United States Department of Education

Since Windschitl first outlined a research agenda for the World Wide Web and classroom research, significant shifts have occurred in the nature of the Web and the conceptualization of classrooms. Such shifts have affected constructs of learning and instruction, and paths for future research. This article discusses the characteristics of Web 2.0 that differentiate it from the Web of the 1990s, describes the contextual conditions in which students use the Web today, and examines how Web 2.0’s unique capabilities and youth’s proclivities in using it influence learning and teaching. Two important themes, learner participation and creativity and online identity formation, emerged from this analysis and support a new wave of research questions. A stronger research focus on students’ everyday use of Web 2.0 technologies and their learning with Web 2.0 both in and outside of classrooms is needed. Finally, insights on how educational scholarship might be transformed with Web 2.0 in light of these themes are discussed.

In an effort to provide high-quality preschool education, policymakers are increasingly requiring public preschool teachers to have at least a Bachelor's degree, preferably in early childhood education. Seven major studies of early care and education were used to predict classroom quality and children's academic outcomes from the educational attainment and major of teachers of 4-year-olds. The findings indicate largely null or contradictory associations, indicating that policies focused solely on increasing teachers' education will not suffice for improving classroom quality or maximizing children's academic gains. Instead, raising the effectiveness of early childhood education likely will require a broad range of professional development activities and supports targeted toward teachers' interactions with children.

The Third International Mathematics and Science Study (TIMSS) 1999 Video Study sampled eighth grade mathematics lessons in seven countries including Australia. As well as describing teaching in these countries the study aimed to : develop objective, observational measures of classroom instruction to serve as appropriate quantitative indicators of teaching practices in each country; compare teaching practices among countries and identify similar or different lesson features across countries; describe patterns of teaching within each country; and develop methods for communicating the results of the study, through written reports and video cases, for both research and professional development purposes. The results in this report are presented from an international perspective.

In the past several years, Americans have recognized the fact that we have expected too little of our students, and often we get what we expect. As a nation, we have seen this as a challenge, and we have begun to respond. One of this administration's first priorities was to establish a National Commission on Excellence in Education. We asked it to help us chart a new course which would permit us to correct the mistakes of the past.

PURPOSE: Health literacy is associated with a range of poor health-related outcomes. Evidence that health literacy contributes to disparities in health is minimal and based on brief screening instruments that have limited ability to assess health literacy. The purpose of this study was to assess whether health literacy contributes, through mediation, to racial/ethnic and education-related disparities in self-rated health status and preventive health behaviors among older adults. METHODS: We undertook a cross-sectional study of a nationally representative sample of 2,668 US adults aged 65 years and older from the 2003 National Assessment of Adult Literacy. Multiple regression analysis was used to assess for evidence of mediation. RESULTS: Of older adults in the United States, 29% reported fair or poor health status, and 27% to 39% reported not utilizing 3 recommended preventive health care services in the year preceding the assessment (influenza vaccination 27%, mammography 34%, dental checkup 39%). Health literacy and the 4 health outcomes (self-rated health status and utilization of the 3 preventive health care services) varied by race/ethnicity and educational attainment. Regression analyses indicated that, after controlling for potential confounders, health literacy significantly mediated both racial/ethnic and education-related disparities in self-rated health status and receipt of influenza vaccination, but only education-related disparities in receipt of mammography and dental care. CONCLUSIONS: Health literacy contributes to disparities associated with race/ethnicity and educational attainment in self-rated health and some preventive health behaviors among older adults. Interventions addressing low health literacy may reduce these disparities.

Abstract In the present study, the direct effect of principal transformational leadership to school staff turnover and school performance was examined, in addition to its indirect effect through school staff job satisfaction. Survey data were obtained from elementary school staff and students, and school‐aggregated student achievement test scores were obtained from school archives. Results showed that staff reports of principal behaviors could be described in terms of the three components of transformational leadership: inspiration or charisma, individualized consideration, and intellectual stimulation. Principal transformational leadership was not associated directly with either school staff turnover or school‐aggregated student achievement progress. Rather, principal transformational leadership showed an indirect effect, through staff job satisfaction, on school staff turnover (negative) and on school‐aggregated student achievement progress (positive). Finally, higher levels of school staff job satisfaction were associated with smaller achievement gaps between minority and non‐minority students. This result was more evident among schools having higher levels of principal transformational leadership. Results are discussed in relation to the role of transformational leadership in school performance and in recruiting, training, and evaluating school principals.

Men are a unique population to work with in psychotherapy, but what does research indicate about how masculinity relates to therapeutic issues? Summarizing research on masculinity's relationship to a range of presenting issues, this article organizes and discusses the findings according to masculinity that clinicians are likely to recognize when working with male clients. The article then addresses how masculinity is also associated with less help seeking and with negative attitudes toward psychological help seeking. This irony, that traditional masculinity scripts contribute to men's presenting concerns and act as barriers to help seeking, is then addressed through recommendations for training and practice that incorporate a sociocultural context into working with men.

ADVERTISEMENT RETURN TO ISSUEPREVArticleNEXTElectrochemical oxidation of amine-containing compounds: a route to the surface modification of glassy carbon electrodesRandall S. Deinhammer, Mankit Ho, James W. Anderegg, and Marc D. PorterCite this: Langmuir 1994, 10, 4, 1306–1313Publication Date (Print):April 1, 1994Publication History Published online1 May 2002Published inissue 1 April 1994https://pubs.acs.org/doi/10.1021/la00016a054https://doi.org/10.1021/la00016a054research-articleACS PublicationsRequest reuse permissionsArticle Views3994Altmetric-Citations324LEARN ABOUT THESE METRICSArticle Views are the COUNTER-compliant sum of full text article downloads since November 2008 (both PDF and HTML) across all institutions and individuals. These metrics are regularly updated to reflect usage leading up to the last few days.Citations are the number of other articles citing this article, calculated by Crossref and updated daily. Find more information about Crossref citation counts.The Altmetric Attention Score is a quantitative measure of the attention that a research article has received online. Clicking on the donut icon will load a page at altmetric.com with additional details about the score and the social media presence for the given article. Find more information on the Altmetric Attention Score and how the score is calculated. Share Add toView InAdd Full Text with ReferenceAdd Description ExportRISCitationCitation and abstractCitation and referencesMore Options Share onFacebookTwitterWechatLinked InRedditEmail Other access optionsGet e-Alertsclose Get e-Alerts

CONTEXT: Despite the public alarm following a series of high-profile school shootings that occurred in the United States during the late 1990s, little is known about the actual incidence and characteristics of school-associated violent deaths. OBJECTIVE: To describe recent trends and features of school-associated violent deaths in the United States. DESIGN, SETTING, AND SUBJECTS: Population-based surveillance study of data collected from media databases, state and local agencies, and police and school officials for July 1, 1994, through June 30, 1999. A case was defined as a homicide, suicide, legal intervention, or unintentional firearm-related death of a student or nonstudent in which the fatal injury occurred (1) on the campus of a public or private elementary or secondary school, (2) while the victim was on the way to or from such a school, or (3) while the victim was attending or traveling to or from an official school-sponsored event. MAIN OUTCOME MEASURES: National estimates of risk of school-associated violent death; national trends in school-associated violent deaths; common features of these events; and potential risk factors for perpetration and victimization. RESULTS: Between 1994 and 1999, 220 events resulting in 253 deaths were identified; 202 events involved 1 death and 18 involved multiple deaths (median, 2 deaths per multiple-victim event). Of the 220 events, 172 were homicides, 30 were suicides, 11 were homicide-suicides, 5 were legal intervention deaths, and 2 were unintentional firearm-related deaths. Students accounted for 172 (68.0%) of these deaths, resulting in an estimated average annual incidence of 0.068 per 100 000 students. Between 1992 and 1999, the rate of single-victim student homicides decreased significantly (P =.03); however, homicide rates for students killed in multiple-victim events increased (P =.047). Most events occurred around the start of the school day, the lunch period, or the end of the school day. For 120 (54.5%) of the incidents, respondents reported that a note, threat, or other action potentially indicating risk for violence occurred prior to the event. Homicide offenders were more likely than homicide victims to have expressed some form of suicidal behavior prior to the event (odds ratio [OR], 6.96; 95% confidence interval [CI], 1.96-24.65) and been bullied by their peers (OR, 2.57; 95% CI, 1.12-5.92). CONCLUSIONS: Although school-associated violent deaths remain rare events, they have occurred often enough to allow for the detection of patterns and the identification of potential risk factors. This information may help schools respond to this problem.

The views expressed herein are those of the author and do not necessarily represent the positions or policies of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service, or enterprise mentioned in this publication is intended or should be inferred. This document is in the public domain. Authorization to reproduce it in whole or in part is granted. While permission to reprint this publication is not necessary, the citation should be:

Reviews have identified mental health interventions that are relevant to schools; unfortunately, this research pays insufficient attention to the school context. Several aspects of school context likely influence the ability of schools to change current practices or adopt new ones. Relying on an organizational framework, a three-level model of school context particularly relevant to the delivery of mental health interventions: (a) individual, (b) organizational, and (c) state or national-level factors are described. This article argues that effective school-based mental health care will result from the marriage of system reform efforts, capacity building, and the delivery of empirically driven intervention strategies.

Dietary Guidelines have emerged over the past 30 years recommending that Americans limit their consumption of total fat and saturated fat as one way to reduce the risk of a range of chronic diseases. However, a low-fat diet is not a no-fat diet. Dietary fat clearly serves a number of essential functions. For example, maternal energy deficiency, possible exacerbated by very low-fat intakes (< 15% of energy), is one key determinant in the etiology of low birth weight. The debate continues over recommendations for limiting total fat and saturated fatty acid intake in children. Recent evidence indicates that diets with adequate energy providing less than 30% of energy from fat are sufficient to promote normal growth and normal sexual maturation. More attention needs to be devoted to the effect of dietary fat reduction on the nutrient density of children's diets. The association between dietary fat and CHD has been extensively studied. Diets high in saturated fatty acids and trans fatty acids increase LDL cholesterol levels, and in turn, the risk of heart disease. The relationship between high-carbohydrate/low-fat diets and CHD is more ambiguous because high-carbohydrate diets induce dyslipidemia in certain individuals. Obesity among adults and children is now of epidemic proportions in the United States. High-fat diets leading to excessive energy intakes are strongly linked to the increasing obesity in the United States. However, the prevalence of obesity has increased during the same time period that dietary fat intake (both in absolute terms and as a percentage of total dietary energy) has decreased. These trends suggest that a concomitant decrease in total dietary energy and modifications of other lifestyle factors, such as physical activity, also need to be emphasized. Obesity is also an independent risk factor for the development of diabetes. The current availability of fat-modified foods offers the potential for dietary fat reduction and treatment of the comorbidities associated with diabetes. However, to date, few studies have documented the effectiveness of fat-modified foods as part of a weight loss regimen or in reduction in CHD risks among individuals with diabetes mellitus. The association between total dietary fat and cancer is still under debate. While there is some evidence demonstrating associations between dietary fat intake and cancers of the breast, prostate, and colon, there are serious methodologic issues, including the difficulty in differentiating the effects of dietary fat independent of total energy intake. Reported total fat and saturated fatty acid intakes as a percentage of total energy have been declining over the past 30 years in the United States. Despite this encouraging trend, the majority of individuals--regardless of age--do not report consuming a diet that meets the levels of fat and saturated fatty acids recommended by the Dietary Guidelines for Americans. On a relative basis, saturated fat intake has gone down less than has total fat intake. Individuals of all ages who report consuming a diet with < or = 30% of energy from fat consistently have lower energy intakes. Given the increasing rates of obesity in the United States at an earlier and earlier age, dietary fat reduction may be an effective part of an overall strategy to balance energy consumption with energy needs. In each of the age/gender groups reporting consumption of < or = 30% of energy from fat and less than 10% of energy from saturated fatty acids, fat-modified foods play a more important role in their diets than for people who are consuming higher levels of fat and saturated fat. The data are clear than fat-modified foods make a more significant contribution to diets of consumers with low-fat intakes. While one cannot argue cause and effect from the results presented, the patterns of fat-modified foods/low-fat intakes are consistent. The focus on overall diet quality is often lost in the national obsession with lowering fat inta

School shootings have generated great public concern and fostered a widespread impression that schools are unsafe for many students; this article counters those misapprehensions by examining empirical evidence of school and community violence trends and reviewing evidence on best practices for preventing school shootings. Many of the school safety and security measures deployed in response to school shootings have little research support, and strategies such as zero-tolerance discipline and student profiling have been widely criticized as unsound practices. Threat assessment is identified as a promising strategy for violence prevention that merits further study. The article concludes with an overview of the need for schools to develop crisis response plans to prepare for and mitigate such rare events.

In this article, we present a conceptual framework for addressing the disproportionate representation of culturally and linguistically diverse students in special education. The cornerstone of our approach to addressing disproportionate representation is through the creation of culturally responsive educational systems. Our goal is to assist practitioners, researchers, and policy makers in coalescing around culturally responsive, evidence-based interventions and strategic improvements in practice and policy to improve students’ educational opportunities in general education and reduce inappropriate referrals to and placement in special education. We envision this work as cutting across three interrelated domains: policies, practices, and people. Policies include those guidelines enacted at federal, state, district, and school levels that influence funding, resource allocation, accountability, and other key aspects of schooling. We use the notion of practice in two ways, in the instrumental sense of daily practices that all cultural beings engage in to navigate and survive their worlds, and also in a technical sense to describe the procedures and strategies devised for the purpose of maximizing students’ learning outcomes. People include all those in the broad educational system: administrators, teacher educators, teachers, community members, families, and the children whose opportunities we wish to improve.

Abstract Asian American students generally have higher academic achievement than other minority students. One possible explanation is that they are more likely to experience certain home environments and educational activities that are conducive to learning. This hypothesis was examined in this study. Data were drawn from the base-year survey of the National Education Longitudinal Study of 1988 (NELS:88). The findings indicated that Asian American students were more likely to live in an intact two-parent family, to spend more time doing homework, and to attend more lessons outside of school. Also, Asian American parents had higher educational expectations for their children, although they did not directly help their children in schoolwork more than other parents. Furthermore, the differences in home environments and educational activities accounted for a large part of the difference in achievement between Asian American and other minority students.

The Systematic Screening for Behavior Disorders (SSBD) (Walker &amp; Severson, in press) procedure was further evaluated. Two studies are reported in which validation, replication, and normative questions were addressed. Study I was conducted in a suburban Oregon school district in which 15 elementary schools and their teachers participated. Study 2 was conducted in two school districts, one urban and one suburban, in the state of Washington. The primary focus of Study I was upon normative and validity questions (factorial, criterion-related, and discriminant): the primary focus of Study 2 was upon replication and reliability questions. The results of Study I produced evidence of the SSBD's validity, as indicated by powerful subject group differences and criterion-related validity coefficients between SSBD measures and archival school record profiles. The results of Study 2 closely replicated those of Study I and extended the results of Study 1 in two respects. Study 2 included test-retest estimates of SSBD Stage 1 and 2 measures for 40 participating teachers, and an empirical verification of the SSBD system's sensitivity to the behavioral characteristics of previously certified severely emotionally disturbed (SED) students who were main-streamed into the participating teachers' classrooms. Future research plans and school applications of the SSBD system and the measures it comprises are also discussed.

Sponsored by Division 15 of APA, the second edition of this groundbreaking book has been expanded to 41 chapters that provide unparalleled coverage of this far-ranging field. Internationally recognized scholars contribute up-to-date reviews and critical syntheses of the following areas: foundations and the future of educational psychology, learners&#8217; development, individual differences, cognition, motivation, content area teaching, socio-cultural perspectives on teaching and learning, teachers and teaching, instructional design, teacher assessment, and modern perspectives on research methodologies, data, and data analysis. New chapters cover topics such as adult development, self-regulation, changes in knowledge and beliefs, and writing. Expanded treatment has been given to cognition, motivation, and new methodologies for gathering and analyzing data. &nbsp;The Handbook of Educational Psychology, Second Edition provides an indispensable reference volume for scholars, teacher educators, in-service practitioners, policy makers and the academic libraries serving these audiences. It is also appropriate for graduate level courses devoted to the study of educational psychology.

This study compared magnetic resonance imaging size differences in several brain regions and neurocognitive function in a group of male and female children with attention-deficit/hyperactivity disorder (ADHD) with no comorbid learning disorders with a normal control group of children. The ADHD group demonstrated smaller total brain, superior prefrontal, and right superior prefrontal volumes, as well as significantly smaller areas for cerebellar lobules I-V and VIII-X, total corpus callosum area, and splenium. No group differences were observed for the inferior prefrontal, caudate, or cerebellar volumes, or for the area of cerebellar lobules VI-VII. In the ADHD group but not in the control group, greater right superior prefrontal volume predicted poorer performance on a test of sustained attention. Patterns of brain abnormality did not differ in male and female children with ADHD.

The sampling of rare and elusive populations is difficult because the costs of locating such populations are substantial and can exceed actual interviewing costs. There are efficient probability methods that have been developed recently that reduce these costs. If the special populations are geographically clustered, efficient sampling involves the rapid location of segments in which no members of the special population are located with the use of Census data, telephone screening, or incomplete lists. Populations that are not geographicaily clustered can be located by network sampling and use of large previously gathered samples. Characteristics of mobile populations such as the homeless can be estimated by capture-recapture methods.

Abstract. Some reef building corals in the western Atlantic are susceptible to an infection known as black band disease that is caused by the cyanophyte (cyanobacterium) Phormidium corallyticum R ützler &amp; S antavy . Field observations on the barrier reef of Belize and on reefs of the Bermuda platform indicate the disease is fairly common in susceptible species. Coral tissue destruction monitored in situ in Belize reveals rapid spreading rates and seasonality of the disease. Laboratory experiments confirm that P. corallyticum is the etiologic agent and we speculate that a toxic exudate is the cause of histolysis observed in coral penetrated by the organism. Coral tissue is further broken down by a rapidly developing disease microcommunity, including bacteria and ciliate protozoans, identified with the aid of light, SEM, and TEM photomicrography. Study of P. coraltyticum in culture away from its host coral reveals several ecological requirements, including dependence for optimal growth on yet unidentified organic substances contained in coral tissue. Healthy corals inoculated with various control organisms ‐ including the gliding bacterium Beggiatoa , a filamentous chlorophyte, and six cyanophytes other than P. corallyticum ‐ did not develop the disease. Gorgonacean corals, too, can be artificially infected with P. corallyticum , but naturally occurring gorgonian bands are composed only of noninfectious cyanophyceans.