The Effect of Student-Directed Transition Planning With a Computer-Based Reading Support Program on the Self-Determination of Students With Disabilities

The purpose of this study was to investigate the impact of student-directed transition planning instruction (Whose Future Is It Anyway? curriculum) with a computer-based reading support program (Rocket Reader) on the self-determination, self-efficacy and outcome expectancy, and transition planning knowledge of students with disabilities. This study employed a pre- and postmeasure design with 168 middle school students with disabilities who were assigned to an experimental group (n = 86) and control group (n = 82). The results of the study demonstrated that self-determination, self-efficacy, and outcome expectancy for education planning improved through the application of Rocket Reader . Avenues are discussed for promoting middle school students’ self-determination in their transition planning, as are implications for future research.Yeshttps://us.sagepub.com/en-us/nam/manuscript-submission-guideline

Of Research reviews and practice guides: Translating rapidly growing research on adolescent literacy into updated practice recommendations.

The demand for evidence-based instructional practices has driven a large supply of research on adolescent literacy. Documenting this supply, Baye, Inns, Lake, and Slavin’s 2019 article in Reading Research Quarterly synthesized far more studies, with far more rigorous methodology, than had ever been collected before. What does this mean for practice? Inspired by this article, I investigated how this synthesis compared with the 2008 U.S. Institute of Education Sciences practice guide for adolescent literacy. I also include two contemporary documents for context: Herrera, Truckenmiller, and Foorman’s (2016) review and the U.K. Education Endowment Foundation’s 2019 practice guide for secondary schools. I first examine how these documents define adolescent, reading, and evidence, and propose more inclusive definitions. I then compare their respective evidence bases, finding that the quality and quantity of evidence have dramatically changed. Only one of the 34 studies in the 2008 U.S. practice guide met Baye et al.’s inclusion criteria in 2019, and the average sample size in Baye et al.’s studies was 22 times as large as those in the 2008 U.S. practice guide. I also examine the potential implications for a new practice guide’s instructional recommendations and comment on the expansion of research in technology, disciplinary literacy, and writing—topics scarcely covered in the 2008 U.S. practice guide but which have been extensively researched since then. Finally, I call for revision of the U.S. practice guide and the establishment of standing committees on adolescent literacy to help educators translate the latest research findings into updated practices

Culture, Burnout, and Engagement: A Meta-Analysis on National Cultural Values as Moderators in JD-R Theory

Despite prominence and increasing application of the Job Demands‐Resources (JD‐R) theory across national contexts, the role of culture has not yet been systematically explored. We conducted a meta‐analysis of 132 independent samples from 120 studies across 5 global regions (total N = 101,073) to fill this void. Our paper responds to long‐standing concerns around neglecting differences in the relationships of workplace factors with burnout and engagement across national cultures by testing for a moderating role within JD‐R theory. Results suggest strong support for the direct job demands‐burnout and job resources‐engagement pathways. Regarding the role of culture, our study reveals moderating roles for five out of six cultural dimensions using Hofstede’s framework. Interestingly, these cultural dimensions present a moderating impact towards relationships with either job demands or job resources, yet not both. Our findings offer a valuable starting point for further theoretical developments that can impact international business and global mobility. While these insights suggest a role of national cultural context in JD‐R studies, sensitivity analyses showed that the findings were only partly stable

Serious (violent or chronic) juvenile offenders: A systematic review of treatment effectiveness in secure corrections

Positive results in reducing future offender were found for some of the programs examined that serve serious (violent or chronic) juvenile offenders in secure corrections. Considering this general outcome, it is justifiable to continue treating this population. We found that programs were more effective at reducing serious recidivism than in reducing general recidivism. This finding shows the importance of including serious recidivism as an outcome measure of efficacy in all the programmes oriented to reduce the delinquent behaviour of serious offenders. Chronic and violent offenders are a small part of the offender population yet they are responsible for a substantive portion of all offenses. Reducing the delinquent behaviour of this group through secure correctional programming is clearly important that this review suggests that such programs can be effective

The effectiveness of neighborhood watch

Background: Neighborhood watch (also known as block watch, apartment watch, home watch and community watch) grew out of a movement in the US during the late 1960s that promoted greater involvement of citizens in the prevention of crime. Since then, interest in neighborhood watch has grown considerably and recent estimates suggest that over a quarter of the UK population and over forty per cent of the US population live in areas covered by neighborhood watch schemes. Objectives: The primary aim of this review is to assess the effectiveness of neighborhood watch in reducing crime

School-Based Programs to Reduce Bullying and Victimization

School bullying has serious short-term and long-term effects on children’s physical and mental health. Various anti-bullying programs have been implemented world wide and, more rarely, evaluated. Previous narrative reviews, summarizing the work done on bullying prevention, as well as previous meta-analyses of anti-bullying programs, are limited. The definition of school bullying includes several key elements: physical, verbal, or psychological attack or intimidation that is intended to cause fear, distress, or harm to the victim; an imbalance of power (psychological or physical), with a more powerful child (or children) oppressing less powerful ones; and repeated incidents between the same children over a prolonged period. School bullying can occur in school or on the way to or from school. It is not bullying when two persons of the same strength (physical, psychological, or verbal) victimize each other. This report presents a systematic review and meta-analysis of the effectiveness of programs designed to reduce school bullying perpetration and victimization (i.e. being bullied). The authors indicate the pitfalls of previous reviews and explain in detail how the present systematic review and meta-analysis addresses the gaps in the existing literature on bullying prevention

A Meta-Analysis of Performance under Thermal Stress

The goal of this work was to perform a quantitative review of temperature effects on human performance, with the aim of advancing both theory and practice. Meta-analytic methods were applied to the available literature on thermal stress and performance. Two-hundred-ninety-one references were collected resulting in forty-nine publications that met selection criteria. These studies provided 528 effect sizes. Analyses revealed an overall detrimental effect of temperature on performance. Effect-size for heat was comparable to that for cold temperatures. Temperature effects were task dependent, that is cognitive performance was least affected by thermal stress, while both psychomotor and perceptual task performance were degraded to a greater degree. Other moderating variables were identified and observed to influence the effect of thermal stress. Although the results clearly indicate more empirical research is necessary to achieve more accurate estimates, the current study provides initial effect-size estimates that should be considered when designing human-machine systems