A Best Evidence Synthesis of Literacy Instruction on the Social Adjustment of Students With or At-risk for Behavior Disorders

2011 ◽  
Vol 34 (1) ◽  
pp. 141-162 ◽  
Author(s):  
J. Ron Nelson ◽  
Kathleen L. Lane ◽  
Gregory J. Benner ◽  
Ockjean Kim
Keyword(s):  
At Risk ◽  
Social Adjustment ◽  
Behavior Disorders ◽  
Literacy Instruction ◽  
Evidence Synthesis ◽  
The Social ◽  
Best Evidence Synthesis

scholarly journals Social Science Teachers' Critical Engagement with Best Evidence Synthesis Research

2021 ◽  
Author(s):  
◽  
Michael Alan Taylor
Keyword(s):  
Social Sciences ◽  
Critical Thinking ◽  
Social Science ◽  
Science Teachers ◽  
Teacher Identity ◽  
Research Evidence ◽  
Evidence Synthesis ◽  
Critical Engagement ◽  
The Social ◽  
Best Evidence Synthesis

<p>This thesis draws on qualitative data gathered in focus group discussions, and interviews with ten teachers and three academics to examine social science teachers' critical engagement with Effective Pedagogy in the Social Sciences /Tikanga-a-iwi Best Evidence Synthesis (Aitken & Sinnema, 2008). To assess teachers' critical engagement with the Social Science BES, the thesis develops a modified model designed to encourage critical thinking. The methodological approach involved recording two phases of self-directed teacher discussion before and after the introduction of the modified critical thinking model. The findings suggest that the model supported teachers in the short term, especially those participants for whom critical thinking about research evidence was a novelty. The model had little impact, however, for teachers with more critical thinking skills. A lack of accountability, entrenched teacher identity, and socio-centric dialogue were identified as barriers to the teachers' critical engagement with the Social Sciences BES. Further findings provide insight into how over-assimilation and inattention to the complexity of research evidence risk undermining the integrity of teacher inquiry. The thesis concludes with a discussion about the difficulty of teachers critically engaging with the Social Sciences BES and offers recommendations for different levels of the education system that might help facilitate critical engagement with Social Sciences BES research.</p>

scholarly journals Social Science Teachers' Critical Engagement with Best Evidence Synthesis Research

2021 ◽  
Author(s):  
◽  
Michael Alan Taylor
Keyword(s):  
Social Sciences ◽  
Critical Thinking ◽  
Social Science ◽  
Science Teachers ◽  
Teacher Identity ◽  
Research Evidence ◽  
Evidence Synthesis ◽  
Critical Engagement ◽  
The Social ◽  
Best Evidence Synthesis

<p>This thesis draws on qualitative data gathered in focus group discussions, and interviews with ten teachers and three academics to examine social science teachers' critical engagement with Effective Pedagogy in the Social Sciences /Tikanga-a-iwi Best Evidence Synthesis (Aitken & Sinnema, 2008). To assess teachers' critical engagement with the Social Science BES, the thesis develops a modified model designed to encourage critical thinking. The methodological approach involved recording two phases of self-directed teacher discussion before and after the introduction of the modified critical thinking model. The findings suggest that the model supported teachers in the short term, especially those participants for whom critical thinking about research evidence was a novelty. The model had little impact, however, for teachers with more critical thinking skills. A lack of accountability, entrenched teacher identity, and socio-centric dialogue were identified as barriers to the teachers' critical engagement with the Social Sciences BES. Further findings provide insight into how over-assimilation and inattention to the complexity of research evidence risk undermining the integrity of teacher inquiry. The thesis concludes with a discussion about the difficulty of teachers critically engaging with the Social Sciences BES and offers recommendations for different levels of the education system that might help facilitate critical engagement with Social Sciences BES research.</p>

Consumer Reports

1999 ◽  
Vol 20 (2) ◽  
pp. 93-105 ◽  
Author(s):  
John Habel ◽  
Lisa A. Bloom ◽  
Marissa S. Ray ◽  
Ellen Bacon
Keyword(s):  
At Risk ◽  
Native American ◽  
Behavior Disorders ◽  
Holistic Approach ◽  
School Experiences ◽  
Individual Interviews ◽  
American Philosophy ◽  
The Social ◽  
Consumer Reports ◽  
Circle Of Courage

The purpose of this study was to describe how one group of consumers of special education services—students with or at risk for behavior disorders—experienced school. We present the perspective of these students within the social constructivist framework represented by the circle of courage, a holistic approach to childrearing and community building based on traditional Native American philosophy. Seventeen students with or at risk for behavior disorders participated in semiformal small-group or individual interviews. Thematic analysis of the interview data yielded the following three categories representative of the students' experiences with respect to the four spirits of the circle of courage: (a) the students' view of themselves with respect to each of the spirits, (b) the students' perspective about school experiences that encourage each of the spirits, and (c) the students' perspective about school experiences that discourage each of the spirits. To reflect the richness and coherence of the students' accounts, results are presented using direct quotes and discussed within the context of current research in behavior disorders.

scholarly journals The Course of Activities in Daily Living: Who Is at Risk for Decline after First Ever Stroke?

2016 ◽  
Vol 43 (1-2) ◽  
pp. 1-8 ◽  
Author(s):  
Roderick Wondergem ◽  
Martijn F. Pisters ◽  
Eveline J. Wouters ◽  
Nick Olthof ◽  
Rob A. de Bie ◽  
...  
Keyword(s):  
At Risk ◽  
Daily Living ◽  
Evidence Synthesis ◽  
Meta Analysis ◽  
Factors Associated ◽  
Post Stroke ◽  
Modifiable Factors ◽  
Best Evidence Synthesis ◽  
Long Term Follow Up ◽  
Patients At Risk

Background: Stroke is not only an acute disease, but for the majority of patients, it also becomes a chronic condition. There is a major concern about the long-term follow-up with respect to activities of daily living (ADL) in stroke survivors. Some patients seem to be at risk for decline after a first-ever stroke. The purpose of this study was to determine the course of ADL from 3 months after the first-ever stroke and onward and identify factors associated with decline in ADL. Methods: A systematic literature search of 3 electronic databases through June 2015 was conducted. Longitudinal studies evaluating changes in ADL from 3 months post stroke onward were included. Cohorts including recurrent strokes and transient ischemic attacks were excluded. Regarding the course of ADL, a meta-analysis was performed using random-effects model. A best evidence synthesis was performed to identify factors associated with decline in ADL. Results: Out of 10,473 publications, 28 unique studies were included. A small but significant improvement in ADL was found from 3 to 12 months post stroke (standardized mean difference (SMD) 0.17 (0.04-0.30)), which mainly seemed to occur between 3 and 6 months post stroke (SMD 0.15 (0.05-0.26)). From 1 to 3 years post stroke, no significant change was found. Five studies found a decline in ADL status over time in 12-40% of patients. Nine factors were associated with ADL decline. There is moderate evidence for being dependent in ADL and impaired motor function of the leg. Limited evidence was found associated with insurance status, living alone, age ≥80, inactive state and having impaired cognitive function, depression and fatigue with decline in ADL. Conclusion: Although on an average patients do not seem to decline in ADL for up to 3 years, there is considerable variation within the population. Some modifiable factors associated with decline in ADL were identified. However, more research is needed before patients at risk of deterioration in ADL can be identified.

Effects of a Supplemental Spanish Phonological Awareness Intervention on Latinx Preschoolers' Dual Language Emergent Literacy Skills

2020 ◽  
Vol 29 (3) ◽  
pp. 1283-1300
Author(s):  
Xigrid T. Soto ◽  
Andres Crucet-Choi ◽  
Howard Goldstein
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Emergent Literacy ◽  
Language Learners ◽  
Literacy Instruction ◽  
Dual Language ◽  
Literacy Skills ◽  
Dual Language Learners ◽  
Probe Design ◽  
Emergent Literacy Skills

Purpose Preschoolers' phonological awareness (PA) and alphabet knowledge (AK) skills are two of the strongest predictors of future reading. Despite evidence that providing at-risk preschoolers with timely emergent literacy interventions can prevent academic difficulties, there is a scarcity of research focusing on Latinx preschoolers who are dual language learners. Despite evidence of benefits of providing Latinxs with Spanish emergent literacy instruction, few studies include preschoolers. This study examined the effects of a supplemental Spanish PA and AK intervention on the dual emergent literacy skills of at-risk Latinx preschoolers. Method A multiple probe design across four units of instruction evaluated the effects of a Spanish supplemental emergent literacy intervention that explicitly facilitated generalizations to English. Four Latinx preschoolers with limited emergent literacy skills in Spanish and English participated in this study. Bilingual researchers delivered scripted lessons targeting PA and AK skills in individual or small groups for 12–17 weeks. Results Children made large gains as each PA skill was introduced into intervention and generalized the PA skills they learned from Spanish to English. They also improved their English initial sound identification skills, a phonemic awareness task, when instruction was delivered in Spanish but with English words. Children made small to moderate gains in their Spanish letter naming and letter–sound correspondence skills and in generalizing this knowledge to English. Conclusion These findings provide preliminary evidence Latinx preschoolers who are dual language learners benefit from emergent literacy instruction that promotes their bilingual and biliterate development.

Interventions for students with autism in inclusive settings: A best-evidence synthesis and meta-analysis.

2019 ◽  
Vol 145 (5) ◽  
pp. 490-507 ◽  
Author(s):  
Laci Watkins ◽  
Katherine Ledbetter-Cho ◽  
Mark O'Reilly ◽  
Lucy Barnard-Brak ◽  
Pau Garcia-Grau
Keyword(s):  
Evidence Synthesis ◽  
Meta Analysis ◽  
Best Evidence Synthesis ◽  
Inclusive Settings ◽  
Students With Autism

scholarly journals Elbow tendinopathy and occupational biomechanical overload: A systematic review with best‐evidence synthesis

2021 ◽  
Vol 63 (1) ◽  
Author(s):  
Stefania Curti ◽  
Stefano Mattioli ◽  
Roberta Bonfiglioli ◽  
Andrea Farioli ◽  
Francesco S. Violante
Keyword(s):  
Systematic Review ◽  
Evidence Synthesis ◽  
Best Evidence Synthesis
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