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Direct linkChericoni, Natasha; Balboni, Giulia; Costanzo, Valeria; Mancini, Alice; Prosperi, Margherita; Lasala, Roberta; Tancredi, Raffaella; Scattoni, Maria Luisa; Molteni, Massimo; Molteni, Massimo; Valeri, Giovanni; Vicari, Stefano; Zoccante, Leonardo; Arduino, Maurizio; Venuti, Paola; Sogos, Carla; Guzzetta, Andrea; Muratori, Filippo; Apicella, Fabio – Journal of Autism and Developmental Disorders, 2021
The capacity of the Child Behavior Checklist 1½-5 (CBCL 1½-5) to identify children with autism spectrum disorder (ASD) at 18 months was tested on 37 children clinically referred for ASD and 46 children at elevated likelihood of developing ASD due to having an affected brother/sister. At 30 months the clinically referred children all received a…
Descriptors: Check Lists, Child Behavior, Infants, Toddlers
Al Dahhan, Noor Z.; Mesite, Laura; Feller, Melissa J.; Christodoulou, Joanna A. – Learning Disability Quarterly, 2021
Accurate and timely identification of reading disabilities (RDs) is essential for providing appropriate and effective remediation for struggling readers. However, practices for identifying RDs lack sufficient documentation within and across educational and clinical settings. The wide range of possible practices intended to identify struggling…
Descriptors: Disability Identification, Reading Difficulties, Teacher Surveys, At Risk Students
Sung, Yu-Hsien; Valcke, Martin; Chen, Li-Ming – Journal of Psychologists and Counsellors in Schools, 2021
This study aimed to explore the constructs related to teachers' competence in immediately intervening in school bullying (CIISB) in order to develop a valid intervention process. In this study, 16 secondary school teachers in Taiwan with experience of dealing with school bullying were interviewed. In total, 26 interview transcripts were analysed.…
Descriptors: Teacher Competencies, Teacher Behavior, Intervention, Bullying
Levi, Benjamin H.; Belser, Andrew; Kapp, Karl; Verdiglione, Nicole; Mincemoyer, Claudia; Dore, Sarah; Keat, Jane; Fiene, Richard – Early Child Development and Care, 2021
iLookOut for Child Abuse (iLookOut) is an online, interactive educational programme designed to help early childhood educators/practitioners protect young children from harm, and in particular to become better at identifying and reporting suspected child abuse. The purpose of this paper is to describe the conceptual foundations and practical…
Descriptors: Child Abuse, Early Childhood Education, Child Safety, Young Children
Shah, Mamta; Foster, Aroutis; Talafian, Hamideh; Barany, Amanda; Petrovich, Mark E., Jr. – Journal of Experimental Education, 2021
This research project applied Projective Reflection (PR) as a theoretical and methodological framework to "facilitate" learning as identity exploration. PR was used to iteratively design and implement three versions of "Virtual City Planning," an augmenting virtual learning environment (AVLE) course in a science museum…
Descriptors: High School Students, Identification (Psychology), STEM Education, Self Concept
Kodama, Corinne Maekawa; Park, Christen E. – About Campus, 2021
The Asian American Mentor Program (AAMP) at the University of Illinois at Chicago (UIC), which has been a designated Asian American and Native American Pacific Islander-Serving Institution (AANAPISI) since 2010, is an Asian American, identity-based peer mentor program designed to provide academic and personal support as well as a sense of…
Descriptors: Peer Relationship, Mentors, Asian American Students, STEM Education
Beasley, Samuel T. – Journal of Diversity in Higher Education, 2021
While engagement has been identified as a key component to enhancing the academic outcomes of college students, less work has focused on specific predictors of engagement for Black college students attending predominately White postsecondary institutions (PWIs). The current study examined the influence of 2 dimensions of student-faculty…
Descriptors: Teacher Student Relationship, Cultural Influences, Social Influences, Learner Engagement
Bokhorst-Heng, Wendy D.; Marshall, Kelle L. – Canadian Modern Language Review, 2021
This study explores the identities that Grade 8 early French immersion students construct as learners of French within school-based communities of practice. It suggests a model by which metaphors on language learning can be considered a form of narrative used to both elicit and analyze metacognitive representations of their socially situated…
Descriptors: French, Figurative Language, Identification (Psychology), Grade 8
Sukovieff, Alyse; Kruk, Richard S. – Cogent Education, 2021
Children with reading difficulty experience stress in school that may put them at risk of negative socio-emotional adjustment involving externalizing or internalizing patterns. It is unclear what factors influence some children to experience externalizing patterns and others internalizing patterns. This study investigated the influences of the age…
Descriptors: Reading Difficulties, Student Adjustment, Emotional Adjustment, Social Adjustment
Dugas, Daryl – Teacher Development, 2021
The Identity Triangle model is proposed as a framework for unifying and advancing research on teacher identity, countering the prevailing approach to teacher education rooted in the language of accountability and competencies. The model is based on a review of the identity literature and elucidated through narratives collected from first-year…
Descriptors: Professional Identity, Beginning Teachers, Teacher Education, Teacher Attitudes
Scroggs, Barrett; Vennum, Amber – Journal of LGBT Youth, 2021
The present study explores how identifying with the gender and sexual minority (GSM) community can be an important developmental milestone and potential protective factor for GSM individuals. Cross-sectional data were collected from the United States using Amazon's Mechanical Turk (MTurk) to garner a nationally representative sample of individuals…
Descriptors: LGBTQ People, Developmental Stages, Identification (Psychology), Young Adults
Brito, Sofia; Carneiro, Nuno Santos; Nogueira, Conceição – Ethnography and Education, 2021
The present work intends to analyse how pre-school aged children experience the re/construction of a 'gender identity' and the processes that create it as an essential, factual, and unchangeable reality -- therefore, suspect. Given the growing importance of 'gender identity development' in child development literature, as well as the arising…
Descriptors: Sexual Identity, Gender Issues, Play, Identification (Psychology)
Burke, Lydia E. Carol-Ann; Navas Iannini, Ana Maria – Journal of Research in Science Teaching, 2021
In this article, we explore how children of late elementary to middle school age, from low-income communities in an East-Central metropolitan area of Canada, described their interests in and attitudes toward science in an out-of-school science club program. We used the children's descriptions of emotional engagement to gain insights into the…
Descriptors: Learner Engagement, Clubs, Science Activities, Elementary School Students
Sumara, Dennis – Journal of Educational Administration and History, 2021
This article uses a queer narrative hermeneutic approach to interpret higher education leadership experiences of not passing. Developed through biographical narrative depictions of personal and professional experiences informed by theoretical studies of curriculum and learning and queer cultures and histories, the article distinguishes among…
Descriptors: College Administration, Administrator Characteristics, Experience, Social Theories
Gratton-Fisher, Emma; Zirkel, Perry A. – Exceptionality, 2021
The purpose of this article is to provide special educators with significant and perhaps surprising recent lessons in special education law. These lessons under the Individuals with Disabilities Education Act and Section 504 of the Rehabilitation Act range from the threshold issues of child find and eligibility through the central obligation of…
Descriptors: Educational Legislation, Special Education, Special Education Teachers, Equal Education
