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Telehealth can expand and enhance access to school-based health care, but its use has been relatively limited. Recognizing that school-based health care is still not reaching many students, the Health Resources and Services Administration (HRSA) funded the School Based Telehealth Network Grant Program to expand telehealth in rural school-based settings to help to increase the availability and use of these services. The 19 grantees delivered telehealth to over 200 schools across 17 states, choosing which services they would deliver and how. Looking across the services, these fell into three categories -- primary/urgent care, behavioral health, and other more specialized services. The majority of grantees offered multiple telehealth services with the combination of behavioral health and primary/urgent care the most common. The current study adds to the literature by elucidating that telehealth in schools can address multiple clinical conditions through separate services even though doing so involves using various combinations of clinicians providing different services.

Columbus, the largest city in Ohio, is an epicenter for several overlapping health disparities, including poverty, food insecurity, and infant mortality. A group of volunteer undergraduate students at The Ohio State University sought to reduce some of these disparities through the creation of ENCompass: Empowering Neighborhoods of Columbus. This student organization was developed around a dual mission to (1) address social determinants of health by screening and connecting clients with social resources and (2) cultivate interdisciplinary student leadership through immersive volunteer experiences. In its 9 years of implementation, ENCompass has developed ongoing partnerships with eight clinics and food pantries where, on a weekly basis, ENCompass volunteers conduct social needs screenings with interested clients. This article provides an in-depth description of the ENCompass program, the outcomes ENCompass has provided for the community and its student volunteers, and several lessons learned to offer guidance to those interested in developing similar programs.

Considerable literature is devoted to teachers' assessment use to support teaching and learning. The study examined the factor structure of a measure of teachers' assessment use along the assessments "of", "for", and "as" learning purpose dimensions. The study also examined the factor structure of teachers' perceived instructional usefulness of these dimensions. Together, the measure provides a pulse on classroom assessment practice. The validation effort 1) presents the Classroom Teacher Assessment Use and Usefulness Survey, CTAUUS, for use in research on teachers' assessment practice, and 2) provides empirical grounding for the distinction among the purpose-related dimensions. Exploratory factor analyses revealed two identical factors for use and usefulness: AoL, with five items on the use of standardized assessments; and a combined AfL and AaL factor with nine items that we had anticipated as two separate factors. The study contributes to developing understanding of the conceptualization and measurement of AfL and AaL constructs.

In the 21st century, teaching strategies, curriculum, and ways of presenting subject matter changed dramatically from kindergarten to higher education. The unprecedented global pandemic brought the concept of hybrid learning to the fore, although it had been in existence for over a decade. Hybrid learning is an approach to teaching and learning that combines face-to-face classroom instruction with online activities. The adoption of a hybrid-learning approach at various levels has the potential to increase access and improve the quality of education. The hybrid learning paradigm is beneficial in a variety of educational contexts. It will have progressively increasing utility as one moves up the educational ladder. This method opened the gateways for innumerable opportunities to participate remotely, which is a good way to boost students' confidence to grab opportunities to develop and acquire knowledge remotely. The hybrid concept of learning is satisfyingly meeting the education system's expectations at many levels. Hybrid learning offers benefits to teachers, administrators, families, and students by creating rich, collaborative learning experiences that foster connections between people and offer more transferable learning. Students look out for options and freedom to move from in-person to remote learning, and this approach has changed the education landscape completely. This paper explores the avenues of hybrid learning to make the teaching-learning process more engaging and customized.

In common with many countries, UK schools closed for most pupils for periods between March 2020 and March 2021 because of the COVID-19 pandemic, with significant implications for school education and the primary to secondary school transition. The transition to secondary school occurs at a crucial time of child development, with evidence suggesting transition may have a range of impacts on pupil wellbeing and academic performance. We wanted to understand how the pandemic had affected secondary teaching staff and their pupils during the move to secondary school. The study involved semistructured interviews with transition leaders from 12 secondary schools with subsequent thematic analysis. The findings of the study include; potential benefits from the digitalization of teaching practice; improving both pupil inclusion and staff efficiency, an enhanced interface with new parents resulting from virtual tours and open evenings, implications for the scope of existing teacher training with regard to virtual learning and concerns over pupil wellbeing, with increased levels of anxiety and a lack of emotional intelligence resulting from lockdowns. The study concludes that whilst the overall impact of the pandemic was probably detrimental to pupils' education and transitions practice, some potentially significant educational opportunities have arisen.

The current study investigated the effectiveness of an intensive writing intervention focusing on mathematical reasoning through written expression. A group pretest--intervention--posttest comparison experimental design was used to implement a 12-lesson intervention, delivered through a combination of Google Classroom and in-person classroom teacher support, to fifth-grade students with specific learning disabilities (n = 19). Although underpowered, our results indicated the intensive writing intervention led to all students in the intervention group (n = 11) significantly outperforming the students in the control group (n = 8) on subtraction and division word problems requiring an explanation of their solution in written form. Additionally, student treatment interviews revealed the strategy was both enjoyable and helpful in solving and explaining their word problem solutions and the teacher provided insight into potential additional scaffolds to support the most intensive students. Lessons learned and implications for research and practice are presented.

Sexual health education among adolescents with intellectual disabilities is an area of concern among parents and educators. Special educators play a vital role in teaching sexual health and safety to their students with disabilities. The present study explores special educators' concerns in teaching sexual health among adolescents with intellectual disabilities. The participants included 35 special educators working with adolescents with intellectual disabilities in India. Summative content analysis of the data collected using a semi-structured interview schedule highlights the neglect of the issues related to sexual health among adolescents with disabilities. Special educators reported the challenges in providing sexual health education. Teachers lacked skills in imparting sexual health education. Developmentally and culturally appropriate sexual health education can help adolescents with a disability learn healthy life skills. The paper emphasizes the need for professional support and training among special educators on sexual health education.

The purpose of this research is to study the moderating role of organizational support on the relationship between social support and self-employment intentions of professional and technical education students. A total of 418 valid responses were used for data analysis. SPSS AMOS version 24 and Process Macro version 4.2 were used to test the proposed hypotheses. The direct relationship between social support and self-employment intentions was found to be strong and significant. The moderation analysis shows that at the higher level of organizational support, social support has a significant positive impact on the self-employment intentions of the students. Subsequently, as the organizational support is lessened, the relationship becomes non-significant.

With increased emphasis on diversity, equity, and inclusion in teacher preparation, there is a need for efficient instruments to support survey research of teachers' equity-oriented preparation. This article describes the development and initial validation of the Teacher Preparation for Equity Scale, a broad measure of teacher perceptions regarding the extent to which their preparation program emphasized elements of equity-oriented preparation. Public school, PreK-12, U.S. teachers (n = 757) from a Mid-Atlantic state responded to a survey about their equity-related beliefs and assessment practices. We constructed the scale to capture programs' emphasis on aspects of equity orientation and reflective practice, anticipating two separate and related factors. Evidence supports two factors, equity-oriented preparation (4 items) and reflective practice (3 items), with a defensible general factor (7 items) that we term the Teacher Preparation for Equity Scale. The measure can be used to examine in-service teachers' perceptions of their preparation experiences for equity-oriented teaching.

The rise of Black maternal mortality rates throughout the country demonstrates a great need to utilize innovative frameworks to craft solutions that improve health outcomes for Black birthing people. Previous research and interventions have examined individual- and policy-level factors to reduce maternal mortality; however, these methods may lack a true community-centered approach to understanding the experiences of Black birthing people in local communities that have been disproportionately impacted. In addition, certain research methods may not recognize other marginalized intersectional identities (e.g., Black transgender men) who experience inequities in Black maternal health. This commentary aims to provide recommendations for utilizing community-centered strategies on Black maternal mortality informed by community-based participatory research principles.

Language learning has dramatically influenced the extensiveness of web-based learning, AI applications, smart content, personalized tutoring systems, virtual facilitators. This paper aims to review the empirical evidence on the application of intelligent agents in English learning to define the future research perspectives of Teachable Agents-assisted English education. After a systematic online data search, the investigator analyzed nine empirical studies on how Teachable agents have potential English teaching and learning benefits. The results indicate that: (1) most studies conducted with large sample size at university level followed by elementary level; (2) instructional design were in dialogue and image form; (3) emerged two categories-Interaction and integration; and (4) most of them used experimental research in different settings. This study suggests that TAs substantially play a supportive role, enhance their involvement, scaffold their learning, and become self-regulated learners. Hence, we prospect the need for a future-oriented vision regarding AI and intelligent technologies- assisted language learning for nonnative speakers.

This study explores the student nurses' perception of the clinical learning triad, its benefits and challenges with regards to their clinical learning. A qualitative descriptive methodology guided this study. Using semi-structured interview focus group discussions were conducted to elicit data from 30 participants. Data was analyzed manually to identify the key themes. Five themes identified are "Bridging the gap between theory and practice," "Skill Acquisition," "Interpersonal Skills and Communication," "Clinical Instructor-the Centre for Clinical Learning Triad," "Benefits and Challenges of Clinical Learning Triad." Students verbalized that the availability of nurses enhanced the learning experience. However, expressed that at times the busy ward routines hindered them from approaching the staff nurses for their learning needs. A specialized clinical instructor is mandatory to channelize objective based clinical learning in nursing education. They also verbalized support from the clinical environment alleviated anxiety and progressed their practical learning. Clinical Instructors coordinate the clinical learning from the beginning of a shift but staff nurses play a major role in helping students to complete student learning through skill training while the instructor is busy handling other students. The study concludes that the practical knowledge of staff nurses combined with the efforts of clinical instructors to bridge the gaps between the theory and practice supported by the positive clinical environment equips the nursing students with required skills and knowledge thus establishing the effectiveness of the Clinical Learning Triad.

University Technical Colleges (UTCs) are newly established (since 2010-11) technical and vocational secondary schools in England, catering for young people aged 14-19. The schools focus strongly on delivering vocational, alongside Science, Technology, Engineering and Mathematics (STEM)-focused academic, qualifications. The colleges have been introduced as a new means of improving technical and vocational education and training--a sector which in England has faced problems of low quality and low esteem--and in a wider international context of STEM-trained worker shortages. University Technical Colleges have been advertised as offering state-of-the-art vocational learning, involving access for students to the latest equipment and technologies in key industrial sectors, alongside extensive project-based learning in partnership with employers. However, how have UTC students fared in these respects since the beginning of the coronavirus pandemic and associated lockdowns in 2020? In this paper we report on results from a survey of 252 students across two UTCs in England, exploring the technical and vocational learning experiences of these students during the exceptional 2019-20 academic year. Findings from the survey reveal lost learning and training opportunities during the pandemic, particularly where courses with practical elements relied on specific equipment and facilities that became inaccessible during lockdown. The survey also highlights disruptions to apprenticeship arrangements, work experience plans and other engagement with employers. Students in some instances have been effectively forced to stay on in education owing to reduced apprenticeship and employment opportunities for school-leavers. We find evidence of students adapting their aspirations and career goals to the new economic circumstances.

Global value networks are often large, complex, and opaque. Understanding the relationships among stakeholders involved in these networks or organizations can be challenging. This card sort task provides an interactive way to engage participants in questioning the roles of stakeholders who are involved in a business ethics dilemma or an organizational product failure. This card sort task and discussion activity encourages participants to recognize that stakeholders may hold different knowledge, responsibility, or power; identify competing, conflicting, or complementary interests across stakeholders; articulate logical arguments; and engage in debate, compromise, and critical evaluation. This technique has been used successfully with undergraduate and postgraduate business, management, and social science students and is suitable for in-person and remote classes.

This investigation focused on the speaking-skills component of the syllabi of Technical English I and II (Regulation 2013) at Anna University in Chennai, India. It was meant to formulate strategies for effective schemes to develop the English-speaking skills of engineering students in the colleges affiliated to the University. The major research tools consisted of data collected from: (1) A questionnaire for the students' survey, and (2) Focus group interviews with students. The interpretation of the students' survey was sub-divided into: (1) The learners' background and their comprehension of spoken English, (2) The learners' participation in the speaking activities, (3) The learners' problems with the speaking activities, and (4) The learners' expectations of their teachers and teaching. The focus group interviews were conducted after analyzing the responses to the questions in the students' survey. The paper concludes with recommendations to enhance the speaking-skills component of the course.

While school performance suggests students with learning disabilities require intervention to demonstrate mathematics proficiency, little is known about how they approach problem solving in secondary geometry. Think aloud protocols highlight the higher order thinking skills underlying complex academic tasks. We conducted an exploratory descriptive analysis exploring the cognitive and metacognitive processes underlying problem solving with the Pythagorean Theorem in secondary students with and without learning disabilities (n = 8). Using an established cognitive-metacognitive theoretical framework, we coded and analyzed student verbalizations during a think aloud protocol. Results indicated that, compared to general education students, students with learning disabilities made shorter and fewer verbalizations advancing toward accurate problem solutions and longer and more frequent verbalizations hindering successful problem solving. Findings and implications for research and practice are discussed.

Engineering undergraduates face difficulties in comprehending discipline-specific study materials because the reading skill has been neglected at the school-level, and the students themselves have not been motivated adequately to read. This paper hypothesizes that instruction-sessions on reading strategies enable tertiary-level learners to understand their engineering texts better. In this study, the teacher-researchers distributed a questionnaire to find out the students' difficulties in academic reading, their attitude to the reading strategies taught, and the usefulness of the instruction-sessions. They also interviewed the students, and systematized the data collected. The analysis showed a mixed reaction from the students. Some of them reported that learning the strategies fostered a positive change in advancing their reading skills, while others testified that strategies had only a negligible role in doing so. Therefore, this study suggests a 5 D approach to strategic reading -- Decipher, Digest, Deduce, Detail and Discuss -- to overcome the difficulties in reading.

This research is designed to find out whether joining an online community combined with contract learning can enhance the learning motivation of students, promote their self-regulated learning, and improve their academic achievements. In this regard, quasi-experiment research was conducted at primary level students in which the experimental group has joined a Contract Learning Online Community (CLOC), whereas the control group was taught by normal teaching method. To get in-depth knowledge about participants' attitudes toward the CLOC, the researcher interviewed the students of the experimental group. The results indicate that the learning motivation and achievement of students in the experimental group are higher than those of students in the control group. Moreover, applying contract learning to an online learning community promotes the students' self-regulated learning and enables them to benefit from English learning in primary school. The outcome of this study shows a rosy picture for the education stakeholders to make English language learning more effective and to encourage students for the determination of self-regulated learning.

Existing literature presents a fragmented and negative account of international family transitions. This longitudinal study focuses on the contemporaneous experiences of internationally mobile families during their transitions to a new country and international school, drawing on Multiple and Multi-dimensional Transitions (MMT) Theory. The study adopted a small-scale, multiple case study design and focused on the experiences of primary aged children and their parents over the period of one year from July 2019 to July 2020. The findings, presented here as a cross-section, revealed that participants navigated multiple, complex transitions across several domains and contexts on a daily basis and that their transition experiences were largely positive. This study challenges previous chronological models of international transitions and demonstrates that through the application of MMT theory, international family transitions are best understood as ongoing, complex, and multi-dimensional processes.

Previous research suggests that primary-secondary school transitions can be problematic, with some children experiencing a negative impact on academic outcomes and a decline in wellbeing. The negative impact of primary-secondary transition experiences can be long term and lead to young people not completing high school with implications for their subsequent education and employment. However, there are several gaps in existing studies as a result of weak research designs, small samples and the timing of data collection. To better understand children's primary-secondary school transition experiences and the factors which may impact on them, we undertook secondary analysis of data from the Growing Up in Scotland (GUS) study. The analysis focused on data collected when children were in the penultimate year of primary school (Primary 6/P6) and then when they were in the first year of secondary school (Secondary 1/S1). This led to a final sample size of 2559 children and their parents. Results contradict many previous studies which tend to find primary-secondary transitions as overwhelmingly negative. In contrast, we found that 36% of children experienced a positive transition and 42% a moderately positive transition, with only 22% children experiencing a negative transition. This is the first large-scale, longitudinal and contemporaneous study able to provide a clear proportion of children with positive, moderate and negative transition experiences. Several factors seemed to play a part in children's transition experiences, namely gender, religion, household composition, socioeconomic status, child expectations, schoolwork, and relationships. Implications and recommendations for research, policy and practice have been outlined.

The article describes a systematic review of 109 studies using the data-informed decision-making framework to understand the sources of assessment data and the main purposes for assessment use among early childhood educators. Findings revealed assessment use is driven by the purposes of measuring and monitoring children's learning and development, informing instructional next steps, communicating with caregivers, and identifying students for early intervention. Standardized assessments of multiple domains, teacher observations, student work samples, and student background information emerged as key sources that inform decision-making. We noted several factors that likely influence teachers' assessment use to consider in preparing teachers for DIDM. We describe these considerations in terms of structural-, teacher-, child development, and assessment tool-related influences. Early childhood assessment use is different from primary or secondary contexts that largely inform the DIDM literature. We conclude with implications for preparing educators' DIDM by presenting six skillsets to foster their ability to engage in critical thinking about standardized assessments, engage in intentional observation, generate high-quality data, engage caregivers as consumers and sources of data, use multiple data sources for early intervention identification, and advocate against accountability-driven DIDM.

Objective: Community college students engage in more risky sexual behavior compared to their four-year counterparts, yet have access to fewer reproductive health services. The study's purpose was to examine whether California Community College student health centers' participation in Family PACT, a state publicly-funded family planning program, increased reproductive health services to community colleges students. Participants: California community college student health centers. Methods: Bivariate analyses of student health centers with and without Family PACT participation and qualitative analysis of five participating campuses. Results: Among the 60 colleges in the study, 25 student health centers participated in the Family PACT program. Family PACT campuses reported greater provision of sexual and reproductive health services and higher levels of staffing and revenue. Conclusions: Key benefits of Family PACT participation among community colleges include expansion of sexual and reproductive health services to an underserved population and increased student health centers' financial sustainability.

Access to menstrual products is important to support adolescent health. Advocacy to increase access to menstrual products in schools is growing; however, ideal access requires policies that will require schools to support the menstrual health of menstruating students. We conducted a legislative review on the existence and status of state legislation related to the provision of menstrual products in US schools and categorized by state's political control (political party affiliation of governors and state legislature). Of 50 states and 6 territories, 21 had legislation to support menstrual products in schools, 7 had bills pending, 10 had bills failed, and 18 states had no policies introduced in the state legislature. States with Democrat control have significantly more menstrual product state laws compared to states with Republican control [z = 2.54, p = 0.01]. There is a need, especially in Republican states, to accelerate efforts to pass laws that will support menstrual product access in schools.

Limited research has been conducted to explore the racial trauma experience of East Asian American women, especially in the workplace. We sought to understand (a) how racial trauma has influenced this population's work and non-work life and (b) how they have coped with this traumatic stress in career development and mental health aspects. Twelve participants working in the United States participated in semi-structured interviews about the impact of workplace racial trauma on their mental health, work, relationships, and coping strategies. Five domains were developed using conventional content analysis: (a) racial trauma at work is expressed with microaggression, (b) racial trauma causes a loss of psychological safety, (c) racial trauma creates relationship dilemmas, (d) racial trauma creates challenges in participants' career development paths, and (e) career and mental health coping strategies are used to manage racial traumatic stress. Implications for theoretical advances and counseling and organizational practice are also discussed.

Teacher residency programs have emerged in recent years as an alternative to traditional teacher preparation. These programs place pre-service teachers, known as residents, in the classroom of a trained mentor who guides their development over the course of a school year. This resident-mentor match is a major component of the residency experience and understanding how this match influences teacher development is an important line of research. The purpose of this work was to understand how the mentor-resident match influences teacher development in a teacher residency program. We explore this topic through the triangulation of multiple data sources from a longitudinal evaluation study examining the development of secondary residents in one urban teacher residency program. Consistent with findings from previous research, we found through the examination of three resident-mentor matches that the relationship between the resident and mentor plays a critical role in the resident's development throughout the residency year and beyond. The quality of the relationship influences the resident's ability to engage in reflective practice and move from novice to expert in various domains of the teaching profession.

The intersection of COVID-19 and the murder of George Floyd has refocused attention on the hitherto hidden, but pervasive, impacts of race and racism in the US. As this essay will argue, examining anti-Asian racism and anti-Blackness in the context of COVID-19 and Black Lives Matter movement, allow a deeper understanding of how white supremacy operates in institutions of higher education and in US society. While universities have a critical role and responsibility to spearhead transformative justice and change, racial capitalism is still at work, whereby profits are prioritized over delivering equitable educational experiences for students and the health of all its constituents. School closures in spring 2020 and reopening plans for fall 2020 are used to illustrate racial capitalism in higher education.

School-level data shows that a large number of Children living with Disability (ClwD) are not accessing Early Childhood Development and Education (ECDE) services in Nepal (Department of Education, 2020). This research explores the factors affecting the inclusion of ClwD in ECDE programs aiming at informing policy, plans and strategies about existing barriers to early intervention and education services for ClwD. Through interviews, focus group discussions with key stakeholders and document reviews, the research identified the interconnection of several organisational and contextual factors created multiple barriers to successful inclusion. Organisational factors were: policy, attitudes, teacher efficacy, resources, coordination, communication processes and parental engagement. Contextual factors were: spirituality, caste, ethnicity, language, economic status, and geographic location. The very interactive nature of organisational and contextual factors resulted in the development of an inclusive education framework to inform future policies.

Background: Receiving treatment for behavioral health disorders remains problematic due to profound provider shortages. Telebehavioral health services are effective for providing quality care, but research literature on these services in schools is limited. Methods: Data were collected during Fall 2019 and Spring 2020 semesters on all students receiving telebehavioral health services from 15 school-based telehealth programs across the U.S. Results: From Fall 2019 to Spring 2020, 62 schools providing services during both periods increased the number of students served from 396 to 745, increased the average number of encounters per student from 2.4 to 4.1, increased the percentage of encounters delivered by clinical social workers, mental health counselors, and clinical psychologists (all p < 0.001), and increased the use of individual counseling, family counseling, and group counseling (all p < 0.001). Schools that initiated the service in Spring 2020 (n = 25) averaged 6.5 encounters for the 301 students receiving services, delivered mostly by clinical social workers or professional counselors, using individual counseling. Conclusion: Overall, data indicate programs significantly increased both behavioral services provided to their ongoing schools and increased the number of schools served. Undoubtedly telebehavioral health care delivery provided a swift and necessary response to the challenges posed by the growing pandemic threat.

Bullying in schools is a national problem receiving much needed attention. Teacher workplace bullying is a lesser known but equally debilitating problem. Our purpose in doing this study is to examine the problem of teacher workplace bullying and its effect on teachers, students, and schools. We surveyed 173 general and special education teachers to determine the extent that teachers report workplace bullying by other teachers and administrators. We used the Negative Acts Questionnaire--Revised to examine three constructs of workplace bullying--personal, work-related, and physical intimidation. We also examined differences in self-reported workplace bullying between general and special education teachers. Results suggest special education teachers reported a significantly high level of workplace bullying compared with general education teachers. Unsatisfactory administrative support was the most significant factor contributing to workplace dissatisfaction overall. We offer possible starting points to deal with the problem and discuss implications for teachers, students, and the field.

Timely recognition of autism in children is integral to improve developmental outcomes. This study used mixed-methods (84 case-registers and 20 in-depth interviews with caregivers of children with a diagnosis of autism) to explore the extent to which the nature of parental concerns and prior knowledge of developmental disorders impact the time between symptom recognition and autism diagnosis, and the contextual family, societal and health-system related factors that impede the autism help-seeking pathway. Lack of awareness of age-appropriate child developmental milestones, apparent amongst the community and health professionals, contributed to a 1.5-year delay between parental concerns and autism diagnosis. Recommendations to shorten this help-seeking pathway include harnessing the potential of non-specialist workers to increase awareness and enable developmental monitoring of young children through scalable tools.

Students with emotional and behavioral disorders struggle with learning and retaining many aspects of mathematics. Tasks requiring conceptual understanding and reasoning are especially challenging. Given these difficulties, it is essential that teachers use techniques designed to support mathematical learning. We explain how to infuse peer-mediated strategies with two promising instructional techniques to scaffold learning and remembering of mathematical concepts and skills. Examples are illustrated within the context of an inclusive middle school mathematics course.

The study's aim was to determine the association between school-based violence and being under the influence of drugs/alcohol during the last sexual intercourse among US high-school adolescents. A total of 3136 students from the 2019 Youth Risk Behavior survey were included. Multivariate logistic regression models were conducted to examine associations of exposure to school-based violence and being under the influence of drugs/alcohol during the last sexual intercourse, adjusting for demographics, early initiation of risky behaviors, mental health indicators, and good school performance. Adolescents who had been threatened/injured with a weapon on school property showed higher odds of engagement in being under the influence of drugs/alcohol during their last sexual intercourse (aOR = 1.49(1.05, 2.11)). Study findings highlight the substantial need for addressing associated factors for RSBs. Future research should explore the longitudinal association between school-based violence and risky sexual behaviors.

This study was designed to determine how occupational therapy practitioners currently approach their interventions with students on their caseloads who are grieving, as well as to identify what occupational therapy practitioners believe they require in order to expand their current practice as it relates to supporting the needs of grieving students on their caseloads. A qualitative research design was utilized. 10 school-based occupational therapy practitioners participated in the study. Data were collected via semi-structured virtual interviews, using the Zoom platform. Data were collected to understand how occupational therapy practitioners approach their interventions with students on their caseloads who are grieving. Data were also collected to determine what types of resources that occupational therapy practitioners are required to support them in expanding their role as it relates to addressing the needs of grieving students. 10 occupational therapists participated in the study. The results of the study revealed various ways in which occupational therapy practitioners (1) identify a grieving student, (2) provide intervention to grieving students, and (3) obstacles therapists encounter while addressing grief and loss at school. Results from the study also revealed potential ways in which occupational therapy practitioners can be supported to address students on their caseloads who are grieving. School-based occupational therapy practitioners can provide support to the grieving students on their caseloads; however, they require additional support to address barriers and expand their current intervention approaches. These resources may include staff in-services, continuing education opportunities, topical resources about grief-related challenges, and research articles to support their interventions.

Although the importance of listening to young children's voices is acknowledged in international literature, it is not clear whether educational researchers "really" listen to them and, if they do, what research designs and methods facilitate that. Therefore, using the EPPI-centre approach (2007), a systematic literature review was undertaken of all papers published between 2015 and 2020 that indicated the author/s had listened to young children's (3-7 year-old) voices. The aim was to identify, appraise and synthesise international research focused on listening to their voices, and the research designs, methods of data collection and theoretical frameworks authors have used to achieve this. From the 74 studies that met the inclusion criteria, we found that there was some evidence of listening to young children's voices. However, there was a tendency to use adult-led methods rather than child-led methods along with the use of adult data sources for confirmation. Further, in many studies no specific theoretical framework was used. Based on our review of reviews, it is evident that this is the first international systematic review of its kind and provides unique insights that are relevant to researchers, professionals and policy makers internationally.

In the United States, a majority-white children's publishing industry is increasingly marketing books labeled as "antiracist," which may inadvertently center the comfort of white children, often at the expense of BIPOC children. This article proposes a critical "white" literacy approach and uses it to analyze two children's books featuring hard history topics to highlight the "performativity" of such antiracism.

The aim of the present study was to find out whether students' active involvement in classroom activities can promote language learning. This paper, using practitioner research, examines the active involvement of first-year engineering students in a film activity. The research took place in three phases: (1) the students were divided into five groups and given an assignment each, a month ahead, to edit a full-length movie to one hour without tampering with its story element; (2) the five groups presented five different edited movies on five different days; (3) the data was collected and analysed by the teacher as follows: observing the classroom performance, transcribing the students' spoken language, and collecting the students' written transcripts. The research analysis and discussion show that the whole process of the film task provided a rich input in listening and reading, and subsequently a productive language output in speaking and writing. The feedback conducted states that the students enjoyed the video classes thoroughly and the experience was rewarding because of their active involvement in the practice of LSRW skills.

Scholars have advocated for student voice and participation across curriculum design, assessment planning, and policymaking in higher education to advance and achieve equity (Montenegro and Jankowski 2020; Jankowski and Bheda 2022; Damiano 2018). However, the reality seems far different from the intention or aspiration, primarily because explicit title and role-based positional power and interwoven, intersectional oppressive forces and privileges acting on those at the table are not accounted for. Authentic examples and evidence of student voices playing a pivotal role in decision-making about students are few and far between. Not just students participating in decision-making but staff, junior and adjunct faculty of color, women faculty, and many others who have intersectional identities and/or who have been othered and pushed out by institutions intentionally/unintentionally. Divya Samuga_Gyaanam+Bheda argues that assessment professionals can inform and guide what data is on the table to be discussed. They can facilitate curricular development and assessment design conversations. They can also inform how to truly partner with students (Curtis and Anderson 2021). Assessment professionals must invite intersectional voices, identities, and perspectives to the table and privilege these insider-outsider voices even as they ensure just treatment of the data and decision-making on the table.

In this column, the author revisits who we are as assessment professionals, how we are trained, what our role is, and what our responsibilities are--to ourselves as a community, to our colleagues in education, at our institution, and to those we serve-- especially from an equity lens. They also share a few strategies to address the gaps they see.

Background: While the Texas infant mortality rate (IMR) is below the Healthy People 2020 objective (5.7 per 1,000 live births), stark differences in IMR are seen across Texas communities. Health indicators for the state suggest important missed opportunities for improving maternal and infant outcomes. The Healthy Families initiative was a collaboration between a Texas state agency, community partners, and academic institutions to understand how evidence based interventions could be identified, adapted, and implemented to address community priorities and reduce disparities in pregnancy outcomes. Method: The Healthy Families initiative included two Texas counties, one with low utilization of prenatal care and one with persistent disparities in infant mortality. The model served to (1) identify community factors influencing IMR and maternal morbidity through stakeholder engagement and secondary data, (2) build community capacity to link pregnant women with existing and newly developed services, and (3) develop partnerships within the community and clinics to improve access to and sustainability of services. Results: A community-based participatory approach focused on stakeholder engagement was used to identify, design, and adapt strategies to address community-identified priorities. Conclusions: The Healthy Families initiative is a unique state-community-academic partnership aimed at improving pregnancy outcomes in vulnerable communities, with a focus on promotion of capacity building, maintenance, and sustainability of maternal and infant health programs

In this study, we identified factors influencing completion rates (graduation) of undergraduate students in science, technology, engineering, and mathematics (STEM). We used hierarchical, logistic, and linear regression models to analyze the data and found significant predictor variable interactions across various underrepresented versus well-represented student groups. We asked six research questions, three involving two- and three-way interactions between STEM completion, underrepresented groups, and predictor variables and three involving two- and three-way interactions among time spent for graduation, predictor variables, and underrepresented groups. We found that female STEM students completed their degree in significantly less time than their male counterparts (p < .001) and that for every 1 point increase in second-year grade point average, length of time to complete the bachelor's degree decreased by 1.68 years. These and other findings can be used by institutions to help focus retention intervention efforts on those critical and significant predictors of STEM degree completion of underrepresented groups.

Concussion is a common injury among adolescents. It is unknown how a concussion affects driving behavior and performance in adolescents. Although there are guidelines for return to learn, exercise, and sports that school nurses can help support in school, little is known about return to driving after concussion. The goal of this integrative review was to summarize the current literature on return to driving after concussion in adolescents. Six articles published between 2016 and 2020 were included in the review. Physicians and nurse practitioners find providing driving recommendations to adolescents to be appropriate; however, they are unclear what metrics to use to determine whether a patient is fit to drive. Future studies should explore clinical predictors of readiness to return to driving in adolescents. School nurses have an opportunity to support adolescents in their resumption of typical activities after concussion including school, sports, and, as more evidence becomes available, driving.

Dialectical behavior therapy (DBT) is an evidence-based practice for suicidal and self-injuring behavior with growing popularity in college counseling centers (CCCs). With the exception of a single, quantitative study, no research to date investigates how DBT is used in CCCs or what factors influence program implementation. We conducted qualitative interviews with 15 CCC staff that were delivering DBT programs in order to inform a more richly detailed understanding of the process of developing and implementing a DBT program housed in a CCC.

To understand the self-regulatory strategies children used while writing, we asked 780 elementary school students in the United States, "What do you do when you get stuck in your writing?" Using an inductive approach to content analysis, we analysed their responses to an open-ended item on a survey on student motivation for patterns of self-regulatory behaviour. We examined how their responses differed according to gender, grade level, achievement, and writing self-regulation aptitude. Overwhelmingly, students described strategies like reviewing prewriting, brainstorming, and help-seeking--strategies proven effective for improving writing performance. Chi-square analysis revealed female, upper-grade level, and high-achieving students were significantly more articulate in reporting their strategies. Descriptive analysis revealed these students also reported regulating their behaviours and emotions such as taking a break or persisting at the task. There were no differences in strategy use based on self-regulation scores. We conclude with implications for writing self-regulation theory, research, and practice.

This study evaluated the effects of teacher adherence to behavioral treatment on student outcomes. Eighty-four children (ages 7-11) completed a 12-week, collaborative school-home behavioral intervention designed for youth with significant attention-deficit/hyperactivity disorder symptoms and impairment. Teacher adherence was assessed via school mental health provider (SMHP) ratings and daily report card (DRC) implementation. Pre- and posttreatment outcomes included parent and teacher ratings of organizational skills and problem behaviors, observational measures of classroom task engagement and off-task behaviors, and report card standard grades. Using multi-level models to account for clustering by school, teacher adherence rated by SMHPs predicted improvement across teacher- and parent-rated organizational skills, parent-rated problem behaviors, and classroom observations of task engagement and off-task behavior. Higher rates of DRC implementation only predicted improvements in parent-rated organizational skills; percentage of days parents signed the DRC only predicted teacher-rated improvement in organizational skills. Post hoc analyses indicated that teacher adherence and child success with academic targets on the DRC during the first month predicted parent-rated improvement in organizational skills. These results suggest that teacher adherence, particularly when rated by SMHPs, is an important predictor of positive treatment outcomes across both school and home settings. Future research is needed to better understand methods for measuring and optimizing teacher adherence to classroom behavioral interventions.

The use of assessment data to inform instruction is an important component of a comprehensive standards-based assessment programme. Examining teachers' data use for instruction can reveal the extent to which instruction is aligned with established content standards and assessment. This paper describes results of a qualitative study of teachers' data use in a mid-Atlantic metropolitan area in the United States. Focus group interviews with 60 upper elementary and middle school teachers from 45 schools were conducted. Findings indicate teachers aligned instruction and assessments with the state curriculum with the goal of improving student performance. While teachers found day-to-day informal assessments essential to shaping instruction, periodic formal assessments helped them monitor student progress and remediation efforts. Teachers described challenges associated with the misalignment of periodic assessments with instructional content, the breadth of content and higher cognitive demand expected in the newer state curriculum and the lack of infrastructure to support data use.

Higher order thinking skills (HOTS) has portrayed immense industry demand and the major goal of educational institution in imparting education is to inculcate higher order thinking skills. This compiles and mandate the institutions and instructor to develop the higher order thinking skills among students in order to prepare them for effective performance and meet the employers' expectations (Heong et al., 2011). Role of teaching strategies plays a vital role in such inculcation where students can analyze, interpret, reason out, synthesize, evaluate and create. The current study signifies the perceptual understanding of higher order thinking skills of the graduate passing through the higher educational institutions in Thailand. The study also contributes to the literature with bridging the conceptual gap with examining the relationship between teachers' professional components with teaching strategy of higher order thinking skills. The study has explored the perceived level of HOTS among students and its difference between genders. It has also attempted to know the teaching strategies for the inculcation of HOTS being practiced in Thailand and its relations with teachers' professional component such as designation, educational qualifications, teaching experience, research experience and training and workshop exposure. The research participants into the study are 126 teachers and 659 students. This incorporates survey within various courses of leading International higher educational institutions and universities in Bangkok. Two survey instruments were employed; the first survey was administered on teachers intending to measure the teaching strategies to impart higher order thinking skills and teachers' professional component. The second instrument has undertaken the Mazaro's rubric for specific task and situation to assess the perceived level of higher order thinking skills among students. The finding of the study revealed that students have shown medium level of higher order thinking skills. The teachers are using more knowledge development and application strategies. The teachers' professional components such as designation, teaching experience and qualification are significantly correlated with strategies used for imparting higher order thinking skills. Based on the observation study has furnished suggested measures and future dimensions of the research.