Currently available data and concerns over the validity of mother reports significantly truncate the ability of researchers to address a myriad of research questions concerning father involvement. This study aims to inform this concern by examining predictors of father involvement and father-mother discrepancies in reports of involvement within a low-income, predominantly minority sample of families with both residential and nonresidential fathers (N = 228). Paired HLM models are used to control for the interrelation between pairs of reporters. Results indicate that although father and mother reports are similar, mothers consistently report lower levels of involvement than do fathers. Parental conflict, fathers- nonresidence, father age, as well as mother education and employment predicted greater discrepancy across father and mother reports. Implications for future research and policy are addressed.

Comparing Father and Mother Reports of Father Involvement among Low-Income Minority Families. JCPR Working Paper.

Helping the Noncompliant Child: Family-Based Treatment for Oppositional Behavior (2nd Ed.) Robert J. McMahon, Rex L. Forehand. New York: Guilford Press (www.guilford.com). 2003, 313 pp., $38.00 (softcover). Ever since its publication in 1981, Helping the Noncompliant Child: Family-Based Treatment for Oppositional Behavior has been viewed as the gold standard of treatment manuals aimed at training parents to manage noncompliance in children. The long-awaited second edition greatly expands upon this classic text, maintaining its status as the premier guide for clinicians and trainees working with families of children with externalizing disorder. The text has numerous strengths, including its articulate presentation of the theoretical framework underlying the proposed interventions, a clear step-by-step outline of the implementation of treatment strategies, and a rich description of empirical support for the techniques proposed. The authors commence the second edition with a greatly expanded description, from a developmental psychopathology perspective, of the normal development of both compliance and noncompliance. By placing the theoretical framework within a developmental framework, the authors allow clinicians to answer the key question within the field of developmental psychopathology: What are the factors that lead normal development to go awry and consequently trigger the emergence of problem behavior? The authors discuss the developmental unfolding of problem behavior over time from initial oppositional behavior in early childhood to aggressive and delinquent behavior in adolescence, highlighting the importance of treating externalizing disorders in their early stages in order to prevent the emergence of more severe forms of psychopathology later in adolescence. The model they propose is thorough in its coverage, rich in detail, and firmly grounded in decades of empirical work examining the developmental trajectories of externalizing behaviors. For proponents of a case formulation approach toward intervention, the text provides a rich framework from which to conceptualize cases in a manner that will facilitate the choice and timing of implementation of effective treatment strategies. In the second and third chapters, the authors present an overview of parent training as an intervention for treating noncompliance in children drawing heavily upon the model devised by Dr. Constance Hanf. Basic issues such as the sequence of instructional procedures for teaching each parenting skill, skills taught in different phases of the parent training program, and session structure are clearly outlined. The authors also address methods for engaging families in the intervention and developing a sound therapeutic alliance. These chapters provide a thorough overview of the framework within which the techniques presented in subsequent chapters should be implemented and are likely to be particularly valuable to therapists and trainees in the early stages of commencing work with families. In the fourth chapter, the authors provide a rich outline to guide the assessment process. The approach is presented with great detail and is brought to life by transcripts demonstrating session content, forms to use during the interview process to ensure that all relevant avenues of inquiry are covered, self-report forms for parents to complete, and score sheets to use in observing parent-child interactions. …

Helping the Noncompliant Child: Family-Based Treatment for Oppositional Behavior (2Nd Ed.)

This quantitative synthesis of 448 independent studies including 480,830 families revealed small positive associations (rs = .13 to .23) between parents' naturally occurring involvement in children's schooling and children's academic adjustment (i.e., achievement, engagement, and motivation) that were maintained over time. Parents' involvement was also positively related to children's social (r = .12) and emotional adjustment (r = .17) and negatively related to their delinquency (r = -.15), concurrently. Analyses focusing on children's academic adjustment revealed that different types of involvement (e.g., parents' participation in school events and discussion of school with children) were similarly positively associated with such adjustment. The only exception was that parents' homework assistance was negatively associated with children's achievement (r = -.15), but not engagement (r = .07) or motivation (r = .05). There was little variation due to age, ethnicity, or socioeconomic status in the links between different types of involvement and children's academic adjustment. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

The relation between parents' involvement in children's schooling and children's adjustment: A meta-analysis.

Family engagement in education and intervention: Implementation and evaluation to maximize family, school, and student outcomes.

Introduction Defining EBD You as a teacher Your teaching room EBD pupils' learning Your basic skills Your place in the whole school structure Communicating with parents Managing major challenges Conclusion

Emotional and Behavioural Difficulties

meeting of the National Association of School Psychologists. The statements made herein are those of the developers and are not meant to represent opinions or policies of the funding agency.

/pdf/cbc-in-rural-schools-preliminary-results-of-a-randomized-5ewte4leh9.pdf

CBC in Rural Schools: Preliminary Results of a Randomized Trial 1

/pdf/coaching-science-inquiry-validating-a-strengths-based-j6njhnfqb1.pdf

Coaching Science Inquiry: Validating a Strengths- Based Approach to Coaching 1

One of the major implications of the Next Generation Science Standards is to pull together inquiry and practice, and recognize the role of engineering (National Research Council, 2013). Although the new standards will allow students and teachers to focus more on learning ideas related to science and engineering (NRC, 2013), it now demands science teachers to change their beliefs and teaching practice again. However, as many studies have reported, it is very difficult to achieve significant and sustainable shifts in teacher beliefs and teaching practice due to a number of issues including their unfamiliarity with how the change is practiced, inadequate preparation in science, or simply not understanding what the required change is (Asay & Orgill, 2010; Capps, Crawford, & Constas, 2012; Kazempour, 2009).

http://r2ed.unl.edu/CSI/dissemination/downloads/researcher/presentations_and_publications/presentations/national_presentations/27b-NARST-Paper-Presentation-2014.pdf

Case Study: Impact of Instructional Coaching on Science Teachers' Inquiry-Based Instruction in Rural Schools 1

Many U.S. public school systems have experienced declining standardized test scores in math and science. Of particular concern is an increasing disparity in the scores of underprivileged and underserved students compared to other peer groups. This trend poses a distressing problem for the engineering field, and has been identified as a major issue by the US Department of Transportation, being viewed as a threat to the sustainability of the nation’s infrastructure and economic growth. This issue is compounded by a growing demand in the transportation industry for skilled workers. Recognizing these concerns, a number of entities, including the University of Nebraska’s MidAmerica and Nebraska Transportation Centers (MATC/NTC), the Nebraska Center for Research on Children, Youth, Families and Schools (CYFS), the Nebraska Department of Education and Lincoln Public Schools, of Lincoln, Nebraska, formed a consortium to address this issue. In 2010, the consortium created and implemented an after school program intended to foster learning and engagement in science, technology, engineering and mathematics (STEM) among our nation’s students. The result was the Roads, Rails and Race Cars (RRRC) program. RRRC utilizes a science-as-inquiry approach in a club-based format. Club lessons and activities highlight real world applications of STEM concepts, emphasizing transportation issues that students encounter in their daily lives through the use of a curriculum developed collaboratively by partners from the fields of engineering, education and educational psychology. RRRC clubs are guided by teams comprising of STEM teachers and college engineering student mentors, who mirror the rich diversity of the primary and secondary school systems. This positive role modeling and one-on-one attention are a key focus wherein the program encourages students to explore STEM careers and discover paths to achievement. Further, clubs frequently feature career presentations by community professionals from the private sector to encourage this career exploration. While establishing itself as a sustainable program model that positively impacts students, RRRC has also been beneficial to its multiple partners. K-12 teachers have received additional training in STEM education that they can implement in their core classrooms; student mentors have gained opportunities to improve their interpersonal and public speaking skills; and community partners, like the Nebraska Trucking Association, have gained opportunities to reach out to their future workforce. Following a highly successful middle school pilot program, RRRC expanded to include the elementary and high school levels, providing evidence of the program’s successful transferability across age groups and locations. To date, club attendance has reached over 5,200 in combined attendance by approximately 900 different students across 12 separate program sites. Moreover, the program continues to be evaluated through qualitative and quantitative metrics in order to ensure that the goals of the program are being met and to identify potential areas for improvement. This paper provides an overview of the development of the RRRC program and its goals, briefly summarizes current and future preand post-measures of effectiveness and presents concluding remarks regarding future program applications.

https://www.asee.org/public/conferences/32/papers/10450/download

Gina M. Kunz

Papers

CBC in Rural Schools: Preliminary Results of a Randomized Trial 1

Coaching Science Inquiry: Validating a Strengths- Based Approach to Coaching 1

Case Study: Impact of Instructional Coaching on Science Teachers' Inquiry-Based Instruction in Rural Schools 1

Roads, rails and race cars: A STEM educational program for 4 th-12th grade students

CBC in Rural Schools: Preliminary Results of a Randomized Trial. CYFS Working Paper 2013-1.