Query: social and behavioral research in education

title: Developing Reflective Judgment: Understanding and Promoting Intellectual Growth and Critical Thinking in Adolescents and Adults. Jossey Bass Higher and Adult Education Series and Jossey Bass Social and Behavioral Science Series.
abstract: A Neglected Facet of Critical Thinking. Creating a New Theoretical Model of Reflective Judgment. The Seven Stages of Reflective Judgment. Assessing Reasoning Skills. Assessing Reflective Judgment. Research on the Reflective Judgment Model (with Phillip K. Wood) Relating Reflective Judgment to Intellectual Development. Reflective Judgment and Character Development. Fostering Reflective Judgment in the College Years.

title: Social environmental factors and cognitive and behavioral functioning in pediatric sickle cell disease
abstract: Sickle cell disease (SCD) an inherited blood disorder that primarily affects individuals of African descent, is associated with serious medical complications as well as numerous social environmental risk factors. These social environmental factors are linked to long standing social inequities, such as financial hardship and racial discrimination, both of which impact cognitive and behavioral functioning in youth. Previous research on the relationship between social environmental risk and psychological functioning has primarily relied on non modifiable, unidimensional measures of socioeconomic status (SES) such as income and parental education, as a proxy for social environmental risk. The current study aimed to address the limitations associated with typical SES type measures by comparing the unique and shared association of SES and more targeted and modifiable social environmental factors (e.g. parent and family functioning) with specific areas of cognitive and behavioral adjustment in pediatric SCD. Seventy children ages 4 8 years old and their parents completed measures of social environmental risk and psychological adjustment. Exploratory factor analysis indicated parent and family functioning measures were largely independent of SES. Parent and family functioning predicted phonological processing and ADHD symptoms above and beyond SES alone. In addition, the predictive ability of social environmental risk factors appears to vary by genotype severity for measures of social functioning and math problem solving ability. Future studies are needed to explore more specific and well supported models of modifiable social environmental risk and the relative impact of social environmental risk on cognitive and behavioral functioning.

title: Personal Social Capital Scale: an instrument for health and behavioral research.
abstract: The concept of social capital has drawn much attention in social and behavioral epidemiology and health education research. The purpose of this study is to develop the 'Personal Social Capital Scale' for quantitative survey studies of social factors that are related to health and behavior. The instrument contained 10 composite items based on 42 items for assessing personally owned social capital, including bonding and bridging capitals. The instrument was assessed using cross sectional survey data collected among 128 participants (64 women) with a participation rate of 95% Results from correlation and confirmatory factor analysis indicated adequate reliability and internal consistency. The mean score of the scale was 25.9 (SD 5.2) for total social capital, 15.2 (SD 3.0) for bonding social capital and 10.8 (SD 3.4) for bridging social capital. The scale scores significantly predicted a number of theoretically related factors, including people skills, being sociable, social capital investment, informational support, instrumental support, emotional support and collective efficacy. This instrument provides a new tool for cross cultural research to assess personally owned social capital.

title: Mixed Methods Research in Education: Capturing the Complexity of the Profession
abstract: Mixed methods research is recognized as a third model of research in social and behavioral sciences. Its value for educational research just recently began to be discussed in the literature (Ponce, 2014: Scott Sutton, 2009: Ellis, 2005) A mixed methods research study means the use of quantitative and qualitative methods as components of a research design (Caruth, 2013; Ponce, 2011; Creswell, 2009; Greene, 2007) or a research program (Phillips, 2009) Most of the literature on mixed methods research could be considered generic (Creswell, 2009) This means that the discussion centered on research designs with little or no relation to any particular disciplinary context. According to Creswell (2009) the development of literature in a particular discipline's context, using mixed methods research, will help to strength the mixed research movement. In this article, the authors explain mixed methods research and its possible uses, strengths, and challenges in educational research.

title: Immersive Virtual Environment Technology: A Promising Tool for Future Social and Behavioral Genomics Research and Practice
abstract: Social and behavioral research needs to get started now if scientists are to direct genomic discoveries to address pressing public health problems. Advancing social and behavioral science will require innovative and rigorous communication methodologies that move researchers beyond reliance on traditional tools and their inherent limitations. One such emerging research tool is immersive virtual environment technology (virtual reality) a methodology that gives researchers the ability to maintain high experimental control and mundane realism of scenarios; portray and manipulate complex, abstract objects and concepts; and implement innovative implicit behavioral measurement. This report suggests the role that immersive virtual environment technology can play in furthering future research in genomics related education, decision making, test intentions, behavior change, and health care provider behaviors. Practical implementation and challenges are also discussed.

title: A Framework for K 12 Science Education: Practices, crosscutting concepts, and core ideas: National Research Council, Board on Science Education, Division of Behavioral and Social Sciences and Education
abstract: JUAN CARLOS AGUILAR is the director of innovated programs and research at the Georgia Department of Education. He serves as liaison between the department and science organizations, and with the Georgia University System in science. He serves on the board of directors for the Georgia Youth Science and Technology Centers and board of advisors for Valdosta STEAM. He served as the Department of Education science program manager for 9 years, when he oversaw state policy in science education, coordinated K 12 science curriculum development, co directed Georgia's K 12 STEM initiative, and supervised the alignment of state assessments with the Georgia Performance Standards for science. He led the revision and adoption of the new Georgia Standards of Excellence in Science. He is the past president of the Council of State Science Supervisors. He is an advisor for the NIH SEPA 2015 Emory grant entitled Experiential Citizen Science Training for the Next Generation. He previously taught, including 10 years as a science and mathematics teacher at a Spanish immersion middle school and 5 years as a high school physics teacher, both in Fayette County, Georgia. He also taught science and mathematics for 4 years at a high school in Guatemala City. He has a Licenciature in Physics from the University Del Valle of Guatemala. He received a principal certification from Morehead State University, M.S. in physics from the University of Louisville, and Ph.D. in physics from the University of Kentucky.

title: Promoting Children's Mental, Emotional, and Behavioral (MEB) Health in All Public Systems, Post COVID 19
abstract: The COVID 19 pandemic exacerbates the mental, emotional, and behavioral (MEB) health problems of children and adolescents in the United States (U.S. A collective and coordinated national economic and social reconstruction effort aimed at shoring up services to promote children's MEB, like the Marshall Plan that helped rebuild Europe post World War II, has been proposed to buttress against the expected retrenchment. The plan prioritizes children's well being as a social objective. We propose strategically reconstructing the public safety net systems serving youth, including early education, maternal and child health, child welfare, corrections, and mental health. That plan called for a concentrated focus on coalition building and contracting by state mental health systems to establish a foundation for an improved health system. This paper offers a complementary set of suggestions for the four non mental health systems mentioned above by recommending actionable steps based on scientific evidence to support improved services for children at risk for MEB problems. For each system we describe examples of evidence informed services, policies or programs that (1) prevent disabilities and promote health, (2) protect and preserve families and neighborhoods, and (3) provide quality care. Prioritizing the promotion of children's MEB health by all state systems can shape U.S. children's health and well being for generations to come.

title: Special Needs Students in Inclusive Classrooms The Impact of Social Interaction on Educational Outcomes for Learners with Emotional and Behavioral Disabilities
abstract: he article pursues literature research on the vital question: to what extent does explicit verbal persuasion, consistently provided by a special education teacher, increase the self efficacy of students with specific learning disabilities receiving testing accommodations in general education classes? The theoretical framework seeks to highlight the motivational factor of verbal persuasion and its effect on the self efficacy of students with specific learning disabilities. Additionally, this framework seeks to address the influence of self regulatory learning on self efficacy. Finally, recommendations are offered for classroom implementation.

title: Social and Emotional Learning: Introducing the Issue
abstract: Stephanie Jones is the Marie and Max Kargman Associate Professor in Human Development and Urban Education at Harvard Graduate School of Education. Emily J. Doolittle is team lead for social behavioral research in the National Center for Education Research, Institute of Education Sciences, US Department of Education. Research increasingly suggests that social and emotional learning (SEL) matters a great deal for important life outcomes like success in school, college entry and completion, and later earnings. This research also tells us that SEL can be taught and nurtured in schools so that students increase their ability to integrate thinking, emotions, and behavior in ways that lead to positive school and life outcomes. Although the term social and emotional learning has been around for 20 years, we've recently seen a rapid surge in interest in SEL among parents, educators, and policymakers. For example, the Collaborative for Academic, Social, and Emotional Learning (CASEL) is supporting 10 large school districts and 45 smaller ones through its Collaborating Districts Initiative as they begin to incorporate a variety of SEL programs and practices into their schools. CASEL also recently launched a Collaborating States Initiative to support states as they develop policies, standards, and guidelines for SEL in schools. All 50 states have SEL standards in place at the preschool level, and four (Illinois, Kansas, West Virginia, and Pennsylvania) have SEL standards for kindergarten through 12th grade. And the Aspen Institute recently launched a National Commission on Social, Emotional, and Academic Development to explore how schools can fully integrate SEL into policies and instruction that have traditionally emphasized academics. We also know that teachers believe SEL skills can be taught, although they may not always know the best way to do so in their

title: Ethical, legal, social, and policy implications of behavioral genetics.
abstract: The field of behavioral genetics has engendered a host of moral and social concerns virtually since its inception. The policy implications of a genetic basis for behaviors are widespread and extend beyond the clinic to the socially important realms of education, criminal justice, childbearing, and child rearing. The development of new techniques and analytic approaches, including whole genome sequencing, noninvasive prenatal genetic testing, and optogenetics, has clearly changed the study of behavioral genetics. However, the social context of biomedical research has also changed profoundly over the past few decades, and in ways that are especially relevant to behavioral genetics. The ever widening scope of behavioral genetics raises ethical, legal, social, and policy issues in the potential new applications to criminal justice, education, the military, and reproduction. These issues are especially critical to address because of their potentially disproportionate effects on vulnerable populations such as children, the unborn, and the incarcerated.