging” groups have been organizing crime for some time and that it is the research in this area that is emerging. This paper briefly examines these propositions, presenting the two groups of thought regarding African-American organized crime. The author then presents a literature review of African-American organized crime research to assist scholars and instructors attempting to better understand the competing perspectives.  相似文献   

Factors Influencing Military Police Officers in Their Decision in Selecting Higher Educational Institutions     

James J. Vardalis  Shannon N. Waters 《Journal of Criminal Justice Education》2013,24(4):479-492

The active duty personnel in the United States Armed Forces exceed 1,411,932. When combined with reserve units and auxiliary units, the number of personnel surpasses 2 million. Due to the nature of worldwide urban conflict, a great number of military personnel are subjected to, assigned to, or affiliated with some type of criminal‐justice‐related duty. These urban situations and associated policing‐type experiences have captured the interest of many active duty personnel. Countless military members are currently planning honorable discharge and re‐entry into civilian life and seeking educational degrees as a resource for access into a criminal justice career. Educational benefits for veterans offer an enormous advantage to the military personnel. On 1 August 2009, these benefits, which include tuition, books, and housing, were expanded to veterans with at least 90 days of aggregate service on or after the September 11th terrorist attacks. Little is known about this vast group of potential students and what factors play a role in their selecting a college or university. Based on a survey of over 300 active duty military personnel currently assigned to criminal justice duty, the authors were able to extract some important findings on this subject. The factors obtained include, among others, preferred type of course delivery and the importance of official statements of military support. Based on the evidence collected and analyzed, this research exposed and examined several important findings.  相似文献   

Using Gestalt theory to teach document design and graphics     

Patrick Moore  Chad Fitz 《Technical Communication Quarterly》2013,22(4):389-410

Gestalt psychology principles of figure‐ground segregation, symmetry, closure, proximity, good continuation, and similarity provide a simple yet powerful analytic vocabulary for discussing page layout and graphics. The six principles apply readily to typography, white space, data tables and maps, the relation between graphics and text, and other facets of textual design. The principles explain many difficulties that readers have in processing texts and graphics, and they explain why well‐designed pages and graphics are effective.  相似文献   

Developmental Education: The Cost Literature and What We Can Learn From It     

D. Patrick Saxon 《Community College Journal of Research & Practice》2013,37(8):494-506

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Technology User Groups and Early Childhood Education: A Preliminary Study     

Howard P. Parette  Jack J. Hourcade  Craig Blum  Emily H. Watts  Julia B. Stoner  Brian W. Wojcik  Shannon B. Chrismore 《Early Childhood Education Journal》2013,41(3):171-179

This article presents a preliminary examination of the potential of Technology User Groups as a professional development venue for early childhood education professionals in developing operational and functional competence in using hardware and software components of a Technology toolkit. Technology user groups are composed of varying numbers of participants having an interest in technology, and are led by one or more skilled facilitators who meet with participants across time to help them acquire and demonstrate new technology skill sets. A series of these groups were conducted with seven early education professionals serving young preschool children who were at risk or who had disabilities. The impact of these technology user groups was examined using self-reports subsequent to individual participation. Specific data were collected regarding the types of technologies that had been used, and the types of classroom instructional products that had been created and implemented in classrooms using the technologies. A discussion of the value of technology user groups is presented.  相似文献