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The Check-in Check-out (CICO) program is a Tier II behavioral intervention that has received empirical support as an effective way to reduce problem behaviors (Hawken and amp; Horner, 2003; March and amp; Horner, 2002). The purpose of this study is to use an intervention that combined CICO with social skill instruction and academic planning with three African-American ninth-grade males identified with emotional and behavioral disorders. A concurrent baseline across participants design was used to evaluate participants’ performance on academic planning and behavior. Results indicate that the combination of social skill instruction and academic planning with the CICO mentoring program improved participants’ academic planning and behavior.

This study used a concurrent multiple baseline across participants design to determine the effect of the CICO mentoring program. CICO was combined with academic planning and social skills training to determine the effect on the DRC scores and the student’s educational success skills. This study included three phases: baseline, intervention (which included academic planning, social skills training and CICO) and maintenance.

All of the participants were below 50 per cent during baseline for points earned on the daily report card and the execution of steps for academic planning. During intervention, all of the participants had an increase in level and trend for both skills. Participants were able to maintain the skills two weeks after intervention.

This study has several limitations. First, the study was conducted in an urban setting; therefore, it cannot be generalized to other geographical populations, such as rural or suburban students. Second, the study is not generalizable to self-contained settings, resource rooms or other school environments. Third, the use of DRC data, as opposed to direct observations of behavior, is a strong limitation. Consequently, it is possible that improvements in DRC scores were because of changes in teacher perceptions rather than actual changes in student behavior.

The study presents several implications for future studies. First, researchers could investigate different service-level settings (e.g. self-contained or resource) and different settings (e.g. suburban or rural). Second, researchers could focus on varied populations that are targeted for inappropriate behavior or academic difficulties such as English Language Learners. Researchers could also examine the effects of tutoring with CICO and investigate if mentoring is generalizable to community settings.

Social validity outcomes from students, parents and classroom teachers who participated this study were positive. Although social validity measures do not add to data for our dependent variables, it is important to consider perceptions from our stakeholders. Students indicated that they found daily mentoring sessions helpful and beneficial. Based on student perceptions and performance and teacher feedback, components of CICO were effective in reducing disruptive behavior of African-American males at the high school level.

Not only does the study focus on African-American males in high school, but also contributes to the literature by focusing on the increase of students’ academic planning skills, social skills and the reduction of office discipline referrals. The version of CICO used in the present study included the use of FBAs. Few studies found in the literature even mentioned conducting an FBA before or during the implementation of CICO with successful results (Campbell and amp; Anderson, 2008; March and amp; Horner, 2002). The authors also monitored the positive gains of the student using Daily Report Cards (DRC). For this study, DRC is simply a method of reporting success to the mentor, student, parent and mentee.

Higher education institutions (HEIs) frequently overlook the importance of encouraging creative thinking in students. A review of the prevailing practices in a fully online tertiary distance education (DE) institution revealed a lack of learning activities that foster creativity. The study aims to find out whether the creative collaborative group project is a feasible, effective and acceptable learning activity for fostering creativity in students of a fully online graduate-level DE course.

Seven groups of five to six graduate students each had five weeks to conceptualize, prepare and deliver a creative collaborative group project on lifelong learning using key concepts learned from the course.

All groups submitted well-crafted creative projects within the given time frame. Reflections on their experience positively correlated with known outcomes associated with creative skills. Students valued the experience and had a better understanding of the concepts. These support the feasibility, effectiveness and acceptability of the project for fostering creativity in a fully online DE institution.

The feasibility, effectiveness and acceptability may vary in different contexts; future iterations in the same and/or other courses are recommended.

The creative collaborative group project is a feasible, effective and acceptable strategy for fostering creativity in online distance education.

Creativity can be enhanced through appropriate online collaborative learning activities.

The study adds to the body of literature on the use of creative collaborative group projects to foster creativity in HEIs.

Group reporting, a form of cooperative learning, is a learning tool often employed in residential teaching to facilitate quality learning. Like other cooperative learning methods, it enhances learning in classrooms by allowing students work on activities in small groups to receive rewards based on their group’s performance. However, though group reporting is often done in face-to-face settings, few up-to-date literature has shown its application in online learning. Moreover, the question as to whether online cooperative learning through group reports yields positive or negative response from students has to be studied further. The paper aims to discuss these issues.

This study focuses on the students’ response to the group reporting activity carried throughout one semester. A course offered by the University of the Philippines Open University on database management systems made use of group reporting to add to the students’ learning experience. Group meetings along with regular online lectures were carried out during the first half of the semester. The output group reports were then presented during the second half and served as the main resource for those weeks’ study modules. An online survey with Likert scales drawing out the student reactions on the learning activity impact was administered to volunteer respondents at the end of classes.

In total, 71.9 percent of 32 respondents observed changes in their behavior after using peer and cooperative learning technologies. The respondents also indicated that they enjoyed the group reporting activity (14 agreeing strongly, 14 agreeing moderately). They also indicated that they were motivated to learn the course through the group reports (8 agreeing strongly, 14 agreeing moderately). However, when asked if they preferred to have all the modules in group report format 9 agreed moderately, 8 disagreed moderately, 7 disagreed strongly, 4 agreed strongly, and 4 neither agreed nor disagreed. Still, overall, online cooperative learning facilitated quality learning based on this study’s results.

This study contributes to the body of knowledge by showing how group reporting can be applied online and how students have responded to it. The study also provides recommendations on how to conduct online cooperative learning in order to enhance the quality of courses, with implications for further research to look into variations with respect to the technology used for reporting and its suitability to a given course.

Many K-12 teaching practices unwittingly reproduce social privileges. To transform their teaching and provide more equitable learning opportunities for students from minoritized communities, teachers need professional learning experiences that are collaborative and “close-to-practice” (Ermeling and Gallimore, 2014). This study aims to propose an approach to open educational resources (OER) to support teacher learning to enact equitable teaching practices.

Based on an integrative review of research on OER, equitable teaching and teacher collaboration, the authors propose the “Open Guidebook Approach” (OGA) to realize and sustain enactment of equitable teaching. OGA materials are practical, available and adaptable for teachers to learn together to transform their practice incrementally and continually within small, job-alike teams. The authors illustrate OGA with Making Meaning (https://edtechbooks.org/making_meaning), which offers information on equitable teaching through graphically illustrated scenarios and guides teachers to plan lessons together, observe each other, debrief and analyze implementation and reflect on and revise lessons based on peer observation and student learning goals.

Teachers using Making Meaning recommend ways to enhance its adaptability and practicality, e.g. by providing repositories of lesson ideas for and by teachers, using classroom videos in addition to illustrated scenarios and emphasizing teacher dispositions underlying equitable teaching practices.

OGA provides a promising way for educators, designers and researchers to work arm-in-arm to transform schooling for teachers and students. Further research is needed to identify structural conditions requisite for OGA use and how OGA materials can optimize teacher collaboration to enact meaningful and effective opportunities for minoritized students to participate and learn in classrooms.

The introduction of information technology (IT) in port operations has been a tremendous contributor to transformation in world trade. This study was carried out to examine the influence of IT on the efficiency of seaport operations.

The study is quantitative in nature, and it relied on a closed-ended self-administered questionnaire to collect primary data. Structural equation modeling (SEM) was used to test the theoretical model and hypothesis.

The results indicate that IT has a positive direct effect on port operational efficiency (OE) and an indirect effect on port OE through organizational culture (OC). The mediating role of OC is statistically insignificant.

This is among the first few attempts in Sub-Saharan Africa (SSA) that provides researchers with a contemporary view of IT and seaport operations.

The purpose of this paper is to increase the knowledge and understanding of organizational and supervisory support in the context of employee deviant workplace behavior (DWB) by examining the potential associations of employees’ cultural value orientations. This paper aims to: clarify DWB; review perceived organizational support (POS) and perceived supervisory support (PSS); discuss the meaning of employees’ cultural value orientations (individualism–collectivism, power distance and paternalism); use the fuzzy logic model to analyze relationships between DWB and POS, as well as PSS and employees’ cultural value orientations.

This research applies a fuzzy-set qualitative comparative analysis.

The results show the role of employee perceived organizational and supervisory support and cultural dimension (power distance and paternalism) configurations on employee DWB.

The main originality of this study is to further increase the understanding of organizational and supervisory support in the context of employee DWB by examining the potential associations of employees’ cultural value orientations. This study extends the previous research by providing evidence that organizational and supervisory support influences employees’ DWB.

The National Association for Professional Development Schools (NAPDS) recognizes that there is a tendency for the term “PDS” (Professional Development School) to be used as a catch-all for various relationships that constitute school–university partnership work. The intent of this NAPDS statement is to assert the essentials, or fundamental qualities, of a PDS. NAPDS encourages all those working in school–university relationships to embrace the Nine Essentials of PDSs communicated in this statement. The Essentials are written in tangible, rather than abstract, language and represent practical goals toward which work in a PDS should be directed.

Policy statement.

NAPDS maintains that these Nine Essentials need to be present for a school-university relationship to be called a PDS. Without having all nine, the relationship that exists between a school/district and college/university, albeit however strong, would not be a PDS. How individual PDSs meet these essentials will vary from location to location, but they all need to be in place to justify the use of the term “PDS.”

For those in established PDSs, some aspects of this document will be confirmed, while other aspects may be identified as needing attention. For those aspiring to establish PDSs, the authors offer this statement as a useful guide for their work. NAPDS invites individuals involved in school–university partnerships to share this statement with colleagues in the spirit of continuous improvement. By coming to terms with the challenges and opportunities inherent in this statement, the study can collectively fulfill the vision of this remarkable and distinct partnership called PDS.

This policy statement articulates how the Nine Essentials are the foundation of PDS work.