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Telfar Barnard, Lucy; Howden-Chapman, Philippa; Pierse, Nevil – Health Education & Behavior, 2020
Background: Previous research has shown two-way associations between rental tenure, poorer housing quality, and health outcomes, but little research has looked at relative housing contributions to health outcomes. Aims: We investigated whether tenure and/or dwelling condition were associated with housing-sensitive hospitalizations and whether any…
Descriptors: Housing, Public Health, Time, Income
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Barnard-Brak, Lucy; Stevens, Tara – Journal of Special Education, 2021
Extended school year (ESY) services has been an understudied area of special education research. There is limited information available regarding ESY practices by local education agencies (LEAs) in determining eligibility as well as who receives what types of services. We surveyed special education directors across the nation to examine ESY…
Descriptors: Eligibility, Criteria, Extended School Year, Special Education
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Barnard-Brak, Lucy; Filderman, Marissa J. – Journal of Special Education Leadership, 2022
Retention of administrators is related to student achievement, but little is known about factors related to the retention of special education directors. The authors examine whether educational credentials, certifications, and number of years served are related to the number of years served as local education agency special education director.
Descriptors: Administrator Characteristics, Special Education, Administrators, Labor Turnover
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Barnard-Brak, Lucy; Benner, Gregory – Journal of Special Education Leadership, 2020
Extended school year (ESY) services refer to those special education services received by students during the summer break. These services are needed for those students who receive special education services who would otherwise regress and not readily recoup skills when returning to school. Identifying students who should receive extended school…
Descriptors: Eligibility, Extended School Year, Special Education, Identification
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Stevens, Tara; Barnard-Brak, Lucy; Jackson, Jesseca – School Psychology Review, 2021
School resource officers' (SROs) presence (e.g., engagement in patrol, carrying firearms, etc.) and prevention (e.g., mentoring, teaching) roles have not been distinguished in investigations of SROs' association with student outcomes. A model predicting nonviolent incidents and serious violent incidents reported to police from SRO presence and…
Descriptors: Police School Relationship, Police, Role, Violence
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Barnard-Brak, Lucy; Stevens, Tara; Yang, Zhanxia – Infants and Young Children, 2020
The current study examined 2 sets of variables associated with parents prematurely exiting early intervention services for their child. The first set consisted of the variables predictive of premature parent withdrawal, and the second set consisted of variables predictive of a parent and child being dismissed from early intervention services…
Descriptors: Predictor Variables, Parent Participation, Dropouts, Early Intervention
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Barnard-Brak, Lucy; Stevens, Tara; Valenzuela, Evelyn – Rural Special Education Quarterly, 2018
The purpose of the current study was to examine barriers, if any, reported by special education directors to providing extended school year (ESY) services. Results indicate four barriers to providing ESY services listed in order of importance by special education directors: difficulty in finding qualified personnel to work over the summer,…
Descriptors: Barriers, Special Education, Rural Education, Disabilities
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Runyon, Katie; Barnard-Brak, Lucy; Stevens, Tara; Lan, William – Measurement and Evaluation in Counseling and Development, 2020
The current study evaluated the validity and reliability of the SCARED on a Native American child population. Results suggest excellent internal consistency for the total score. The hierarchical model best fit the data. Overall the SCARED is a valid tool for identifying Native American children at-risk for developing anxiety disorders.
Descriptors: Psychometrics, Measures (Individuals), American Indians, Children
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Barnard-Brak, Lucy; Schmidt, Marcelo; Almekdash, M. Hasan – Education Policy Analysis Archives, 2018
There is no national study examining the rate of enrollment of students with disabilities in charter schools. We examined whether students with disabilities were significantly less likely to enroll in charter schools as compared to non-charter public schools accounting for state level variation using data for the entire national population. We…
Descriptors: Enrollment, Disabilities, Charter Schools, Probability
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Xiao, Feiya; Barnard-Brak, Lucy; Lan, William; Burley, Hansel – International Journal of Lifelong Education, 2019
This study sought to a better understanding of the construct of problem solving in technology-rich environments and the effect of literacy and numeracy on problem solving. Data used in this study were drawn from Programme for the International Assessment of Adult Competencies US data which includes 5010 completed cases and a total of 1326…
Descriptors: Problem Solving, Literacy, Numeracy, Competence
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Stevens, Tara; Barnard-Brak, Lucy; Roberts, Brook; Acosta, Rio; Wilburn, Sydney – Psychology in the Schools, 2020
The purpose of the present study was first to investigate whether both teacher-reported classroom aggression (ATT) and teachers' interaction with school shooting media (ISSM) are predictors of teachers' secondary trauma related to school shootings (STSS) and to second, consider how participation in lockdown drills may moderate these relationships.…
Descriptors: Aggression, Violence, Trauma, Drills (Practice)
Barnard, Lucy – Online Submission, 2007
Paulsen and Wells (1998) stated that, "it seems unlikely that substantial differences in epistemological beliefs across domains would persist in studies of faculty or other more advanced experts," (p. 380). This statement implies the existence of an upper limit or ceiling effect in the epistemological beliefs among experts. Faculty…
Descriptors: Structural Elements (Construction), Discipline, Intellectual Disciplines, Epistemology
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Wei, Tianlan; Liu, Xun; Barnard-Brak, Lucy – Research in Education, 2015
This study examined children's trajectories of mathematics and reading achievements from kindergarten to eighth grade along with the gender differences in these trajectories. A total of 8503 participants drawn from the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K) formed the sample of the study. The results of the latent growth…
Descriptors: Mathematics Achievement, Reading Achievement, Gender Differences, Correlation
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Rojahn, Johannes; Rick-Betancourt, Brittney; Barnard-Brak, Lucy; Moore, Linda – Journal of Mental Health Research in Intellectual Disabilities, 2017
Background: The Adult Scale of Hostility and Aggression (A-SHARP) rating scale assesses the frequency/severity (problem scale) and the reactive-proactive motivation (provocation scale) of aggressive behaviors in adults with intellectual disabilities (ID). Items are assigned to five subscales (Verbal Aggression, Physical Aggression, Hostile Affect,…
Descriptors: Adults, Rating Scales, Aggression, Intellectual Disability
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Barnard-Brak, Lucy; Xiao, Feiya; Liu, Xiaoya – Education and Treatment of Children, 2014
The improper use of reported restraints has been associated with serious injury and death in both mental health and school settings. However, there is currently no federal legislation that regulates the use of reported restraints in the schools in contrast to health care facilities (e.g., Children's Health Act of 2000). As children with…
Descriptors: Federal Legislation, Public Schools, Socioeconomic Status, Low Income
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