Using Parental Input from Black Families to Increase Cultural Responsiveness for Teaching SWPBS Expectations

Kourea, Lefki; Lo, Ya‐yu; Owens, Tosha L.

doi:10.17988/bedi-41-04-226-240.1

Cited by 13 publications

(4 citation statements)

References 26 publications

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“…The involvement of families in the educational process can be shaped according to their expectations, backgrounds, cultures, family structure, and economic status (Davis-Kean, 2005;Kourea, Owens, 2016;Li, Xie, 2020;Phillipson, Phillipson, 2006). Therefore, since there are differences in the participation of families in educational processes in studies to be conducted in different cultural structures, adapting the scales to the culture in which the research is conducted is an essential factor instead of direct use.…”

Section: Discussionmentioning

confidence: 99%

An Adaptation of Parent Involvement Scale to the Kosovo Culture: Validity and Reliability Studies

2023

European Journal of Contemporary Education

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The present study aimed to adapt the Parent Involvement Scale developed by Şaban (2011) to Kosovo culture to measure parental involvement in schools in Kosovo. The original scale is graded on a 4-point scale where 4 = Always, 3 = Mostly, 2 = Rarely, and 1 = Never. There are 48 items on the scale. There are six factors in the scale. These factors and the number of items in each comprise 10 Parenting items, 11 Communicating items, 9 Learning at Home items, 5 Volunteering items, 9 Decision Making items, and 4 Cooperating with Society items. For the validity and reliability of the scale, a sample of parents of Turkish and Albanian ethnic students was collected. Multi Group Confirmatory Factor Analysis (Brown, 2006) was implemented for the participants in the sample. In the multi-group analysis, the model was analyzed in each group. Then the equal form (unconstrained model) was analyzed. Equality of factor loading and equality of structural covariances and measurement errors were tested subsequently. The Convergent and discriminant convergent validity of the scale was also examined. In terms of reliability, Cronbach's Alpha, item-total correlations, and item discriminations of the scale were examined. In the study, the factor structures of the scale, which has 6-factor structures consisting of 38 items, were found to have very high fit indices for the data obtained from the Turkish and Albanian samples in the Kosovo Turkish and Albanian samples. It can be said that the 6-factor structure of the scale developed in the Turkish sample produced acceptable results in Kosovo, Turkish and Albanian samples. As a result, it can be argued that the structures of the scales are preserved as in the original and are applicable in determining parental involvement.

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Section: Discussionmentioning

confidence: 99%

An Adaptation of Parent Involvement Scale to the Kosovo Culture: Validity and Reliability Studies

2023

European Journal of Contemporary Education

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“…This identification may be somewhat attributable to environmental inequities that disproportionally affect these students. Second, there is a disproportional tendency to apply harsher school discipline to students who are African-American, Latino, and Native American (Kourea et al, 2016;Skiba et al, 2011).…”

Section: Intersectionality: Cross-categorical Concernsmentioning

confidence: 99%

School, university and community collaboration to promote equity through inclusive cultural competence

Ellis-Robinson

Coles

2021

EPAA

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In a series of action-research forums university researchers/faculty, school, family, and community stakeholders engaged collaboratively to explore and identify effective practices and ongoing needs related to the development of inclusive cultural competence for pre-service and in-service teachers, and the institutions that develop and employ them. Forum participants discussed plans for future collaborative projects focused on equity and social justice in local schools and community organizations. The collaborative relationships extended beyond the forums to include additional projects focused on equity. Researchers used a qualitative analysis of forum input and researcher field notes, including deductive category application of codes derived from literature and modeling of intersections of theory and forum output to identify problem areas, analyze themes of best practice, and formulate ideas for future action.

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“…Although the problem of over-identification is intensified by the cultural gap and is increased by the schools inability to adapt and understand the culture of all children represented in a microcosm, methods to provide African-American males with a set of social skills that work well in these settings has proven to be effective (Brophy, 2011; Kourea et al , 2016; Robinson-Ervin et al , 2016). CICO is a simple behavioral intervention designed for use during a single 15- to 30-minute period (Dart et al , 2012).…”

Section: Check-in Check-out Interventionmentioning

confidence: 99%

The effects of check-in check-out on the academic planning and behavior of African American males

Toms

Campbell-Whatley

Stuart

et al. 2018

JME

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Purpose-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. Design/methodology/approach-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. Findings-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. Research limitations/implications-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. Practical implications-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.

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Using Parental Input from Black Families to Increase Cultural Responsiveness for Teaching SWPBS Expectations

Cited by 13 publications

References 26 publications

An Adaptation of Parent Involvement Scale to the Kosovo Culture: Validity and Reliability Studies

An Adaptation of Parent Involvement Scale to the Kosovo Culture: Validity and Reliability Studies

School, university and community collaboration to promote equity through inclusive cultural competence

The effects of check-in check-out on the academic planning and behavior of African American males

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