Preface Chapter 1 The challenge Chapter 2 The nature of the evidence: A synthesis of meta-analyses Chapter 3 The argument: Visible teaching and visible learning Chapter 4: The contributions from the student Chapter 5 The contributions from the home Chapter 6 The contributions from the school Chapter 7 The contributions from the teacher Chapter 8 The contributions from the curricula Chapter 9 The contributions from teaching approaches - I Chapter 10 The contributions from teaching approaches - II Chapter 11: Bringing it all together Appendix A: The 800 meta-analyses Appendix B: The meta-analyses by rank order References

Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement

Using 6 longitudinal data sets, the authors estimate links between three key elements of school readiness--school-entry academic, attention, and socioemotional skills--and later school reading and math achievement In an effort to isolate the effects of these school-entry skills, the authors ensured that most of their regression models control for cognitive, attention, and socioemotional skills measured prior to school entry, as well as a host of family background measures Across all 6 studies, the strongest predictors of later achievement are school-entry math, reading, and attention skills A meta-analysis of the results shows that early math skills have the greatest predictive power, followed by reading and then attention skills By contrast, measures of socioemotional behaviors, including internalizing and externalizing problems and social skills, were generally insignificant predictors of later academic performance, even among children with relatively high levels of problem behavior Patterns of association were similar for boys and girls and for children from high and low socioeconomic backgrounds

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School Readiness and Later Achievement

Motivational Interviewing: Preparing People for Change

This meta-analysis reviews research on the achievement effects of comprehensive school reform (CSR) and summarizes the specific effects of 29 widely implemented models. There are limitations on the overall quantity and quality of the research base, but the overall effects of CSR appear promising. The combined quantity, quality, and statistical significance of evidence from three models, in particular, set them apart. Whether evaluations are conducted by developers or by third-party evaluators and whether evaluators use one-group pre-post designs or control groups are important factors for understanding differences in CSR effects. Schools that implemented CSR models for 5 years or more showed particularly strong effects, and the benefits were consistent across schools of varying poverty levels. A long-term commitment to research-proven educational reform is needed to establish a strong marketplace of scientifically based CSR models.

Comprehensive School Reform and Achievement: A Meta-Analysis

We test whether significant differences in mental illness exist in a matched sample of Mental illness and the criminal justice system. In T. L. Scheid T. N. Brown (Eds.), A handbook for the study of mental health: Social contexts, theories. Find 9780521567633 A Handbook for the Study of Mental Health : Social Contexts, Theories, and Systems by Horwitz et al at over 30 bookstores. Buy, rent. A review of mental health problems in fathers following the birth of a child. for the study of mental health:Social contexts, theories, and systems (2nd ed., pp.

A Handbook for the Study of Mental Health: Social Contexts, Theories, and Systems

Without active engagement, many adults with serious mental illnesses remain untreated in the community and commit criminal offenses, resulting in their placement in the jails rather than mental health facilities. A mental health treatment court (MHTC) with an assertive community treatment (ACT) model of case management was developed through the cooperative efforts of the criminal justice and mental health systems. Participants were 235 adults with a serious mental illness who were booked into the county jail, and who volunteered for the study. An experimental design was used, with participants randomly assigned to MHTC or treatment as usual (TAU), consisting of adversarial criminal processing and less intensive mental health treatment. Results were reported for 6 and 12 month follow-up periods. Clients in both conditions improved in life satisfaction, distress, and independent living, while participants in the MHTC also showed reductions in substance abuse and new criminal activity. Outcomes are interpreted within the context of changes brought about in the community subsequent to implementation of the MHTC.

Evaluation of a Mental Health Treatment Court with Assertive Community Treatment.

This article uses the concepts of risk and resiliency to frame our understanding of how having a learning disability affects nonacademic outcomes such as emotional adjustment, family functioning, adolescent problems of school dropout, substance abuse and juvenile delinquency, and adult adaptation. The presence of a learning disability is viewed as a risk factor that, in and of itself, does not predict positive or negative outcomes. Rather, other risk and protective factors, as highlighted in the literature, interact with the presence of a learning disability to facilitate or impede adjustment. These risk and protective factors may be internal characteristics of the individual or external characteristics of the family, school and community environments. Implications for the development of proactive interventions and areas for future research are discussed.

Risk, Resilience, and Adjustment of Individuals with Learning Disabilities

Homework does not always occur at home. With the perceived demand for higher academic performance has come an increase in the amount and complexity of assigned homework. Given the number of parents who work outside the home, and the need for safe and structured after-school activities, after-school programs have become a venue for helping students with their homework. This article examines the potential of after-school homework-assistance programs within the larger context of after-school programs in general. There is limited data on the outcomes associated with programs that offer homework assistance. The data suggest that after-school homework-assistance programs can serve a protective function for children at-risk for school failure, particularly those who do not have other structured after-school activities or those whose parents do not speak English at home. In general, the availability of homework assistance at home, the quality of the after-school homework program and the nature of the homework ass...

https://web.stanford.edu/dept/SUSE/projects/ireport/articles/afterschool/homework%20is%20not%20enough.pdf

When Homework is not Home Work: After-School Programs for Homework Assistance

The purpose of this study was to explore how some children with learning disabilities maintain a positive self-concept despite academic difficulties. The study used Harter's model to investigate th...

Self-Concept in Children with Learning Disabilities: The Relationship between Global Self-Concept, Academic “Discounting,” Nonacademic Self-Concept, and Perceived Social Support:

This study investigated the relationship between self-perception of a learning disability (SPLD) and self-concept and social support. Fifty-six third- through sixth-grade children with learning disabilities were administered Heyman's SPLD scale. This instrument measures the degree to which children view their dis- ability as circumscribed, modifiable and nonstigmatizing rather than global, un- changeable and stigmatizing. Students were also administered two scales devel- oped by Harter to measure general and domain-specific self-concept and social support. Results revealed that children with less negative perceptions of their learning disability had higher math achievement scores. Also, they perceived more positive global self-concept, more intellectual and behavorial competence, and more social acceptance. These children also felt more support from their parents and classmates. The relationship of SPLD to self-concept and social support was maintained after partialing out the influences of actual academic achievement. The importance of helping students more clearly understand the nature of their learn- ing disability is discussed.

Merith Cosden

Papers

Evaluation of a Mental Health Treatment Court with Assertive Community Treatment.

Risk, Resilience, and Adjustment of Individuals with Learning Disabilities

When Homework is not Home Work: After-School Programs for Homework Assistance

Self-Concept in Children with Learning Disabilities: The Relationship between Global Self-Concept, Academic “Discounting,” Nonacademic Self-Concept, and Perceived Social Support:

The relationship between self-perception of a learning disability and achievement, self-concept and social support