Implementation of cross-disciplinary projects to improve student engagement: a leadership study in building capacity for collaboration between middle school teachers

Most students, including at-risk students, enter school engaged in the process and eager to learn, like school, and comply with school routines (Alexander, Entwisle, & Horsey, 1997; Nystrand & Gamoran, 1991). Over time students\u27 interest in school declines and they fail to connect within the school context and curriculum (Fredricks, Blumenfeld, & Paris, 2004). Disconnected and disinterested students exhibit off-task behaviors and apathetic attitudes toward school, which often result in student disengagement. The effects of disengagement manifest in the form of poor academic achievement, disciplinary problems, and poor attendance records (Lee & Smith, 1995; Miller, Leinhardt, & Zigmond, 1988). Research indicates that teaching and presenting material in isolation of other subject areas contributes to student disengagement (Guthrie, Alao, & Rinehart, 1997; Meece, Blumenfeld, & Hoyle, 1988). Restructuring and designing curricula around the needs of students rather than making students fit the curriculum, improves engagement levels and achievement rates. Integrated curricula containing real-world connections, self-directed learning, and strategy instruction heighten intellectual engagement (Guthrie et al., 1997; Meece et al., 1988). Moreover, curricula need to be developed to provide opportunities for collaboration among teachers as well as students. The benefits of student collaboration exist across the curriculum. Research indicates that participation in group projects promotes students\u27 academic achievement, persistence in school, and positive attitudes toward learning (Colbeck, Campbell, & Bjorklund, 2000; Springer, Stanne, & Donovan, 1997). Student collaboration ensures engagement and creates positive experiences and outcomes. This study examined the role cross-disciplinary projects play on influencing student engagement practices in the Eberhardt School District in Southern New Jersey. My research purpose was accomplished through action research methods. The study was completed in four cycles that began by interviewing the 8th grade academic and special area teachers in the Holloway Middle School. In addition to the interview, the teachers completed the Teachers\u27 Sense of Efficacy Scale (Tschannen-Moran & Hoy, 2001). Data collected were utilized to establish a starting point and influence subsequent cycles of the study

The effectiveness of functional analysis and behavioral intervention for children who are multi-handicapped and exhibit challenging behaviors

The purpose of this study was to determine the effectiveness of functional analysis of challenging behaviors and behavioral intervention programs on children with multiple handicaps. It was hypothesized that there would be difference in the exhibition of challenging behaviors in children with multiple handicaps following administration of a functional analysis and a behavioral intervention plan. Ten challenging behaviors exhibited by seven children who are multi-handicapped were examined using the process of functional analysis (records review, Motivation Assessment Scale and Analog Setting/Environmental Manipulation) and behavioral intervention. The children ranged in age from five years, four months, to eight years, nine months. The behaviors exhibited included stereotype, self-injury, aggressive and food refusal behaviors. Baseline and post-intervention scores were obtained using the observational recording method of partial interval recording. The data was analyzed using the Wilcoxon Test for Paired Samples. The results of the testing indicated that there was a significance between the two sets of scores. Individual differences in the behaviors of children with multiple handicaps appear to be affected by factors such as the behavior itself, its maintaining variables and the resultant consequences of the behavior

Innovation in Education: Transition for Enrolled Nurses

This paper discusses an initiative for qualified Enrolled Nurses, particularly those in rural Western Australia, to complete an educational transition to Registered Nurse. The discussion outlines one innovative model involving a partnership between educational institutions to address the needs of this student group. The course was developed in response to an extension of a curriculum review of the Bachelor of Science (Nursing) in 1999. The key to the success of the program, and what makes it differ from other distance education courses for Enrolled Nurses upgrading their qualifications to Registered Nurse is the role and commitment of the mentors in the Satellite Learning Centres around the State who form this important partnership. The promotion of student support mechanisms through the Centres has been a positive aspect of the course, as this vulnerable group of students often struggle to complete tertiary studies. The additional pressures of family responsibilities and work commitments, making study a difficult option, compound this. However, the challenge for universities is to continue to provide Enrolled Nurses with an opportunity to embark on tertiary study programs that are accessible, flexible, and innovative, particularly for those students in rural Australia

Hearing the Community: Evolution of a Nutrition and Physical Activity Program for African American Women to Improve Weight

Listening to the needs of the community is an important step toward reducing health disparities. Researchers may need to adjust their methods to maximize participation and benefit to the community. This report describes how the project team adjusted its approach to a weight loss intervention to support a community of African American women seeking to improve their health

'We don't have any of those people here...'

Most people ageing with HIV in Australia are, and will continue to be, gay men. For those who avoided disclosing their sexuality throughout their lives or who have limited disclosure to a small circle, the prospect of dealing with aged-care services can be daunting. For many older gay men diagnosed with HIV in the eighties or nineties, the concerns around disclosing sexuality are compounded by past experiences of stigma and discrimination due to their sexuality, with additional fears around disclosure of their HIV-positive status. The GRAI research outlined in this article raises important issues that must be addressed in planning for the diversity of the Australian population - planning that needs to acknowledge the issues faced by the Australian cohort of gay men ageing with HIV. (Eds.

Can a community of practice enhance a palliative approach for people drawing close to death with dementia?

This action research study was conducted to trial a strategy intended to support a consistent, high-quality, palliative approach for people with dementia drawing close to death-the implementation of a community of practice. Professionals from community/residential care and hospitals formed this community of practice, which took on the role of an action research group. The group was supported to identify and address practice problems. Four action plans were implemented; outcomes from two are reported. When actioning the plan 'providing education and information for the staff', the staff's ratings of sessions and resources were positive but impacts upon knowledge, views, or confidence were small. When actioning 'supporting families', families providing care in non-hospital settings received information about severe dementia from suitably prepared staff, plus contact details to access support. Family feedback was primarily positive. Reference to additional practice change frameworks and inclusion of specialist palliative care professionals are recommendations for future initiatives; also focusing on targeted, achievable goals over longer timeframes

Carpenter Bees

This factsheet describes the appearance, behavior and control of Eastern Carpenter bees

The Single-Case Reporting Guideline In BEhavioural Interventions (SCRIBE) 2016 statement

We developed a reporting guideline to provide authors with guidance about what should be reported when writing a paper for publication in a scientific journal using a particular type of research design: the single-case experimental design. This report describes the methods used to develop the Single-Case Reporting guideline In BEhavioural interventions (SCRIBE) 2016. As a result of 2 online surveys and a 2-day meeting of experts, the SCRIBE 2016 checklist was developed, which is a set of 26 items that authors need to address when writing about single-case research. This article complements the more detailed SCRIBE 2016 Explanation and Elaboration article (Tate et al., 2016) that provides a rationale for each of the items and examples of adequate reporting from the literature. Both these resources will assist authors to prepare reports of single-case research with clarity, completeness, accuracy, and transparency. They will also provide journal reviewers and editors with a practical checklist against which such reports may be critically evaluated. We recommend that the SCRIBE 2016 is used by authors preparing manuscripts describing single-case research for publication, as well as journal reviewers and editors who are evaluating such manuscripts.Funding for the SCRIBE project was provided by the Lifetime Care and Support Authority of New South Wales, Australia. The funding body was not involved in the conduct, interpretation or writing of this work. We acknowledge the contribution of the responders to the Delphi surveys, as well as administrative assistance provided by Kali Godbee and Donna Wakim at the SCRIBE consensus meeting. Lyndsey Nickels was funded by an Australian Research Council Future Fellowship (FT120100102) and Australian Research Council Centre of Excellence in Cognition and Its Disorders (CE110001021). For further discussion on this topic, please visit the Archives of Scientific Psychology online public forum at http://arcblog.apa.org. (Lifetime Care and Support Authority of New South Wales, Australia; FT120100102 - Australian Research Council Future Fellowship; CE110001021 - Australian Research Council Centre of Excellence in Cognition and Its Disorders)Published versio