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Behavior intervention plans (BIPs) are intended to help educators systematically support students with behavioral problems at school. Previous research confirms that the effectiveness of a BIP depends on the degree to which the plan is technically adequate and implemented with integrity. What remains unclear from the literature is how professional experience and environmental variables impact technical adequacy, treatment integrity, and student outcomes. The purpose of this study was to explore these relationships using data collected from a survey of members' experiences with the BIP implementation team. The researchers collected BIPs from local school districts and then surveyed members of the implementation team regarding their professional qualifications, training, involvement in the BIP development process, treatment integrity, and perceived impact on student outcomes. Results from two multiple regression models predicting treatment integrity and student outcomes suggest that practitioners' perceptions of BIP quality significantly predicted treatment integrity. Additionally, training, BIP quality, and treatment integrity significantly predicted student outcomes. These findings suggest that practitioners' perceptions of BIP quality may play an important role in predicting treatment integrity but improving student outcomes requires technical adequacy and targeted professional development.

Cybersecurity has emerged as one of the most critical issues confronting schools in the 21st century. Computer security is an essential instrument for protecting children, but K-12 schools are considered one of the most attractive targets for data privacy crimes often due to the less-than-effective cybersecurity practices in schools. The human factor is the underlying reason why many attacks on school computers and systems are successful because the uneducated computer user is the weakest link targeted by cyber criminals using social engineering. Formal cyber security awareness is required to mitigate the exploitation of human vulnerabilities by computer hackers and attackers.

Albert Einstein once remarked that the world was characterized by a proliferation of means and a confusion of goals. This certainly characterizes the state of global higher education today. The age of technology and the information society are sweeping educators towards a future dependent upon knowing how more than knowing what. Throughout the world, college and university administrators are attempting to determine global scope coupled with the impact of technology. To many educators higher education is now a place of innovation and change, while to others it is a morass of change and fear. However, the COVID-19 pandemic created change and fear gripped higher education and forced change that was totally unexpected. What are the lessons to be learned from this forced change?

Behavior intervention plans (BIPs) are intended to help educators systematically support students with behavioral problems at school. Previous research confirms that the effectiveness of a BIP depends on the degree to which the plan is technically adequate and implemented with integrity. What remains unclear from the literature is how professional experience and environmental variables impact technical adequacy, treatment integrity, and student outcomes. The purpose of this study was to explore these relationships using data collected from a survey of members' experiences with the BIP implementation team. The researchers collected BIPs from local school districts and then surveyed members of the implementation team regarding their professional qualifications, training, involvement in the BIP development process, treatment integrity, and perceived impact on student outcomes. Results from two multiple regression models predicting treatment integrity and student outcomes suggest that practitioners' perceptions of BIP quality significantly predicted treatment integrity. Additionally, training, BIP quality, and treatment integrity significantly predicted student outcomes. These findings suggest that practitioners' perceptions of BIP quality may play an important role in predicting treatment integrity but improving student outcomes requires technical adequacy and targeted professional development., Author(s): Cade T. Charlton [sup.1], Danielle Marie Green Rigby [sup.2], Sara E. Moulton [sup.1], Christian V. Sabey [sup.1], Michael J. Richardson [sup.3] Author Affiliations: (1) grid.253294.b, 0000 0004 1936 9115, [...]

Background: Recess has been shown to increase total daily energy expenditure, which may favorably impact body mass index by decreasing adiposity. This study examines associations between recess participation and adiposity. Methods: The study sample included male (N = 1434) and female (N = 1409) children 5 to 11 years of age participating in the 2013-2016 National Health and Nutrition Examination Survey. Overweight and obesity were defined using age- and sex-specific percentiles. Recess participation interview questions were answered via proxy response. Results: Compared to a referent group participating in recess 5 days/week for >30 minutes/day and independent of demographic and behavioral factors, analysis revealed significantly greater odds of obesity in females reporting no recess participation (odds ratio 1.80; 95% confidence interval, 1.03-3.15, p = 0.03). Furthermore, minority females were consistently found to possess greater odds of overweight and obesity independent of recess participation time. Only Mexican American boys were found to have greater odds of obesity independent of participation recess time. Conclusions: In a large nationally representative sample of US children, reporting no recess was associated with significantly greater odds of obesity in females. Minority females were also more likely to be overweight and obese and Mexican American boys are more likely to be obese independent of recess participation time.

The purpose of this explanatory mixed methods study was to understand how 9th grade honors and general education language arts students made course enrollment decisions through the lens of the Expectancy-Value (E-V) theory. A survey was administered to 9th grade students (N = 118) attending a public high school with the overall mean score indicating fairly high reading motivation. A point biserial correlation analysis was conducted next to determine any significant correlations between course selection and the E-V expectancies for success and task values. Attainment was the only task value reporting a positive and statistically significant correlation. Six students with either high, medium, or low reading motivation were interviewed from which four themes emerged: expectancy for success and reader identity, utility and usefulness of reading in the future, cost and enjoyment associated with reading, and attainment and course enrollment decisions. Implications and recommendations for educators and researchers are provided.

Superintendents, personnel directors and school boards across the nation are faced with a growing problem of locating high caliber replacements for the exodus of school principals that began as we entered the decade of the 1990s. This departure, which began as natural attrition due to age and retirement, has been accelerated by several other factors including working conditions, educational reform and lack of funding for educators and educational programs. Since principals are critical to school success and student performance an examination of principal selection strategies is critical, particularly the planning needed to find the best applicants. There are several selection strategies that superintendents and school boards can use to recruit and employ the best candidates available, including "grow your own" prospective principals.

Higher education faces its greatest combinations of challenges: economic uncertainty, accountability and globalization: overlaid by emerging technologies. University leaders face the twin trials of dramatic decreases in public financial support and the increasing cost of resources to avoid technological obsolescence. Technologies continue to evolve that will disrupt higher education in the future. The challenge for traditional universities whose concentration historically has been the production of knowledge in the form of human capital, research, and scholarship is to be able to tap into the expanding need for lifelong learning. Access to higher education will be a necessity for job mobility and economic success. Survival for universities requires modification and adaptation. Traditional educational paradigms have changed and the physical university is now a combination multi-dimensional education model. All these changes demand planning, specifically strategic planning, if higher education institutions are to be competitive and ultimately successful.

Adolescence can be a particularly difficult time for youth as they experience the physical, social, and academic changes that accompany maturation. One of the most critical challenges for schools is teaching adolescent students positive social and emotional skills, which are crucial for them to succeed academically and emotionally. "Strong Kids" is a social-emotional learning curriculum designed to reduce students' internalizing symptoms. "Strong Kids" has shown promise in elementary schools; this was the first study to evaluate the newly updated version of the program in a middle level school setting. Two general education teachers implemented the curriculum with eight students at risk for emotional and behavioral disorders. Researchers used a mixed methods design to evaluate outcomes. Findings suggest that "Strong Kids" was effective at improving students' social-emotional knowledge and internalizing symptoms; however, there were no significant changes in their externalizing symptoms.

The purpose of this study was to examine any relationships between students' perceptions of the effects of school uniforms and student socioeconomic status. A survey was administered to 182 students in a charter school to gather perception information, and a separate survey was administered to parents to gather socioeconomic status information. An examination of individual survey items revealed older students were more likely to report that school uniforms help to reduce bullying and teasing, and some students of high socioeconomic status reported that uniforms help reduce arguments with parents about clothing. Student responses on 10 survey items were grouped into one factor called School Climate, reflecting student perceptions on how uniforms affect the school's climate. Analyses revealed no significant relationships between the School Climate factor and socioeconomic status. However, Hispanic students reported a significantly more positive response overall than non-Hispanic students. These findings suggest students of various socioeconomic status perceive school uniforms similarly, but older students could be more likely to associate uniforms with a reduction in bullying.