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Fowler, Kristen; Skinner, Christopher H.; Cates, Gary L.; Poncy, Brian; Duhon, Gary J.; Belfiore, Phillip J. – Preventing School Failure, 2022
Teachers focused on prevention of academic problems should apply procedures that enhance learning speed, or learning as a function of the time that the learner spends engaged in the intervention(s). Although few researchers evaluate or compare academic interventions using precise measures of learning speed, several strategies for modifying…
Descriptors: Learning Problems, Academic Achievement, Teaching Methods, Intervention
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Garwood, Justin D.; Adamson, Reesha M. – Preventing School Failure, 2022
The most common behaviors eliciting a student referral for special education evaluation related to emotional disturbance (ED) are adult- and peer-targeted aggression. Curiously, the word aggression, which is an externalizing behavior, does not appear anywhere in the federal description of ED. Despite the lack of clarity surrounding definitions, as…
Descriptors: Emotional Disturbances, Students with Disabilities, Aggression, Functional Behavioral Assessment
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Haines, Shana J.; Reyes, Cynthia C.; Ghising, Hemant; Alamatouri, Ashraf; Hurwitz, Rachel; Haji, Madina – Preventing School Failure, 2022
Family-professional partnerships are linked to student success, yet little research has explored the nuances of such partnerships with refugee families new to the U.S. school system. To explore this phenomenon, we conducted an embedded case study through which we qualitatively examined the family-professional partnerships between 10 newly…
Descriptors: Refugees, Family School Relationship, Adolescents, Parent Teacher Cooperation
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Bruhn, Allison Leigh; Estrapala, Sara; Rila, Ashley; Colbert, Justin – Preventing School Failure, 2022
In recent years, high schools have turned to PBIS to address issues related to dropout rates, school climate, and disciplinary practices. However, high schools pose unique implementation challenges when compared to elementary and middle schools, such as large school sizes, organization and culture focused on academics rather than behavior, and the…
Descriptors: Positive Behavior Supports, Program Implementation, High School Students, Fidelity
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Sánchez-Cardona, Israel; Pérez Pedrogo, Coralee; Lopez-Torres, Stephanie; Sánchez-Cesáreo, Marizaida – Preventing School Failure, 2022
Violence and health inequalities impact the academic outcomes of students, especially among minority groups. This study examines the differences in grade retention and dropout intentions with respect to exposure to violence and to mental health (anxiety, depression, and trauma) among youth living in Puerto Rico. Data from 566 students of fifth to…
Descriptors: Outcomes of Education, Grade Repetition, Potential Dropouts, Violence
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Wherfel, Quentin M.; Monda-Amaya, Lisa; Shriner, James G. – Preventing School Failure, 2022
The current emphasis on data-based decision-making ties discussions of accountability, school improvement and educational reform to the notion that gathering and using evidence addresses questions of rigor in our schools and classrooms. The purpose of this research was to survey secondary (middle and high school) general educators (n = 126) to…
Descriptors: Secondary School Teachers, Evidence Based Practice, Student Evaluation, Decision Making
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Mac Iver, Martha Abele; Mac Iver, Douglas J.; Clark, Emily – Preventing School Failure, 2022
This article reports on a quasi-experimental pilot study of the impacts of a high school teacher professional development (PD) series. The 10-session series, "Engaging High School Students in Academic Work," was designed to equip teachers to deepen students' learning and engagement and thereby increase course-passing rates. The study…
Descriptors: High School Teachers, Faculty Development, Learner Engagement, High School Students
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Sandomierski, Therese; Martinez, Stephanie; Webster, Rebecca; Winneker, Anna; Minch, Devon – Preventing School Failure, 2022
Root Cause Analysis (RCA) has been recommended as a specific problem-solving approach for addressing disproportionate discipline outcomes. RCA differs from other problem-solving models through its in-depth analysis that draws from the perspectives of individuals who are impacted by the issue being addressed. When applied to disproportionate…
Descriptors: Discipline, Disproportionate Representation, Problem Solving, Data Use
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Sanders, Sara; Hart Rollins, Lauren; Michael, Elizabeth; Jolivette, Kristine – Preventing School Failure, 2022
This study investigated the effectiveness of the self-regulated strategy development (SRSD) instructional approach with middle school youth with behavior challenges served in a residential treatment facility. Youth were taught the TRAP ("T"hink before reading, "R"ead a paragraph, "A"sk what is the main idea/important…
Descriptors: Reading Instruction, Reading Comprehension, Middle School Students, Behavior Disorders
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Asanjarani, Faramarz; Zarebahramabadi, Mahdi – Preventing School Failure, 2021
This study investigated the effectiveness of cognitive-behavioral therapy (CBT) on math anxiety and math self-concept in elementary school students using an experimental design. For this study, we selected 30 students with high mathematics anxiety and low mathematics self-concept from a larger sample of 142 elementary school students in Arak City,…
Descriptors: Mathematics Anxiety, Self Concept, Elementary School Students, Program Effectiveness
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Wright, Jermall D.; Steed, Elizabeth A. – Preventing School Failure, 2021
Intervention efforts in turnaround elementary schools in the U.S. have focused on academic interventions, missing the important link between students' social emotional competence and academic outcomes. The current study describes implementation of a multi-tiered approach to support young students' social emotional competence in an urban turnaround…
Descriptors: Intervention, School Turnaround, Elementary School Students, Social Development
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Lane, Kathleen Lynne; Oakes, Wendy Peia; Menzies, Holly Mariah – Preventing School Failure, 2021
In the wake of the COVID-19 pandemic, PK-12 school buildings across the United States closed and educators quickly pivoted to remote and continuous learning opportunities to protect students and society as a whole from the deadly coronavirus. As educational leaders navigate the complexities for providing instruction during the 2020-2021 academic…
Descriptors: COVID-19, Pandemics, Preschool Education, Elementary Secondary Education
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Lanterman, Christopher; Lockwood, Adam B.; Sealander, Karen; Winans, Shannon; Novelli, Michelle – Preventing School Failure, 2021
Students with emotional and behavioral disorders (EBD) can be successfully placed in general education classrooms with evidence-based practices such as positive behavior interventions and supports and self-management practices. Still, less than half of all students with EBD are placed in the general education classroom for 80% of the school day.…
Descriptors: Students with Disabilities, Emotional Disturbances, Behavior Disorders, Inclusion
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Lo, Ya-yu; Kourea, Lefki; Werunga, Robai N.; Owens, Tosha Lynn; Collins, Belva – Preventing School Failure, 2021
Schoolwide Positive Behavior Support, a framework for remediating and preventing student problem behaviors and supporting schools, has demonstrated a reduction in office disciplinary referrals (ODRs) among student groups. However, African American students are still overrepresented in ODRs. This study extended a prior study that explored parents'…
Descriptors: African American Students, Positive Behavior Supports, Behavior Problems, Student Behavior
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Bohanon, Hank S.; Wu, Meng-Jia; Kushki, Ali; LeVesseur, Cheyne; Harms, Anna; Vera, Elizabeth; Carlson-Sanei, Jenna; Shriberg, David – Preventing School Failure, 2021
As a result of the Every Student Succeeds Act (ESSA), schools and districts are encouraged to implement school-wide initiatives to improve outcomes for all students. In accordance with the ESSA, this research study investigated the relationship between school improvement planning and the implementation of school-wide interventions. The study…
Descriptors: Educational Improvement, Educational Planning, Intervention, Positive Behavior Supports
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