Editors\u27 Comments

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Editors\u27 Introduction

Introduction to the March 2015 issue

Editors\u27 Introduction

Introductio

Editors\u27 Introduction

Introduction to the new issue

Providing Access for Students with Moderate Disabilities: An Evaluation of a Professional Development Program at a Catholic Elementary School

After a significant policy change led to the admittance of students with moderate disabilities, St. Agnes School (SAS; pseudonym)—a Catholic PK-8 school in Southern California—implemented an 18-month professional development (PD) program to improve teachers’ inclusive classroom practices. Grounded in the theoretical framework of Universal Design for Learning (UDL; Center for Applied Special Technology, 2015b), the PD program included cyclical, one-on-one instructional coaching sessions that were led by trained UDL coaches and consisted of lesson demonstrations and personalized feedback. While SAS teachers held state credentials, most had very little training to work with students with special needs prior to this PD; the purpose of this study was to evaluate the UDL PD program at SAS in terms of its impact on teachers’ instructional practices and students’ engagement in the classroom. Data from one-on-one interviews and classroom observations were analyzed using evaluation coding (Patton, 2002, 2008; Rallis & Rossman, 2003; Saldana, 2013) and findings revealed improvements in classroom instruction and student engagement for teachers who embraced the framework. Administrative and programmatic challenges that emerged over the course of the program and teachers’ hope for a long term shift toward professional learning communities among faculty and staff are discussed. Acceso a estudiantes con discapacidades moderadas: evaluación de un programa de desarrollo profesional en una escuela elemental católica Después de que un cambio normativo significativo permitiera la admisión de estudiantes con discapacidades moderadas, St. Agnes School (SAS), una escuela católica de pre-kínder a 8o del sur de California, implementó un programa de desarrollo profesional (DP) de 18 meses para mejorar las prácticas inclusivas en el aula de los profesores. Basados en el marco teórico del Diseño Universal de Aprendizaje (UDL, Universal Design for Learning, Center for Applied Special Technology, 2015b), el programa DP incluyó sesiones cíclicas de instrucción personal, lideradas por especialistas en formación UDL que consistían en demostraciones de lecciones y comentarios personalizados. Aunque los profesores de SAS tenían credenciales estatales, la mayoría no había recibido formación para trabajar con estudiantes con necesidades especiales antes de este DP. El objetivo de este estudio fue evaluar el programa de DP de UDL en SAS en cuanto a su impacto en las prácticas de instrucción del profesorado y la participación de los estudiantes en el aula. Se analizó la información de las entrevistas personalizadas y las observaciones de clase utilizando la codificación de la evaluación (Patton, 2002, 2008, Rallis & Rossman, 2003, Salana, 2013). Los resultados revelaron mejoras en la instrucción en el aula y en la participación de los estudiantes para aquellos profesores que adoptaron el marco. Se discuten los retos administrativos y programáticos que emergieron en el transcurso del programa, así como el deseo de los profesores de un cambio a largo plazo hacia comunidades de aprendizaje profesionales entre profesores y personal administrativo. Palabras clave: desarrollo profesional, inclusión, diseño universal del aprendizaje, educación católica Donner accès aux élèves moyennement handicapés : une évaluation d\u27un programme de développement professionnel dans une école catholique primaire Après l\u27admission d\u27élèves moyennement handicapés à la suite d\u27un important changement de politique, l\u27école Sainte Agnès (dont le pseudonyme est SAS), une école catholique de la maternelle à la 3e dans le sud de la Californie, a mis en œuvre un programme de développement professionnel de 18 mois pour que les enseignants améliorent leurs pratiques d\u27inclusion en classe. Ce programme, ancré dans le cadre théorique de l\u27Universal Design for Learning (concept universel d\u27apprentissage), (UDL ; Centre de technologies appliquée, 2015b), comprenait des séances de formation pédagogique en tête à tête, dirigées par des animateurs formés à l\u27UDL, constituées de démonstrations de cours et d\u27un feedback personnalisé. Alors que les enseignants de SAS étaient titulaires de diplômes d\u27État, la plupart étaient peu formés à travailler avec des élèves présentant des besoins particuliers avant ce programme. Cette étude visait à évaluer le programme de développement professionnel de l\u27UDL à SAS par rapport à son impact sur les pratiques pédagogiques des enseignants et la participation des élèves en classe. Des données tirées des entretiens en tête à tête et des observations en classe ont été analysées à l\u27aide d\u27un codage d\u27évaluation (Patton, 2002, 2008; Rallis & Rossman, 2003 ; Saldana, 2013) et les conclusions ont montré des améliorations dans l\u27enseignement dispensé en classe et la participation des élèves pour les enseignants qui ont appliqué le cadre. Les difficultés administratives et programmatiques qui sont apparues pendant le programme et l\u27espoir des enseignants de voir s’opérer un changement à long terme parmi le corps enseignant et le personnel y sont exposés. Mots-clés : développement professionnel, Universal Design for Learning, éducation catholiqu

Comparing Greek-Affiliated Students and Student Athletes: An Examination of the Behavior-Intention Link, Reasons for Drinking, and Alcohol-Related Consequences

While affiliation with Greek fraternities/sororities and intercollegiate athletic teams is associated with heavier drinking (Meilman et al., 1999), few studies have compared reasons for drinking among these groups. A sample of 1,541 students, identifying as either Greeks or athletes, completed an online survey. Athletes were significantly higher than Greeks on conformity reason for drinking. Tests of independent correlations indicated the magnitude of the past behavior to intention link was considerably stronger for Greeks. Greeks experienced significantly more social problems from drinking. Several group by gender ANOVA models found significant main effects with highest drinking rates, usually among Greek males, and lowest among female athletes. Understanding these specific group differences informs recommendations for group-specific and tailored educational interventions, which are discussed

Communities of Practice: A Consortium of Catholic Elementary Schools’ Collaborative Journey

Archdioceses and dioceses around the United States continue to brainstorm innovative ways to market their schools in an education system that provides a number of choices to parents and their children. Applying Wenger’s (1998) learning theory entitled Communities of Practice (COPs), the purpose of this case study was to investigate one such plan to improve the viability of three inner-city Catholic elementary schools that had similar missions, were located within just a few miles of one another, and served the same neighborhoods of a working-class, culture-rich Latino community in Southern California. Data collection included in-depth interviews with principals and teachers and site visits that involved observations of classroom lessons and joint faculty meetings. Data were analyzed using a two-step coding scheme that was grounded in the main tenets of the theoretical framework. Findings showed the early stages of an interschool consortium that consisted of multiple levels of distributed leadership and the development and maintenance of COPs among principals, teachers, parents, and students. The findings of this study offer a potential model for Catholic schools in similar contexts. Comunidades de práctica: camino colaborador de un consorcio de escuelas elementales católicas Las archidiócesis y diócesis de Estados Unidos siguen compartiendo maneras innovadoras para publicitar sus escuelas en un sistema educativo que provee una amplia variedad de opciones a los padres y a sus hijos. Aplicando la teoría de aprendizaje de Wenger (1998) llamada Comunidades de práctica (COP), el objetivo de este estudio de caso fue investigar uno de estos planes para mejorar la viabilidad de tres escuelas elementales católicas del centro urbano que tenían misiones similares, estaban separadas por pocos quilómetros y servían a los mismos barrios de una comunidad de clase trabajadora, de riqueza cultural latina en el sur de California. La recolección de información incluyó entrevistas exhaustivas a directores y profesores, y visitas a los centros que supusieron observaciones de clases y de reuniones de profesorado. Se analizaron los datos usando un sistema de codificación de dos pasos basado en los principios del marco teórico. Los resultados revelaron las etapas tempranas de un consorcio interescolar que consistía en múltiples niveles y distribución del liderazgo y del desarrollo, así como mantenimiento de los COP entre directores, profesores, padres y estudiantes. Los resultados de este estudio ofrecen un modelo potencial para las escuelas católicas que se encuentren en contextos similares. Palabras clave: consorcio de escuelas, liderazgo distribuido Communautés de pratiques : le parcours collaboratif d\u27un consortium d\u27écoles catholiques primaires Les diocèses et archidiocèses aux États-Unis continuent de réfléchir à des manières innovantes de faire connaître leurs écoles dans un système éducatif présentant de nombreux choix aux parents et leurs enfants. Cette étude de cas, qui applique la théorie de Wenger sur l\u27apprentissage (1998), intitulée les Communautés de pratiques (CDP), avait pour but de faire des recherches sur un tel plan pour améliorer la viabilité de trois écoles catholiques primaires dans des cités, aux missions similaires, et situées à quelques kilomètres les unes des autres, dans les mêmes quartiers de classe ouvrière, imprégnés de culture latino-américaine, dans le sud de la Californie. Les données recueillies comportaient des entretiens approfondis avec les chefs d\u27établissement et les enseignants et des visites sur place contenant des observations en salle de classe et des réunions d\u27enseignants. Les données ont été analysées à l\u27aide d\u27un mécanisme de codage en deux étapes, fondé sur les préceptes principaux du cadre théorique. Les constatations ont montré les premières phases d\u27un consortium inter-écoles qui se composait de plusieurs niveaux de leadership partagé et l\u27élaboration et la maintenance des CDP parmi les chefs d\u27établissements, les enseignants, les parents et les élèves. Les conclusions de cette étude constituent un modèle potentiel pour les écoles catholiques dans des contextes similaires. Mots-clés : consortium d\u27écoles, leadership partag

A brief live interactive normative group intervention using wireless keypads to reduce drinking and alcohol consequences in college student athletes

Introduction and Aims Misperceptions of how members of one’s social group think and act influence behaviour. The current study was designed to extend the research of group-specific normative feedback interventions among salient campus groups with heightened risk. Although not a randomised controlled trial, this research used normative feedback that was obtained using wireless keypad technology during a live session, within sex-specific student athlete groups to extend the proof of concept of using this brief interactive intervention. Design and Methods Participants included 660 intercollegiate athletes from all varsity athletic teams at two private, mid-size universities. Intervention data were gathered in vivo using computerised handheld keypads into which group members entered in personal responses to a series of alcohol-related questions. These questions assessed perceptions of normative group behaviour and attitudes as well as actual individual behaviour and attitudes. These data were then immediately presented back in graphical form to illustrate discrepancies between perceived and actual group norms. Results Results revealed that at 1 month post-intervention, perceived group norms, behaviour, attitudes and consequences reduced compared with baseline. These reductions were maintained at 2 month follow up. Latent growth modelling suggested that the reductions in perceived norms and attitudes were associated with reductions in individual drinking behaviour and negative consequences. Discussion and Conclusions These results are among the first to suggest the effectiveness of a novel, group-based normative alcohol intervention among student athletes. Limitations of the design preclude strong inferences about efficacy; however, the findings support further trialling of such information technology in alcohol treatment research

Cancer and heart attack survivors’ expectations of employment status: results from the English Longitudinal Study of Ageing

Background: Sociodemographic, health- and work-related factors have been found to influence return to work in cancer survivors. It is feasible though that behavioural factors, such as expectation of being at work, could also affect work-related outcomes. Therefore, the effect of earlier identified factors and expectation of being at work on future employment status in cancer survivors was explored. To assess the degree to which these factors specifically concern cancer survivors, a comparison with heart attack survivors was made. Methods: Data from the English Longitudinal Study of Ageing were used. Cancer and heart attack survivors of working age in the UK were included and followed up for 2 years. Baseline characteristics of both cancer and heart attack survivors were compared regarding employment status. Univariate and multivariate regression analyses were performed in survivors at work, and the interaction between independent variables and diagnose group was assessed. Results: In cancer survivors at work (N = 159), alcohol consumption, participating in moderate or vigorous sport activities, general health and participation were univariate associated with employment status at two-year followup. Only fair general health (compared to very good general health) remained statistically significant in the multivariate model (OR 0.31; 95% CI 0.13–0.76; p = 0.010). In heart attack survivors at work (N = 78), gender, general health and expectation of being at work were univariate associated with employment status at follow-up. Female gender (OR 0.03; 95% CI 0.00–0.57; p = 0.018) and high expectation of being at work (OR 10.68; 95% CI 1.23–93.92; p = 0.033) remained significant in the multivariate model. The influence of gender (p = 0.066) and general health (p = 0.020) regarding employment status was found to differ significantly between cancer and heart attack survivors. Conclusions: When predicting future employment status in cancer survivors in the UK, general health is the most relevant factor to consider. While expectation of being at work did not show any significant influence in cancer survivors, in heart attack survivors, it should not be disregarded though, when developing interventions to affect their employment status. Future research should focus on more specific measures for expectation, and additional behavioural factors, such as self-efficacy, and their effect on employment status

Alcohol consumers’ attention to warning labels and brand information on alcohol packaging: Findings from cross-sectional and experimental studies

Background Alcohol warning labels have a limited effect on drinking behavior, potentially because people devote minimal attention to them. We report findings from two studies in which we measured the extent to which alcohol consumers attend to warning labels on alcohol packaging, and aimed to identify if increased attention to warning labels is associated with motivation to change drinking behavior. Methods Study 1 (N = 60) was an exploratory cross-sectional study in which we used eye-tracking to measure visual attention to brand and health information on alcohol and soda containers. In study 2 (N = 120) we manipulated motivation to reduce drinking using an alcohol brief intervention (vs control intervention) and measured heavy drinkers’ attention to branding and warning labels with the same eye-tracking paradigm as in study 1. Then, in a separate task we experimentally manipulated attention by drawing a brightly colored border around health (or brand) information before measuring participants’ self-reported drinking intentions for the subsequent week. Results Study 1 showed that participants paid minimal attention to warning labels (7% of viewing time). Participants who were motivated to reduce drinking paid less attention to alcohol branding and alcohol warning labels. Results from study 2 showed that the alcohol brief intervention decreased attention to branding compared to the control condition, but it did not affect attention to warning labels. Furthermore, the experimental manipulation of attention to health or brand information did not influence drinking intentions for the subsequent week. Conclusions Alcohol consumers allocate minimal attention to warning labels on alcohol packaging and even if their attention is directed to these warning labels, this has no impact on their drinking intentions. The lack of attention to warning labels, even among people who actively want to cut down, suggests that there is room for improvement in the content of health warnings on alcohol packaging