Search results
1 – 6 of 6H. Lee Swanson and Michael Orosco
The purpose of this chapter is to review our findings related to the question “Do outcomes related to dynamic assessment on a cognitive measure predict reading growth?” Our…
Abstract
The purpose of this chapter is to review our findings related to the question “Do outcomes related to dynamic assessment on a cognitive measure predict reading growth?” Our discussion related to the predictive validity of such procedures focused on outcomes related to a battery of memory and reading measures administered over a three-year period to 78 children (11.6 years) with and without reading disabilities (RD). Working memory (WM) tasks were presented under initial, gain, and maintenance testing conditions. The preliminary results suggested that maintenance testing conditions were significant moderators of comprehension and vocabulary growth, whereas probe scores and gain testing conditions were significant moderators of nonword fluency growth. Overall, the results suggested that the dynamic assessment of WM added significant variance in predicting later reading performance.
Michael D. White, Victor J. Mora, Carlena Orosco and E. C. Hedberg
De-escalation training for police has received widespread attention as a method for reducing unnecessary and excessive use of force. There is virtually no research on…
Abstract
Purpose
De-escalation training for police has received widespread attention as a method for reducing unnecessary and excessive use of force. There is virtually no research on de-escalation, and as a result, there is little understanding about what it is, what it includes and whether it is effective. The current study compares attitudes about the importance and use of de-escalation among officers who were randomly assigned to participate (or not) in de-escalation training.
Design/methodology/approach
The current study draws from a larger randomized controlled trial of de-escalation training in the Tempe, Arizona Police Department (TPD). Approximately 100 officers completed a survey in June–July 2019 and again in June–July 2020. TPD delivered the de-escalation training to half the patrol force in February–March 2020. The authors compare treatment and control officers' attitudes about the importance of specific de-escalation tactics, how often they use those tactics and their sentiments de-escalation training. The authors employ an econometric random-effects model to examine between-group differences post-training while controlling for relevant officer attributes including age, race, sex, prior training and squad-level pretraining attitudes about de-escalation.
Findings
Treatment and control officers reported positive perceptions of de-escalation tactics, frequent use of those tactics and favorable attitudes toward de-escalation before and after the training. After receiving the training, treatment officers placed greater importance on compromise, and reported more frequent use of several important tactics including compromise, knowing when to walk away and maintaining officer safety.
Originality/value
Only a few prior studies have has examined whether de-escalation training changes officer attitudes. The results from the current study represent an initial piece of evidence suggesting de-escalation training may lead to greater use of those tactics by officers during encounters with citizens.
Details
Keywords
Scott M. Mourtgos and Ian T. Adams
Purpose – We investigate the impact of overlapping crises of COVID-19 and the George Floyd protests on one major US police department, focusing on staffing and officer proactivity…
Abstract
Purpose – We investigate the impact of overlapping crises of COVID-19 and the George Floyd protests on one major US police department, focusing on staffing and officer proactivity.
Methodology/Approach – The study investigates the impact of the two crises on operational capacity. Using Bayesian interrupted time-series analysis, the authors investigate if officer proactivity levels were adversely impacted in the short and long terms.
Findings – A statewide stay-at-home order (SAHO) was associated with a sharp decline in proactive contacts, but that effect dissipated quickly. However, the Floyd protests were associated with a sharp decline in proactivity, which persisted throughout the study period.
Originality/Value – The findings of this study contribute to ongoing research agendas that seek to understand the impact of dual, overlapping crises on US police departments and the communities they serve. The authors demonstrate a methodological approach capable of disentangling both crises’ effects on police activity levels.
Details
Keywords
Adriana I. Martinez Calvit and Donna Y. Ford
The purpose of this paper is to present insights from the implementation of a dialogic social studies curriculum and its potential to support diverse learners. Policymakers and…
Abstract
Purpose
The purpose of this paper is to present insights from the implementation of a dialogic social studies curriculum and its potential to support diverse learners. Policymakers and educators must attend to the learning needs of diverse/minoritized (Note: In this paper, the authors use minoritized and diverse interchangeably) students who have been marginalized in public education. A critical goal is to close racial, ethnic and socioeconomic achievement gaps by increasing, for example, students’ engagement with curriculum and instruction. In this paper, the authors bridge research on dialogic instruction and culturally relevant and responsive education with the goal of informing curricular design and instructional practice.
Design/methodology/approach
This conceptual paper discusses the utility of dialogic instruction in improving learning outcomes for minoritized student populations. While some researchers have examined the positive effects of dialogic instruction on underperforming students (e.g. Murphy et al., 2009; Pillinger and Vardy, 2022), few scholars have examined dialogic instruction through a culturally relevant and responsive lens. The authors argue that the application of this critical lens may improve learning outcomes for diverse learners who have been marginalized in public education systems.
Findings
The authors present illustrative vignettes and insights from a pilot study of a novel social studies curriculum. This curriculum applies a social justice lens by guiding students in the exploration of complex social issues that affect them. Given the diversity of their collaborating teachers’ classrooms (55% are racially minoritized students), the authors applied principles of culturally relevant and responsive education (e.g. Ford, 2010; Gay, 2000; Ladson-Billings, 1995) when designing and piloting the curriculum. Prior personal and professional experiences by the first author point to the potential of dialogic instruction to meaningfully support minoritized students’ learning.
Originality/value
This paper builds on two bodies of literature – dialogic instruction and culturally relevant and responsive education – to identify how an innovative social studies curriculum may improve learning for diverse student populations. It calls for the advancement of a research agenda that applies a culturally relevant and responsive lens to inform instructional practice. The authors begin this discussion with two vignettes.
Details