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Piasta, Shayne B.; Logan, Jessica A. R.; Farley, Kristin S.; Strang, Tara M.; Justice, Laura M. – Journal of Education for Students Placed at Risk, 2022
Despite being a critical emergent literacy skill and an indicator of risk for later reading difficulties, relatively little is known about how alphabet knowledge develops over time. This study utilized a person-centered approach and longitudinal sample of 998 preschool-aged children (M = 56.50 months old) to examine patterns in letter name and…
Descriptors: Profiles, Predictor Variables, Emergent Literacy, Alphabets
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Frankel, Katherine K.; Brabeck, Kalina M.; Rendón García, Sarah A. – Journal of Education for Students Placed at Risk, 2022
While educators may be well positioned to support unaccompanied immigrant youth, there is limited interdisciplinary research focused on understanding the complexity of youth's experiences in US schools. The purpose of this qualitative, interview-based study was to better understand how youth's transnational experiences pre-, during, and…
Descriptors: Immigrants, Youth, Experience, Stress Variables
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Anderson, Kim M.; Haynes, Jasmine D.; Ilesanmi, Itunu; Conner, Norma E. – Journal of Education for Students Placed at Risk, 2022
The purpose of this study was to examine the impact of a multipronged, trauma-informed professional development for teachers at a K-8, Title I public school in an urban city. The instructional approach involved four elements: (1) training on trauma-informed care related to student development, learning, and skill-building, (2) prepared lesson…
Descriptors: Elementary School Teachers, Urban Schools, Trauma, Student Development
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Hubbard, Lea; Metz-Matthews, Kelly; Resultan, Barbara – Journal of Education for Students Placed at Risk, 2022
Educators, researchers, and policy makers concerned about college under-enrollment among underserved groups of students have traditionally focused reform efforts at the high school level. Over the last several decades, however, there has been a growing interest in improving college readiness beginning at the elementary level. Recently, the…
Descriptors: College Readiness, Program Effectiveness, Teacher Attitudes, Administrator Attitudes
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Dewulf, Lisa; van Braak, Johan; Van Houtte, Mieke – Journal of Education for Students Placed at Risk, 2022
A mixed-methods study was conducted to investigate the relationship between four aspects of quality of teaching (safe and stimulating learning climate, efficient classroom management, adaptation of teaching, teaching learning strategies) and reading comprehension in segregated, low SES classes in Flanders. Second-grade students (n = 312) were…
Descriptors: Foreign Countries, Educational Quality, Classroom Environment, Classroom Techniques
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Flores, Margaret; Morano, Stephanie; Meyer, Jill; Hinton, Vanessa – Journal of Education for Students Placed at Risk, 2022
It is critical that elementary students develop understanding of fractional numbers because understanding concepts such as fraction magnitude predict later mathematics success. Representing fractions in multiple ways assists students in developing a sense of fraction magnitude. A systematic approach to presenting multiple representations is the…
Descriptors: Elementary School Students, Elementary School Mathematics, Fractions, Mathematical Concepts
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Hernandez, Edwin – Journal of Education for Students Placed at Risk, 2022
Discourses about educators in continuation high school suggest that many of them are forced or pushed out to work in this educational sector by their school districts as a form of punishment. Yet, whether this still holds truth requires an examination of the experiences of educators in continuation high schools. This phenomenological study…
Descriptors: Teacher Role, Continuation Students, High School Teachers, High Schools
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Aspiranti, Kathleen B.; Ebner, Sara; Reynolds, Jennifer L.; Henze, Erin E. C. – Journal of Education for Students Placed at Risk, 2022
There is a lack of research examining the use of curriculum-based measurements (CBMs) with special populations, particularly English Language Learners (ELLs). The current study used an alternating treatments single-case design with five Latinx ELL students to examine scores across three math fluency CBM modalities. One-minute probes using either…
Descriptors: Comparative Analysis, Mathematics Instruction, Curriculum Based Assessment, English Language Learners
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Toste, Jessica R.; Raley, Sheida K.; Gross Toews, Samantha; Shogren, Karrie A.; Coelho, Gabriela – Journal of Education for Students Placed at Risk, 2021
Students with disabilities experience pronounced inequities in the education system, which have been compounded by risks associated with the COVID-19 pandemic. The current study sought to understand the experiences of students with disabilities and the strengths that facilitated their wellbeing during this period of adversity. In summer 2020,…
Descriptors: Resilience (Psychology), Individual Power, Personal Autonomy, Self Advocacy
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Tambyraja, Sherine R.; Farquharson, Kelly; Coleman, Jaumeiko – Journal of Education for Students Placed at Risk, 2021
The purpose of this study was to examine how school-based speech-language pathologists (SLPs) maintained clinical services via teletherapy during the COVID-19 pandemic closures. School-based SLPs in the United States were invited to participate in an anonymous online survey. Questions relevant to this study gathered information regarding a)…
Descriptors: Speech Therapy, Telecommunications, COVID-19, Pandemics
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Beach, Kristen D.; Washburn, Erin K.; Gesel, Samantha A.; Williams, Paula – Journal of Education for Students Placed at Risk, 2021
This exploratory investigation examined the transformation of a traditional summer reading intervention (SRI) to synchronous virtual format in response to school closures due to COVID-19. Goals were to adapt and describe the adaptation of the in-person intervention to the virtual environment, examine program outcomes, and understand tutor and…
Descriptors: Educational Change, Summer Programs, Reading Programs, Reading Instruction
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Grooms, Ain A.; Childs, Joshua – Journal of Education for Students Placed at Risk, 2021
In March 2020, the COVID-19 pandemic forced schools across the United States to close their buildings and educational professionals transitioned to working from home. This paper explores how K-12 principals leading schools serving high numbers of students from racially and socioeconomically minoritized backgrounds made sense of and responded to…
Descriptors: Educational Change, COVID-19, Pandemics, School Closing
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Zaff, Jonathan F.; Margolius, Max; Varga, Shannon M.; Lynch, Alicia D.; Tang, Catalina; Donlan, Alice E. – Journal of Education for Students Placed at Risk, 2021
Despite increases in the high school graduation rate in the United States, large disparities persist for English learners (ELs). These disparities are particularly important given that ELs are the fastest growing segment of the United States public school population. EL youth, though, are not a homogeneous population. Instead, EL youth speak many…
Descriptors: English Language Learners, High School Students, Graduation Rate, Academic Achievement
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Soland, James; Sandilos, Lia E. – Journal of Education for Students Placed at Risk, 2021
Due in part to the challenges associated with learning a new language, English language learners (ELLs) typically begin school with lower achievement than their non-ELL peers, and those achievement gaps often close slowly if at all. A separate body of research shows that achievement is associated with social-emotional learning constructs like…
Descriptors: English Language Learners, Self Efficacy, Achievement Gap, English (Second Language)
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Hofer, Gigi; Perry, Nancy E.; Mykkanen, Arttu; Brenner, Charlotte – Journal of Education for Students Placed at Risk, 2021
We examine youths' perceptions of their experiences in one of two senior alternative education programs. We used self-determination theory (SDT) as a sensitizing lens to specifically understand students' perceptions of whether and how their basic psychological needs--needs for autonomy, belonging, and competence--were fostered in the context of…
Descriptors: Student Attitudes, Self Determination, Nontraditional Education, Personal Autonomy
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