Recommendations for practice and directions for future research.

2015 ◽  
pp. 109-125
Author(s):  
Jane Brodie Gregory ◽  
Paul E. Levy
Keyword(s):  
Future Research ◽  
Recommendations For Practice

Middle School Teachers’ Concerns for Implementing the Principles of SWPBIS

2019 ◽  
Vol 22 (2) ◽  
pp. 93-104
Author(s):  
Ashli Tyre ◽  
Laura Feuerborn ◽  
Kathleen Beaudoin ◽  
Jillian Bruce
Keyword(s):  
Middle School Teachers ◽  
Positive Behavior ◽  
Future Research ◽  
Tier 2 ◽  
Behavior Interventions ◽  
Review Of The Literature ◽  
School Teachers ◽  
Positive Behavior Interventions ◽  
Recommendations For Practice ◽  
Using Data

Following a review of the literature to identify core principles of schoolwide positive behavior interventions and supports (SWPBIS), this study employed coding methods to examine teacher concerns as expressed in their responses to an open-ended probe in five middle schools. Teachers in all schools expressed concerns for their colleagues’ support for implementation, Tier 2 and 3 supports, use of reinforcement and consequences, and student investment. Fewer teachers expressed concerns for prevention, structuring the environment to support positive behavior, using data to make decisions, teaching expectations, and the need to understand the function of behavior. Within and across schools, teachers expressed diverse views as they affirmed their support, expressed concerns for their colleagues’ non-support, and, in fewer cases, expressed misunderstandings or beliefs in opposition to the principles of SWPBIS. Overall, tensions seemed to stem not from opposition or resistance to SWPBIS but from poor application of the SWPBIS principles in their building—by the team, the administrators, and/or colleagues. Limitations, recommendations for practice, and future research are discussed.

“Give me actual music stuff!”: The nature of feedback in a collegiate songwriting class

2019 ◽  
Vol 41 (2) ◽  
pp. 135-153
Author(s):  
Stuart Chapman Hill
Keyword(s):  
Data Sources ◽  
Group Interview ◽  
Future Research ◽  
Individual Interviews ◽  
Feedback Culture ◽  
Field Notes ◽  
Recommendations For Practice ◽  
Research Questions

This study aimed to understand the nature of feedback that students and teacher exchanged in a workshop-based collegiate songwriting course. Two research questions guided the study: (1) What kinds of feedback do students and teacher give as they respond to each other’s work? and (2) What factors contribute to the culture of feedback in this class? Data sources included field notes from class observations, individual interviews with four informant students, a group interview, and a student-conducted interview of the investigator, who was also the instructor of the class. The analysis generated four themes that describe the feedback culture of this songwriting class: micro feedback, macro feedback, feedback roles, and overall feedback culture. Recommendations for practice and future research are presented.

Psychosocial Care for Family Caregivers of Patients With Cancer

2012 ◽  
Vol 30 (11) ◽  
pp. 1227-1234 ◽  
Author(s):  
Laurel Northouse ◽  
Anna-leila Williams ◽  
Barbara Given ◽  
Ruth McCorkle
Keyword(s):  
Family Caregivers ◽  
Sleep Disturbances ◽  
Well Being ◽  
Future Research ◽  
Care Practice ◽  
Physical And Mental Health ◽  
Policy And Practice ◽  
Patients With Cancer ◽  
Cancer Support ◽  
Recommendations For Practice

Purpose To understand family caregivers' needs for better preparation and care, this state-of-the-science review examines the effect of caregiving on the health and well-being of caregivers, the efficacy of research-tested interventions on patient and caregiver outcomes, implications of the research on policy and practice, and recommendations for practice and future research. Methods We reviewed research that described the multiple effects of cancer on caregivers' well-being. Five meta-analyses were analyzed to determine the effect of interventions with caregivers on patient and caregiver outcomes. In addition, we reviewed legislation such as the Affordable Care Act and the Family Leave Act along with current primary care practice to determine whether family caregivers' needs have been addressed. Results Research findings indicate that caregiver stress can lead to psychological and sleep disturbances and changes in caregivers' physical health, immune function, and financial well-being. Research-tested interventions delivered to caregivers of patients with cancer or other chronic illnesses can reduce many of these negative effects and improve caregivers' coping skills, knowledge, and quality of life. Although these interventions also decrease patients' symptoms, reduce mortality (non-dementia patients), and improve patients' physical and mental health, they are seldom implemented in practice. Conclusion Recommendations for practice include development of standardized guidelines that address caregiver assessment, education, and resources; identification of “caregiver champions” in practice settings; provision of referrals to established support organizations for caregivers (eg, Cancer Support Community, Cancer Care); and collaboration among caregiving, professional, and cancer-related organizations to advocate policy and practice changes for family caregivers.

scholarly journals Parent's experiences with Strongstrart BC in four communities in British Columbia

2021 ◽  
Author(s):  
Safra Najeemudeen
Keyword(s):  
British Columbia ◽  
Theoretical Perspective ◽  
Future Research ◽  
School Based ◽  
Group Data ◽  
Focus Group Data ◽  
Family Resource ◽  
Recommendations For Practice ◽  
Program Characteristics ◽  
Resource Program

The literature has shown that early childhood programs are widely accepted as an intervention that is effective at improving outcomes for families. The current study explores parents’ experiences within a school-based family resource program initiative, StrongStart BC. This qualitative study draws on ecological systems and sociocultural theoretical perspective to examine parents’ perceptions of familial outcomes and program characteristics, in order to identify which characteristics are fundamental for successful outcomes. Thematic analysis was used to analyse focus group data gathered from four program sites as part of a larger study evaluating the effectiveness of StrongStart BC across British Columbia. Results indicate that successful familial outcomes from participation in family resource programs are influenced by a complex interplay of factors related to accessibility and pedagogical characteristics, with accessibility standing out as a fundamentally important consideration. Drawing on the broadly defined concept of accessibility, implications for school-based family resource programs are discussed and recommendations for practice, policy and future research are presented.

How Do Latinx Dual Credit Earners Describe Their Sense of Belonging in Engineering Programs?

2020 ◽  
pp. 152102511989815
Author(s):  
Taryn Ozuna Allen ◽  
Melissa Laird Thompson ◽  
Shalun Collins
Keyword(s):  
Sense Of Belonging ◽  
Dual Credit ◽  
Student Organizations ◽  
Faculty Members ◽  
Future Research ◽  
Campus Community ◽  
Engineering Programs ◽  
Recommendations For Practice ◽  
Definition Of ◽  
The University

This study examined how 10 Latinx students perceived their sense of belonging in engineering programs. Drawing upon Strayhorn’s definition of sense of belonging, we sought to understand the experiences and individuals that facilitated Latinx students’ connections to their engineering programs and to the larger campus community at a 4-year university in Texas. The findings from this study indicate interactions with faculty members, academic advisors, and peers through student organizations facilitated a strong sense of belonging. However, the size and rigor of classes, distance to campus, outside responsibilities, and feeling like an outsider created challenges to students’ sense of belonging at the university. Recommendations for practice and future research are offered.

Formative Assessment on Writing

2020 ◽  
pp. 282-306
Author(s):  
Zoi A. Traga Philippakos ◽  
Noreen S. Moore
Keyword(s):  
Formative Assessment ◽  
Summative Assessment ◽  
Formative Assessments ◽  
Future Research ◽  
Elementary Grades ◽  
Research Directions ◽  
Future Research Directions ◽  
Recommendations For Practice ◽  
Clear Description

The purpose of this chapter is to address formative assessment in writing in the elementary grades, K to 5. The chapter will include the following sections: (a) An introduction that will present and explain assessment purposes with a clear description and explanation of formative assessment and its difference from summative assessment; (b) Common formative assessments used in writing and research that supports their effectiveness; (c) Principles of formative assessment and how those can be used with specific examples from classroom settings; (d) Recommendations for practice, and (e) Future research directions.

scholarly journals Non-visual access to print and its barriers.

2020 ◽  
Vol 10 (2) ◽  
pp. 29-43
Author(s):  
Belinda Rudinger
Keyword(s):  
Literature Review ◽  
Best Practices ◽  
Assistive Technology ◽  
User Experience ◽  
Future Research ◽  
Screen Readers ◽  
Visual Access ◽  
Technology Instruction ◽  
Recommendations For Practice ◽  
Technological Constraints

This literature review examines the multiple barriers to non-visual access to print by people who are blind. An in-depth consideration of existing research on specific issues related to screen readers and refreshable braille displays is provided. These barriers include the complexities involved in the conversion of print to alternate media (tactual and auditory), assistive technology instruction and readiness of teachers of students with visual impairments, lack of research on best practices for instruction, and a variety of issues related to technological constraints in the areas of accessibility, usability, and user experience. Recommendations for practice and future research in the areas of screen readers and refreshable braille displays are included.

University Students' Perceptions of Personal Mobile Devices in the Classroom and Policies

2020 ◽  
pp. 336-353
Author(s):  
Ieda M. Santos ◽  
Otávio Bocheco
Keyword(s):  
Mobile Devices ◽  
Mobile Technology ◽  
Quantitative Data ◽  
Education Institution ◽  
Study Data ◽  
Future Research ◽  
Technology In The Classroom ◽  
Inappropriate Use ◽  
Personal Mobile Devices ◽  
Recommendations For Practice

This chapter discussed the results of a study that explored students' perceptions of personal mobile devices in the classroom and suggestions for policies. Thirty-four students enrolled in two undergraduate courses taught at a Brazilian higher education institution took part in the study. Data collection consisted of a survey and focus group interview. Quantitative data suggested an overall tendency to rare use of the devices for content and non-content activities. Qualitative results, however, showed that students may have used more often their devices in class. The results discussed several policies recommended by the students ranging from allowing the devices for content and emergency to not using social media for off- task activities. The study suggested that inappropriate use of mobile technology in the classroom may be minimized if students participate in the development of policies, and instructors integrate the devices in class to promote engagement and interest among students. Recommendations for practice and future research are discussed.

Factors that Motivate African Women in South Africa to Depart from Kinship Care to Legal Adoption of Non-Kin Children

2020 ◽  
Vol 32 (2) ◽  
Author(s):  
Priscilla Ann Gerrand ◽  
Ajwang' Warria
Keyword(s):  
South Africa ◽  
Family Environment ◽  
Kinship Care ◽  
African Women ◽  
Future Research ◽  
Parental Rights ◽  
Grounded Theory Research ◽  
Decision Making Processes ◽  
Recommendations For Practice ◽  
Theory Research

For hundreds of adoptable African babies in South Africa, their right to be permanently raised in a loving family environment is not being realised because there are an inadequate number of adopters. To help deal with this child welfare challenge, a study was conducted in South Africa to investigate what factors affect the decision-making processes of Africans regarding the legal adoption of non-kin children, because only a small number choose the legal adoption trajectory to parenthood. To acquire this knowledge, the grounded theory research method of Corbin and Strauss was implemented. Data were gathered by personally interviewing five different cohorts of African participants; most being women. It was found that African women usually decide to legally adopt non-kin children because their desire to mother permanently is not realised when engaging in kinship care. The four main reasons they turn to legal adoption of non-kin children are: (1) legal adoption offers security because it is a permanent childcare arrangement; (2) legal adoption provides a sense of “ownership” because the adopter acquires full parental rights and responsibilities for raising the adopted child; (3) once accepting infertility, legal adoption can ease the psycho-emotional pain of infertility; and (4) the desire to nurture an infant can be realised through legal adoption. Recommendations for practice and future research regarding this phenomenon are discussed.

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