Background: The majority of youth with mental health needs do not receive therapy services to treat their disorder, and unmet need is particularly high among racial and ethnic minorities and economically disadvantaged families in the population at large. Investigating whether these patterns emerge within systems of care can reveal opportunities to…

It is no secret that particular populations of Americans, specifically minorities, women, and students from high-poverty schools and districts, are underrepresented in Science, Technology, Engineering, and Mathematics (STEM) jobs (Presidents' Council of Advisors on Science and Technology, 2010). In the 21st century, technology drives innovation…

It is imperative to note that the study reported on attempted to reimagine a link between underachievement and attrition in curriculum implementation. The contextual factors that affected achievement and resulted in attrition were worth further scrutiny. The study further reported the results of a pilot study conducted in the Western Cape, South…

Curricular innovation in the 21st century in education requires significant transformation with regards to political, economic, socio-cultural and environmental concerns such as climate change and sustainability, amongst others. A critical pedagogy approach that includes the hegemonic knowledge debates of Western and Indigenous Knowledge Systems…

Reading difficulties of children growing up in poverty contexts have not received as much attention as those of children from middle-income families. This paper analyzes the reading-related cognitive profiles of Argentine, Spanish-speaking, low-SES children with reading difficulties (RD), by comparing them with chronological age- (CA) and reading…

The present study applied the social-ecological framework to explore factors associated with adolescents' experiences in bullying victimization in Taiwanese middle schools. Data include a random sample of 1,262 students, ages 13-15, from 43 middle schools in Taiwan's New Taipei City. Hierarchical generalized linear modeling was utilized to analyze…

School accountability systems in the United States have been criticized on a number of fronts, mainly on grounds of completeness and fairness. This study examines an alternative school quality framework--one that seemingly responds to several core critiques of present accountability systems. Examining results from a pilot study in a diverse urban…

This study examines and compares the recruitment, employment, and retention of minority and nonminority school teachers over the quarter century from the late 1980s to 2013. Our objective is to empirically ground the ongoing debate regarding minority teacher shortages and changes in the minority teaching force. The data we analyze are from the…

This paper discusses participation in the pre-university education sector by reviewing three stakeholders: Local communities, the Boards of Trustees (BOTs) and Non-Governmental Organizations (NGOs), their contributions to the sector, and their main challenges that prevent them from realizing more significant impacts from the perspectives of…

Technical and vocational education helps to empower marginalized sections of society by increasing their employability. However, access to skills training provided by formal technical and vocational institutions is often limited for these sections of society. Women from poor communities are especially disadvantaged in this regard due to community…

In "Where Teachers Thrive," Susan Moore Johnson outlines a powerful argument about the importance of the school as an organization in nurturing high-quality teaching. Based on case studies conducted in fourteen high-poverty, urban schools, the book examines why some schools failed to make progress, while others achieved remarkable…

For the more than 15 million children currently living in poverty in the United States, the risk for academic failure is high. With significantly greater likelihood of experiencing hunger, poor physical health, abuse and neglect, psychological disorders, developmental delays, and learning disabilities, it is not surprising that children living in…

Social and emotional learning (SEL) is the process through which students develop such interpersonal and intrapersonal competencies as teamwork, social awareness, self-regulation, and emotional awareness. Although schools in the United States have always addressed these competencies, in recent years, the availability of resources to address SEL…

This document contains the appendixes to a report on social and emotional learning in U.S. schools, "Teacher and Principal Perspectives on Social and Emotional Learning in America's Schools: Findings from the American Educator Panels." Three appendixes are included: (1) Technical Appendix and Supplemental Tables; (2) American Teacher…

The present study will investigate the efficacy of "Trauma-Informed Mind-Body Wellbeing Program" ("TI-MBW"), a 10-12 session yoga-based program for community members in Kenya which has a 5-day training period for yoga teachers. The yoga teachers were trained by the Africa Yoga Project (AYP), an organization which aims to…