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The purpose of this study was to investigate the experiences and perceptions of teachers who used chess during instruction for an entire academic year in several school districts within a southern U.S. state. Data for the study were obtained via an electronic survey administered to a sample of 62 teachers in Spring 2018. Results of the study showed that teachers were enthusiastic about using chess during instruction, and they had largely positive perceptions regarding the benefits of chess among their students.

This paper explores students' perceptions of the benefits of chess-based instruction as part of an evaluation of a Chess in Schools (CIS) program implemented in 2017-2018 by a State Department of Education in the southeastern United States. The data were collected using a cross-sectional survey administered to students at the end of the academic year after 1 year of exposure to the CIS program. Results from the student survey responses (n = 1,286) indicated that a majority of students across all grade levels felt they had experienced a variety of positive outcomes because of their exposure to scholastic chess-based instruction. These perceived positive outcomes are beneficial for understanding the holistic impact of chess-based learning as they provide insight beyond measuring students solely on test scores or GPA metrics.

The purpose of this study was to compare how face-to-face instruction and flipped learning differed in terms of student achievement in seventh grade science classes, as well as to assess how students who were in the flipped classroom felt about their experiences. A total of 81 students received face-to-face instruction, and 73 received flipped instruction. All students completed pre- and post-assessments. Additionally, students in the flipped classroom completed a survey to assess perceptions of their experiences with the flipped model. Analysis of variance results showed no differences in performance between the two groups of students. There were also no interactions between instructional method with both gender and ability. The student survey data showed that the majority of students enjoyed the flipped model. Large percentages of students reported increased engagement and motivation under the flipped model. In conclusion, we found that flipped instruction was as effective as face-to-face instruction.

The present study investigated mediating and moderating relationships among school-level indicators of (a) exclusionary discipline, (b) the extent to which student voice is valued: (c) the level of student engagement, and (d) the grade tier of students served. The sample comprised 128 schools--72 elementary, 34 middle, and 22 high--from a large urban school district. Results from the mediation analysis indicated that the relationship between "Student Voice" and "Exclusionary Discipline Rate" was mediated by "School Engagement," suggesting an explanatory link between the 2 variables. There was no moderating effect when "Grade Tier" was included in the model, indicating that the relationship between "Student Voice" and "Exclusionary Discipline Rate" remained consistent across all 3 grade tiers. Implications for educational practice are discussed.

The purpose of this study was to compare how face-to-face instruction and flipped learning differed in terms of student achievement in seventh grade science classes, as well as to assess how students who were in the flipped classroom felt about their experiences. A total of 81 students received face-to-face instruction, and 73 received flipped instruction. All students completed pre- and post-assessments. Additionally, students in the flipped classroom completed a survey to assess perceptions of their experiences with the flipped model. Analysis of variance results showed no differences in performance between the two groups of students. There were also no interactions between instructional method with both gender and ability. The student survey data showed that the majority of students enjoyed the flipped model. Large percentages of students reported increased engagement and motivation under the flipped model. In conclusion, we found that flipped instruction was as effective as face-to-face instruction. [ABSTRACT FROM AUTHOR]

The present study investigated mediating and moderating relationships among school-level indicators of (a) exclusionary discipline, (b) the extent to which student voice is valued: (c) the level of student engagement, and (d) the grade tier of students served. The sample comprised 128 schools--72 elementary, 34 middle, and 22 high-from a large urban school district. Results from the mediation analysis indicated that the relationship between Student Voice and Exclusionary Discipline Rate was mediated by School Engagement, suggesting an explanatory link between the 2 variables. There was no moderating effect when Grade Tier was included in the model, indicating that the relationship between Student Voice and Exclusionary Discipline Rate remained consistent across all 3 grade tiers. Implications for educational practice are discussed. [ABSTRACT FROM AUTHOR]

Nearly four decades have passed since a link was first established between alcohol consumption during pregnancy and a particular pattern of birth defects. Since then, autopsy, longitudinal, structural imaging, and functional imaging studies have revealed a great deal about the teratogenic effects of alcohol. This paper provides a comprehensive summary of the findings from the neurocognitive and behavioral literature on fetal alcohol spectrum disorder (FASD) and outlines the unique profile of cognitive deficits associated with it. We describe diagnostic issues as well as factors contributing to the heterogeneity of the FASD cognitive presentation. Next, we review research on the impact of prenatal alcohol exposure on intellectual functioning, attention, executive functioning, learning and memory, language, quantitative reasoning, and social cognition. In our opinion, future research can now begin to focus on FASD-specific interventions directly informed by the rich body of neurocognitive findings accumulated thus far. WIREs Cogn Sci 2013, 4:81-92. doi: 10.1002/wcs.1202 For further resources related to this article, please visit the WIREs website. [ABSTRACT FROM AUTHOR]