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They are aware they choose to ignore it: The state of culturally responsive school practices through the lens of parents.
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| Pengarang | : | Goodwin, Aijah K. B.; Long, Anna C. J.; Vasquez, Jennifer; Allouche, Sam F.; Boatner, Kennedi. |
| Nama Majalah/Jurnal | : | School psychology |
| Volume / Edisi | : | 40 (No. 5) |
| Halaman | : | 584-593 |
| Abstrak | : | There is a continuous push from researchers, accrediting bodies, and national education and behavioral health centers to address the safety, well-being, and success of our diverse student population in U.S. schools. However, several states are introducing or passing bills that ban or restrict culturally responsive practices in schools. The opposing views overshadow the importance of cultural responsiveness for children and the benefits of cultural responsiveness from the caregivers’ perspective based on their lived experiences. Therefore, this study utilized phenomenological inquiry to gain caregivers’ experiences of culturally responsive (and unresponsive) practices in their child(ren)’s preschool or elementary school. Interviews were conducted with 13 culturally diverse parents and caregivers from varying racial, ethnic, linguistic, religious, and financial backgrounds. An analysis of the interviews revealed six themes: (1) creating an inclusive and safe educational space, (2) establishing a parent–school alliance, (3) a need for cultural cognizance in the school community, (4) accommodation of religious and cultural holidays, (5) culture in the curriculum, and (6) equitable access to educational opportunities. This study reflects an essential step toward examining and incorporating the perspectives of parents and caregivers into our practice, research, and policy efforts for enhancing cultural responsiveness in schools. |
A scoping review of universal school-based resilience programs for adolescents.
| Pengarang | : | Metais, Clement; Waters, Lea; Martin Krumm, Charles; Tarquinio, Cyril; Burel, Nicolas. |
| Nama Majalah/Jurnal | : | School psychology |
| Volume / Edisi | : | 40 (No. 5) |
| Halaman | : | 566-583 |
| Abstrak | : | Resilience, broadly defined as effective adaptation to stress, adversity, or change, is an important capacity to foster in adolescence. To date, there has been little review of the literature on universal school-based resilience programs for teens. The current scoping review had three aims. The first aim was to report on the scope of literature on universal school-based resilience programs for adolescents. The second aim was to code and summarize the features and outcomes of these programs (stand-alone programs and whole-school programs). The third was to identify key themes emanating from nonempirical articles (i.e., theoretical articles, review articles, published guidelines, and reports) about what makes an effective school-based resilience program for adolescents. A total of 34 articles met the criteria for the review (47% empirical and 53% nonempirical). The collated data present a summary of who (e.g., sample demographics), how (e.g., research designs, the duration and number of posttest evaluations), and what has been studied (e.g., the types of programs and the types of outcomes). Randomized control trial evaluations (53%) and quasi-experimental designs (47%) were the common designs. The studies displayed large variation when it came to program delivery aspects such as number of lessons, length of the lessons, duration of the program, type of teaching, and program facilitators. Six themes were identified for creating effective universal school-based resilience programs: dual focus (ill-being and well-being), ethos and embedding, nurturing environment, adopting a systems approach, building teacher resilience, and fostering real-time resilience through implicit and explicit teaching. Suggestions for future research are provided. |
The longitudinal effect of perceived social support on school engagement: A multiple mediation model examining the role of emotion regulation and left-behind status.
| Pengarang | : | Wang, Hanbin; Jimerson, Shane; Saiding, Abudusalamu; Guo, Kejing; Chen, Chun. |
| Nama Majalah/Jurnal | : | School psychology |
| Volume / Edisi | : | 40 (No. 5) |
| Halaman | : | 554-565 |
| Abstrak | : | School engagement generally declines during adolescence and was reported to be worse in Chinese adolescents in rural areas compared to those in urban cities. Extensive studies have investigated the roles of perceived social support (i.e., students’ perceived teacher support, family cohesion, and peer support) in shaping students’ school engagement. However, inconsistent findings were documented. Furthermore, the underlying mechanism between perceived social support and school engagement lacks investigation. Therefore, informed by the bioecological model and the process model of interpersonal strategies, this longitudinal study examined (a) whether three sources of perceived social support (i.e., teacher support, family cohesion, and peer support) at Time 1 were associated with school engagement at Time 2 both directly and indirectly through emotion regulation (i.e., cognitive reappraisal and expressive suppression) at Time 2 and (b) whether such pathways differentiated between non-left-behind adolescents and left-behind adolescents (LBA), with left behind being a unique cultural phenomenon in rural China. Structural equation modeling was employed to test the multiple mediation models among 3,043 Chinese rural adolescents (46.86% boys; Mage = 15.82 years, SD = 1.56) in two rural boarding schools in Guizhou and Gansu province. In the overall sample, (a) cognitive reappraisal fully mediated the association between teacher support and school engagement. (b) Family cohesion was positively associated with school engagement, while the indirect effects were not significant. Different pathways were revealed in non-left-behind adolescents and left-behind adolescents. (c) Peer support had no direct or indirect effect on school engagement. This study contributes to the understanding of how social–emotional processes influence school engagement and informs culturally responsive strategies and practices that enhance school engagement. |
Comparing options for screening of reading difficulties in middle school: Do teacher ratings improve accuracy
| Pengarang | : | Cho, Eunsoo; Barrett, Courtenay A. |
| Nama Majalah/Jurnal | : | School psychology |
| Volume / Edisi | : | 40 (No. 5) |
| Halaman | : | 542-553 |
| Abstrak | : | Reading problems may emerge beyond the primary grades when the linguistic and cognitive demands of reading comprehension increase in middle school. The accurate identification of students requiring supplemental reading instruction is critical to provide remediation and decrease the prevalence and likelihood of reading problems in secondary settings and beyond. Nevertheless, research guidance on middle school reading screening is scarce. This study analyzed data from 193 sixth-grade students across 12 classrooms to examine (a) how well various reading screeners predicted proficiency on the year-end state assessment, (b) what combinations of reading screeners were most accurate, (c) the extent to which a brief teacher rating improved classification accuracy, and (d) the agreement rates between the most accurate combinations of screeners. Screeners included the Sight Word Efficiency, oral reading fluency (ORF), maze, and a multiple-choice reading comprehension (MCRC) assessment. Results from logistic regressions and receiver operating characteristic curve analyses suggested that no single screener was appropriate for use and that combinations of two or three screeners assessing different reading skills improved classification accuracy (i.e., ORF + MCRC, ORF + maze + MCRC). Moreover, teacher ratings further improved classification accuracy but its predictive value depended on the combination of screeners. Finally, there was a high agreement regarding which students were identified as needing intervention between these combinations of screeners. |
School readiness profiles: Does the quality of preschool education matter
| Pengarang | : | Mariano, Marilia; Felix, Erika; Ribeiro, Marcos V. V. |
| Nama Majalah/Jurnal | : | School psychology |
| Volume / Edisi | : | 40 (No. 5) |
| Halaman | : | 531-841 |
| Abstrak | : | Studies evaluating school readiness profiles and quality of early education are scarce and have produced inconsistent results. This study aimed to identify school readiness profiles, correlating them with the quality of education, in an epidemiological sample of 722 children (4 and 5 years old; 48.9% female). A four-class latent class analysis model best describes school readiness profiles. Fifty-eight percent of children were considered ready for school. The remaining children presented isolated or combined risks for academic underachievement and social maladjustment. High-quality preschools seem to be a protective factor only for at risk for poor academic achievement (OR = 1.22). The prioritization of high-quality preschools could mitigate risk factors at the family and socioeconomic levels, increasing the chances for academic success. |
MAJALAH ANALISIS KEBUDAYAAN EDISI I (1980-1981)
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Analisis Kebudayaan |
| Volume / Edisi | : | II-2, - (No. 2) |
| Halaman | : | 143-149 |
| Abstrak | : | - |
PERGESERAN POLA TINGKAH LAKU KAUM TANI DI BALI SEBAGAI AKIBAT PENGARUH TEKNOLOGI MODERN DAN ARUS KEPARIWISATAAN
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Analisis Kebudayaan |
| Volume / Edisi | : | II-2, - (No. 2) |
| Halaman | : | 134-142 |
| Abstrak | : | - |
GAGASAN DAYA HIDUP YANG SESUAI DENGAN MASYARAKAT YANG SEDANG MEMBANGUN
| Pengarang | : | Wiryosentono, Moesman |
| Nama Majalah/Jurnal | : | Analisis Kebudayaan |
| Volume / Edisi | : | II-2, - (No. 2) |
| Halaman | : | 126-133 |
| Abstrak | : | - |
AWAL PERKEMBANGAN KERAJAAN ISLAM DI SUMATRA (SAMUDRA PASAI DAN ACEH)
| Pengarang | : | Ambary Muarif Hasan |
| Nama Majalah/Jurnal | : | Analisis Kebudayaan |
| Volume / Edisi | : | II-2, - (No. 2) |
| Halaman | : | 120-125 |
| Abstrak | : | - |
Lingkungan Strategis Asia Tenggara dan Asia Timur: ASEAN, Myanmar dan Krisis Semenanjung Korea
| Pengarang | : | Andrea, Faustinus |
| Nama Majalah/Jurnal | : | Analisis CSIS |
| Volume / Edisi | : | 35 (No. 2) |
| Halaman | : | 180-189 |
| Abstrak | : | - |