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Eighteen students, who self-identified as Latinx, from a rural, Midwestern community participated in this study. The participants were enrolled in their high school's "Risk Academy," a program designed for students labeled "at risk." Data shared in this article stem from a larger study where we applied photovoice, a critical, participatory research methodology that utilizes participant voice and photography, to better understand the students' sense of belonging in and connectedness to their high school. We focus here specifically on qualitative results from analyses of group conversations with the participants. In these conversations we strove to facilitate a space for the students to discuss their lived educational experiences and to engage in related critical dialogue. Qualitative results are presented through three emergent themes: Separation and Negative Narratives; Lack of Support; and Resilience. [ABSTRACT FROM AUTHOR]

Some Swedish schools do not identify and support students with reading difficulties efficiently enough during the first years at school. A longitudinal design was used to examine a multitiered RtI-model for identifying and supporting students at risk of reading difficulties in a Swedish school context. The results demonstrated that the RtI-model could be successfully applied. The proportion of students in need of support (i.e., below the 25th percentile) was significantly reduced after two years. Compared to students in the reference group (n  = 759), significantly fewer students in the RtI group (n  = 113) scored below the 25th percentile in word and non-word decoding and reading comprehension in a short text at the end of Grade 2. The discussion highlights the RtI-model’s original ideas. [ABSTRACT FROM AUTHOR]

Children excluded from school often have a range of unidentified needs that may directly contribute to their behaviour. Research and policy highlight the absence of screening for difficulties in children at risk of exclusion. This study aimed to assess and explore the feasibility and acceptability of neurodevelopmental and mental health screening of secondary school children with two or more fixed-term exclusions, as well as compare differences in rates to matched controls. Mental health and neurodevelopmental measures were collected from 40 children aged 11–16, 13 parents and 9 teachers. The screening process was feasible and acceptable for the children, however there was limited informant response. Case participants showed elevated levels across all screening measures compared to matched control participants. This study highlights the range of difficulties experienced by children at risk of exclusion from school and suggests a screening process may help to identify underlying neurodevelopmental and mental health difficulties. [ABSTRACT FROM AUTHOR]

The question "What does this have to do with everything else?" refers to ecological thinking. In this article, we use an ecological approach to explore the interrelationships between the incidence of the influenza pandemic of 1918–19, its trajectories and impacts on education. Our emphasis on children and their environment, as specific ecological arrangements, allows the mapping of associated social, institutional, cultural and material contexts and relations, alongside axes of experiences, behaviours and choices during a life-threatening crisis. To achieve this we apply the multiple perspectives that an ecological approach demands and use four different sources of evidence, from Sweden, Portugal, England and Spain, respectively: a teacher obituary, a magazine article, a school Log Book and an artist's drawing. Each piece of evidence helps to identify lines of articulation and strands of entanglements projected in time and space. Their joint ecological reading enables the grasping of glocal connections, uncovering a few tesserae of a much larger mosaic, and pointing to the inherent potential of an educational-ecological approach to the study of past pandemics. [ABSTRACT FROM AUTHOR]

The 2018 conservation status assessment of freshwater invertebrate taxa was the most comprehensive to date. Of the Threatened and At Risk taxa in 2018 (177 taxa), 48 were listed as Nationally Critical, 14 as Nationally Endangered, 16 as Nationally Vulnerable, 10 as Declining, and 89 as Naturally Uncommon. Most taxa were listed as either Not Threatened (315 taxa) or required more information for assessment (Data Deficient; 178 taxa). Analyses of temporal changes in conservation status since 2002 revealed that the majority of changes were due to greater understanding of taxa distributions, rather than gains or losses in population sizes or area of occupancy. Insufficient data on taxa distributions, along with a lack of autecological information, are two of the major knowledge gaps facing freshwater invertebrate conservation in New Zealand. Further impediments to conservation include (i) a lack of systematics research, (ii) a large number of species remain undiscovered and undescribed, and (iii) the status and trend of populations is unknown for most taxa. We also provide an analysis of the habitats that harbour many of the rarer taxa. Finally, we conclude by recommending a number of actions that should, collectively, help fill these knowledge gaps and address these issues. [ABSTRACT FROM AUTHOR]

Reports of subjective sleep impairments have been replicated in adults with bipolar disorder (BD), young BD patients, and even children of parents with BD. Furthermore, circadian rhythm alterations are a core feature of BD. Despite the impairment in circadian rhythms and altered sleep included in various heuristic developmental models of BD, thus far, biomarkers have not been sufficiently objectively validated. Thus, here, we assessed the rest-activity circadian rhythmicity and sleep macrostructure using actigraphy in a sample of unaffected child and adolescent offspring of bipolar parents (BO; n = 43; 21 females; 11.0 ± 3.2 years) and controls (n = 42; 17 females; 11.1 ± 3.4 years) comparable in sex (p =.4) and age (p =.7). All participants wore a MotionWatch 8 (Camntech, Cambridge, UK) actigraph on their nondominant wrist for ≥ 14 days and completed sleep diaries. Psychopathology was assessed by the Kiddie Schedule for Affective Disorders and Schizophrenia and by subjective scales. The main areas of interest were rest-activity circadian rhythmicity, chronotype and sleep macrostructure. Subgroup analyses (child and adolescent subgroups) were conducted to identify physiological differences in sleep between these age groups. The BO and controls did not differ in the presence of current mood (p =.5) and anxiety (p =.6) disorders. The BO had shorter sleep time on free days (p =.007; effect size, Cohen´s d = 0.56), lower sleep efficiency on free days (p =.01; d = 0.47), lower prolongation of time in bed on free days (p =.046; d = 0.41), and lower social jet lag (p =.04; d = 0.5) than the controls. A longer sleep time on school days (p <.001; d = 0.21), lower prolongation of sleep time between school and free days (p =.008; d = 0.74), and larger difference in sleep onset latency between school days and free days (p =.009; d = 0.52) were observed in the adolescent BO than in the controls. The child BO had poorer sleep quality on free days than the controls (p =.02; d = 0.96). In all cases, the results remained significant after controlling for subthreshold mood and anxiety symptoms. The BO had less variable rest-activity rhythm than controls (p =.04; d = 0.32). No other significant differences between the BO and controls were observed in the rest-activity circadian rhythmicity and chronotype. The results showed decreased physiological catch-up sleep on free days in the BO, which may indicate a decreased need for sleep in this population. Thus, the decreased need for sleep observed in the unaffected BO may represent an endophenotype of BD. [ABSTRACT FROM AUTHOR]

Standardised testing regimes, including the National Assessment Program Literacy and Numeracy (NAPLAN) in Australia, have impacted on relationships between and within schools, and on teachers’ work and on pedagogies. Previous analyses of the effects of NAPLAN have been generated outside of the test situation: frequently through attitudinal surveys and qualitative interviews. This article takes as its point of departure two intensely affective events associated with the NAPLAN test day itself. These events erupted in two qualitative studies of students’ schooling experiences: a study of students’ experiences of NAPLAN and a study of students’ experiences of student voice at school. We ask, after Deleuze and Guattari, What can a NAPLAN test do? Exploring the entangled corporeal (physical and embodied) and incorporeal (psychic and subjectivating) wounds effected in and through these events, we analyse the dynamic constitution and re-constitutions of ‘at risk’ categorisations. While the NAPLAN test is not claimed to cause physical and psychical injury, we argue that standardised test conditions, in these singular events, are inextricably entwined with the formation of particular students’ schooled subjectivities. [ABSTRACT FROM AUTHOR]

When implemented correctly, feedback from assessments can result in students reflecting and rethinking their mathematics, while increasing their effort and motivation. This article explores a formative assessment technique for use in the first few minutes of each class. Readers will find out how they can use the QuickQuiz (QQ) to drive instructional decisions in math classrooms, while also being a medium for progress monitoring, communicating to parents, and lesson planning. [ABSTRACT FROM AUTHOR]

Many factors cause student disengagement from school that subsequently result in high dropout rates. Alternative education (AE) programs provide a different pathway for at-risk youths who do not meet the goals, standards, and requirements of traditional educational settings. However, educational agencies have vastly different interpretations regarding AE program components and operations. The absence of a consistent national protocol as to what components or criteria define an effective AE program causes confusion among practitioners and stakeholders. In the study being reported, a research-based multidimensional framework was established in the hope of building an operational AE program model. [ABSTRACT FROM AUTHOR]

The identification of disengaged early school leavers as young people ‘at risk’ can lead to a deficit-based framing of how educational institutions respond to them. A rural secondary school in Victoria, Australia established an alternative education programme to cater for local disengaged young people. A critical ethnographic study was conducted over 12 months, comprising observation of the programme, and involving interviews with 12 key personnel. Findings revealed the ways in which young people were positioned within the secondary school, alternative programme and community contributed to a response within the alternative programme which was based upon a therapeutic ethos, focusing on perceived social and emotional deficits. In the light of findings, it is argued that there is a need to construct alternative spaces that work to not only re-engage them with learning, but also to counter the stigma many of these young people face in their schooling and in the local community. [ABSTRACT FROM PUBLISHER]

The Every Child Achieves Act of 2015 has drawn greater attention to the academic achievement of students considered at risk who attend alternative schools. Due to problems both inside and outside of schools, students in alternative education settings may struggle with academic content and require a different educational approach. This comprehensive literature review critically examined experimental intervention studies that were conducted in alternative schools published between 1990 and 2013. Eighteen studies met the inclusion criteria. Academic intervention studies conducted in alternative educational settings, limitations, practical implications, and future directions are discussed. [ABSTRACT FROM AUTHOR]

In 2012, Australian cultural heritage practitioners and conservation scientists collaborated on a national underwater cultural heritage (UCH) reburial project, known as the Australian Historic Shipwreck Preservation Project (AHSPP) funded by the Australian Research Council. This resulted in the excavation, documentation and reburial of the 'at risk' shipwreck Clarence. Following the excavation, the site and associated artefacts were reburied and subsequently covered by shade cloth and finally, with polyvinyl chloride (PVC) tarpaulins. After completion of the in situ reburial, a number of critical issues were put into sharp relief including: what constitutes the accurate identification of a site as being 'at risk'; and the implications of 'rapid reburial'. [ABSTRACT FROM AUTHOR]

The majority of the still limited literature on education in non-metropolitan areas adopts an understanding of rurality as a fixed and known geographic entity. This paper departs from such a functionalist perspective to explore how rurality is constructed in a programme for at-risk teenagers in remote Australia. Drawing on a range of texts about the programme, including a documentary series entitledOutback Kids,we examine how the rural space is imagined as simultaneously therapeutic and disciplining and therefore appropriate for troubled youth. Alongside this discussion we map the way in which other qualities and values associated with bifurcated definitions of the rural as a place of tradition and authenticity, and the urban as a place of disorder and pretence, are engaged in the texts to endorse the programme and its practices. [ABSTRACT FROM PUBLISHER]

Preparing at-risk youth and students with mild disabilities for state and district tests is important for improving their test performance, and basic instruction in test preparation can significantly improve student test performance. The article defines noncognitive variables that adversely affect test-taker performance. The article also describes test-taking interventions informed by the review of the literature and provides suggestions for practical classroom use. [ABSTRACT FROM PUBLISHER]

This study compared the reading gains of Kindergarten students who were at risk for reading failure who were taught with either a structured supplemental reading program or with teacher-designed or teacher-selected instruction. The authors used a quasi-experimental design with preexisting groups to examine changes from pretest to posttest. Although both programs were effective in producing statistically significant improvements in word attack and phonemic awareness skills, results revealed a pattern of moderate differences favoring a structured supplemental program called the Early Reading Tutor. Furthermore, anecdotal information from questionnaires suggested that participating tutors who used Early Reading Tutor would recommend it to others and considered it an effective yet simple program to implement. [ABSTRACT FROM PUBLISHER]

This paper describes a research-driven initiative aimed at enhancing the emergent literacy skills of students (aged 4;7-5;6 years) from low socioeconomic, culturally diverse backgrounds attending their first (prep) year at a public metropolitan primary school in Queensland. All students (n = 63) from the three prep classes were exposed to their regular classroom literacy curriculum; students in one class received an additional 15 weeks of targeted intervention conducted by the classroom teacher, the speech pathologist, and teacher aides. The intervention consisted of one 30-minute whole class session and one 30-minute small-group session per day, four days a week. The sessions targeted phonological awareness, vocabulary, story grammar, and sentence structure, using scripted session plans. Results indicated that prep students in all three classes made significant progress on measures of spoken language during their first year of school. Following intervention, the students in the intervention class showed greater improvement on a standardised test of phonological awareness than their peers who received regular classroom instruction. This intervention effect was not apparent for any of the other spoken language measures. Implications of the results of this pilot project for the implementation of a larger-scale intervention initiative are reported. [ABSTRACT FROM AUTHOR]

Prior research has documented that classroom-level variables have a significant effect on student outcomes; however, previous findings have typically focused on average student outcomes and have only recently begun to use hierarchical linear modeling techniques. The present study aimed to investigate the effects of classroom-level variables on the reading and behavioral outcomes of at-risk kindergarten students. Hierarchical linear modeling was used to control for student factors and to examine the effects of (a) teacher variables, (b) context variables, and (c) instructional variables on several student outcomes. Results indicated that student-level factors were the strongest and most consistent predictors of student outcomes. After controlling for student factors, classroom- and school-level variables were relatively poor predictors. Implications for research and practice are discussed. [ABSTRACT FROM PUBLISHER]

The present article describes a two-year longitudinal study of two “at-risk” US teenagers who successfully transformed their unusually challenging high school experiences into motivation to become classroom teachers. Frank’s adolescence was characterized by addiction and defiance. He spent his sophomore year in a locked, residential treatment center, and his junior and senior years in a therapeutic boarding school. Marie spent 19 months in a residential school for adolescents with substance abuse problems, becoming pregnant the following year. At age 22 both Frank and Marie graduatedsumma cum laude(grade point average of 3.9 or greater) from the same nationally recognized teacher preparation program. The archetype of the “wounded healer” is used to interpret their experiences. Results suggest (1) memories of personal adversity in school may have a profound impact on an individual’s orientation to teaching, and (2) these memories can be used advantageously by pre-service teachers. Implications for teacher educators are discussed. [ABSTRACT FROM PUBLISHER]

The present study used multiple regression to determine the predictive value of Kindergarten phonemic awareness, rapid serial naming, letter knowledge, and cognitive ability for predicting first-grade word reading and fluency. Participants were 131 first-grade students from a mid-Atlantic school system. A combination of predictor variables was found to be more effective than single measures in predicting later word reading and reading fluency, with cognitive ability, phonemic awareness, and letter knowledge contributing significantly to the prediction of skill. The results underscore the need to use a multivariate battery, rather than any single measure, along with consideration of intelligence, to identify children for early intervention. [ABSTRACT FROM PUBLISHER]

Some students exhibit behavioral issues as early as preschool and kindergarten. Conventional wisdom suggests waiting to see whether students outgrow these difficulties. However, there is extensive evidence that early detection and intervention is preferred to the wait-and-see approach because it is more likely to result in better academic and social outcomes later in students’ school careers. Schoolwide Positive Behavior Support is a multitiered model that uses primary, secondary, and tertiary levels of support to provide an instructive approach to behavior, as opposed to more reactive models. This article introduces suggestions for secondary and tertiary supports—self-regulation strategies and functional assessment-based interventions, respectively—to meet the multiple needs (academic, behavioral, and social) of students at risk for negative outcomes caused by behavioral issues. [ABSTRACT FROM PUBLISHER]

This article describes the development and immediate effects of a small-group intervention designed to complement a school-based prevention program for children and youth. The REAL Groups intervention is the result of a partnership with predominately Mexican American schools located in the central city neighborhoods of a southwestern U.S. metropolitan area. The group members (N = 115) were fifth graders from six central city schools. Group members were identified and referred by their teachers as in need of additional support beyond the keepin'it REAL classroom-based substance abuse prevention intervention, or they were invited by the referred students. The REAL Groups followed a mutual aid approach, and Masters in Social Work student interns trained in the REAL Groups intervention served as the group facilitators. This article describes the small-group intervention and provides an initial report on the results by comparing the small-group members (n = 115) with Mexican-heritage classmates (n = 306) who only received the classroom-based keepin' it REAL prevention intervention. This is a feasibility study in preparation for the follow-up study with seventh graders. As expected due to the low drug-use rates reported by fifth-grade participants, the effectiveness results were inconclusive. The immediate findings, however, provide important information about the design and evaluation of culturally specific group interventions with acculturating children. The article provides important methodological and practice implications for small-group school-based interventions as well as recommendations for future research. [ABSTRACT FROM AUTHOR]

Studies of student risk of school dropout have shown that present predictors of at-risk status do not accurately identify a large percentage of students who eventually drop out. Through the analysis of the entire Grade 1-12 longitudinal cohort-based grading histories of the class of 2006 for two school districts in the United States, the author extends past longitudinal conceptions of dropout to a longitudinal risk perspective, using survival analysis, life tables, and discrete-time hazard modeling to appropriately account for student graduation, transfer, or dropout. The risk of dropout began in Grade 7, with the most hazardous years at Grades 8 and 11. A novel calculation of teacher-assigned grades, noncumulative GPA, is identified as a strong predictor of student dropout. [ABSTRACT FROM AUTHOR]

This paper focuses on family involvement in the education of teenagers at risk of dropping out from compulsory secondary school. A questionnaire was completed by 131 Spanish and Cypriot families with children at six schools - three in each country. The questionnaire investigated: (1) parental perceptions of their children's activities in their free time; (2) academic expectations for their children; (3) parental concern regarding their children's education; and (4) parent-teacher interactions. Descriptive measures and t-test comparative analyses between Spain and Cyprus were undertaken. Results show that these families have an encouraging attitude towards their teenagers. Nonetheless, significant statistical differences between Spanish and Cypriot parents suggest that the Spanish families have a more protective parenting style than the Cypriot families. The study points to the lack of support for these families as regards advice and stimulation for their children at home, and to the need to promote school-family partnerships. [ABSTRACT FROM AUTHOR]

The issue of school failure at the 9th grade level is of great concern to educators. In this study, the author examined the use of cognitive, affective, and metacognitive questioning strategies in a 9th grade world history class as a means to increase student engagement and academic success. Through the use of structured journal questions over a 12-week period, students who responded only to text-related questions showed no benefit compared to students who did not participate in journal questions at all. Students who responded to metacognitive and affective questions in addition to text-related questions demonstrated better retention of content material as evidenced by course grades at the end of the study. These results suggest that students who respond to questions designed to promote thinking as well as personal connections, experience a positive effect on achievement. [ABSTRACT FROM AUTHOR]

In the present study, we examined whether having a gambling disorder is related to: (a) the personality trait of perceived personal luck and (b) subjective enjoyment associated with placing bets. We also examined whether the presence or absence of disordered gambling and wagering enjoyment are related to probability of treatment entry. In 2001, we surveyed 82 young adults at the University of Windsor who gambled, but were not in treatment. They completed measures assessing symptoms of pathological gambling (American Psychiatric Association [APA], 1994), dispositional luck (Steenbergh, Meyers, May, and Whelan, 2002), enjoyment of gambling (Ben-Tovim, Esterman, Tolchard, and Battersby, 2001), and attitudes toward treatment (adapted from Fisher and Turner, 1970). Results showed elevated perceptions of personal luck, enjoyment of gambling, and more negative attitudes toward seeking treatment among those who exhibited sub-clinical levels of disordered gambling (n = 41) compared to recreational gamblers (n = 41). Other results showed that, after controlling for the effects of personal luck, the strength of the positive relationship between level of disordered gambling and subjective pleasure of wagering was diminished. Removing the effects of personal luck also weakened the positive association between having a gambling problem and having a negative attitude toward seeking treatment. In light of these results, we suggest cognitive interventions that seek to prevent and treat problematic wagering in early stage gamblers might be efficacious to the extent to which they can modify these young people's belief that they are charmed by high levels of dispositional luck. [ABSTRACT FROM AUTHOR]

This article is a review of some of the major epidemiological, behavioral, biological, and integrative prevention research issues and priorities in the area of HIV_AIDS and alcohol consumption. Drinking alcohol increases both the risk for infection with HIV and related illnesses and the morbidity and mortality of patients who progress to AIDS. New and improved measurement procedures have helped in assessment of the complex patterns of alcohol use, identification of intervening explanatory mechanisms for risk behaviors and contexts, and determination of intervention outcomes. Both the direct and indirect effects of alcohol misuse appear to be major contributors to both the risk for infection with HIV and the transmission of HIV_AIDS at the individual and population levels. There is increasing evidence that perhaps no level of alcohol consumption is “safe” for those who are HIV infected and receiving antiretroviral treatment. Interdisciplinary basic behavioral and biomedical research is needed to develop comprehensive culturally appropriate strategies for programs that can be effectively delivered in community contexts in the United States and abroad and that focus on the integration of our understanding of individual behaviors, high-risk group membership, biological mechanisms, and the social and physical environments that place individuals at risk for HIV infection. High-priority topics include improving adherence to antiretroviral medications, prevention of infection in young minority women in the United States, and treatment of HIV+ pregnant women who are alcohol abusers to prevent adverse fetal outcomes, which is an international focus in under-resourced settings in Africa. [ABSTRACT FROM AUTHOR]

In a yoked control design, multicultural Head Start 4-year-olds played numerous games involving either numeracy or the oddity principle and insertions into series. Children showed better mastery of oddity and insertions after playing games directed at those two concepts. Numeracy scores on the McCarthy Scales of Children's Abilities (D. McCarthy, 1972) were equivalent for children who played numeracy games and children who played oddity and insertion games. These results are consistent with other research indicating that the understanding of oddity relations and that of insertions are key transitional thinking abilities that support numeracy at the preschool-kindergarten interface. [ABSTRACT FROM AUTHOR]

The authors compared the performance of 78 African American 5th-grade students who studied a math-estimation task in one of two learning contexts. Learning contexts differed in the degree to which they afforded the expression of communalism. ANCOVA confirmed that posttest performance was best for students who studied in the high communal-learning context. The findings support A. W. Boykin's (1994) contention that the cultural context of learning can be a critical mediator of children's performance. [ABSTRACT FROM AUTHOR]

This study examined predictors of stability and change in women's maternal representations of their children. Participants were 180 women, recruited from the community, half of whom had experienced domestic violence during pregnancy. Maternal representations of were assessed with the Working Model of the Child Interview (WMCI; Zeanah, Benoit, Hirshberg, Barton, & Regan, 1994) during the last trimester of pregnancy and again at the child's first birthday. Results indicated that when collapsed into balanced and non-balanced categories, 71% of the sample was stable over time, and women who had balanced representations had significantly more stable representations than women who had non-balanced representations ( p [ABSTRACT FROM AUTHOR]

This paper is concerned with how the needs of lesbian and gay youth are situated and defined in educational contexts and the intended and unintended consequences of framing their needs in particular ways. It is based on a case study of a senior college in New Zealand where a strategy for dealing with gay and lesbian youth was framed within a climate of market-driven educational reforms and where queer youth were viewed within the discourse of being "at risk." This enabled the school to promote itself as providing a caring and nurturing environment without jeopardizing its position in the marketplace. However, this strategy had the unfortunate consequences of re-pathologizing lesbian and gay students and constructing their sexuality as a personal problem. [ABSTRACT FROM AUTHOR]