Two Ecological Models of Academic Achievement Among Diverse Students With and Without Disabilities in Transition

School experiences can have positive effects on student academic achievement, yet less is known about intermediary processes that contribute to these positive effects. We examined pathways between school experiences and academic achievement among 117 low-income urban students of color, many with disabilities, who transitioned to other schools following a school closure. Using structural equation modeling, we tested two ecological models that examined the relationships among self-reported school experiences, school support, academic self-efficacy, and school-reported academic achievement. The model in which the relationship between school experiences and academic achievement is mediated by both school support and academic self-efficacy, and that takes previous academic achievement into account, was an excellent fit with the data. The roles of contextual and individual factors as they relate to academic achievement, and the implications of these findings, are discussed.     

Student–Teacher Relationships Matter for School Inclusion: School Belonging,Disability, and School Transitions

For students with disabilities, the process of school inclusion often begins with a move from segregated settings into general education classrooms. School transitions can be stressful as students adjust to a new environment. This study examines the adjustment of 133 students with and without disabilities who moved from a school that served primarily students with disabilities into 23 public schools in a large urban school district in the Midwest. These students and 111 of their teachers and other school staff rated the degree that students felt they belonged in their new schools and the quality of their social interactions. Results show that students who experienced more positive and fewer negative social interactions with school staff had higher school belonging. Teachers accurately noted whether students felt they belonged in their new settings, but were not consistently able to identify student perceptions of negative social interactions with staff. Implications for inclusion and improving our educational system are explored.     

Understanding micro-processes of institutionalization: stewardship contracting and national forest management

This paper examines micro-processes of institutionalization, using the case of stewardship contracting within the US Forest Service. Our basic premise is that, until a new policy becomes an everyday practice among local actors, it will not become institutionalized at the macro-scale. We find that micro-processes of institutionalization are driven by a mixture of large-scale institutional dynamics and how frontline decision-makers understand and interpret these dynamics, given the local social and ecological context in which they operate. For example, this paper suggests that a new policy may become institutionalized when it is understood to solve problems that old institutions at once create and demand to be solved. Agency actors cannot be conceptualized as untethered from the institutions in which they operate. Yet, within larger institutional dynamics, field personnel make key choices about whether to adopt a new policy, making them important players in the micro-processes of policy institutionalization. The interplay of actors and institutions turns agencies, such as the Forest Service, into complex systems that cannot be understood as artifacts of their own history or as a sum of the decisions of individual actors. This dynamic also implies that macro-level institutional change will be uneven, incomplete, and gradual, mirroring uneven, contingent micro-level processes.     

Public Attitudes to Gaelic and the Debate about Scottish Autonomy

Scotland seems to be a counter-example to general theories of the relationship between language and national identity or nationalism. These theories point to three components in the ideology of language and nation—that being able to speak the national language is necessary for full national membership, that the national language is a core part of the nation's culture, and that the future of national political autonomy and the future of the national language are connected with each other. In Scotland, it has appeared that language is not central to national membership or culture, and language campaigning has not been central to the political campaigns for autonomy. The article presents new evidence, from the 2012 Scottish Social Attitudes Survey, which questions these beliefs about the relationship between language and national identity or nationalism in Scotland.     

A symptom level examination of the relationship between Cluster B personality disorders and patterns of criminality and violence in women

The psychometric properties and structure of the Cluster B Personality Disorder criteria (Antisocial, Borderline, Histrionic, and Narcissistic) are examined in a sample of 261 female inmates using a self-report screen followed by a full diagnostic interview. The results of the structural analyses in this sample demonstrated good internal consistency and convergence, but poor discriminant validity between disorders. An exploratory factor analysis found that the structure of these disorders was best accounted for by a four-factor solution that paralleled the Diagnostic and Statistical Manual (DSM-IV-TR; APA, 2000) classification scheme with some significant and notable exceptions. Using the factor scores generated from the factor analysis, the personality profiles of the women were compared with several behavioral indices, including instant offense, institutional infractions, and self-report violence and victimization within the prison. Of particular importance was the consistent relationship observed between narcissistic personality traits and threatening and violent behavior within the prison combined with the impulsive but less malignant presentation of antisocial personality traits among this sample of women. Results are discussed as they inform our understanding of the structural integrity of the four Cluster B diagnostic categories and the relationship of these personality disorders to different types of criminality and violence.     

Risk assessment in offenders with intellectual disability: a comparison across three levels of security

In mainstream offender samples, several risk assessments have been evaluated for predictive validity. This study extends this work to male offenders with intellectual disabilities. Participants from high-, medium-, and low-security settings, as well as community settings, were compared on a range of risk assessments. The Violence Risk Appraisal Guide, HCR-20-Historical Scale, the Risk Matrix 2000-C (combined risk), and the Emotional Problems Scales-Internalising discriminated between groups, with participants from high security having higher scores than those in medium security, who had higher scores than those in the community. The Violence Risk Appraisal Guide, all HCR-20 scales, the Short Dynamic Risk Scale, and the Emotional Problems Scales (Internalising and Externalising) showed significant areas under the curve for the prediction of violence. The Static-99 showed a significant area under the curve for the prediction of sexual incidents. The discussion reviews the value of these various scales to intellectual disability services.     

Longitudinal Predictors of Restrictive Eating and Bulimic Tendencies in Three Different Age Groups of Adolescent Girls

This study examined longitudinal predictors of future eating problems in 435 female adolescents in Grades 7, 8, and 10, who were tested at two time points 8 months apart. Restrictive eating and bulimic tendencies were found to be relatively stable from Time 1 to Time 2, particularly in older grade levels. Partial correlations predicting Time 2 restrictive eating and bulimic tendencies indicated a role of body dissatisfaction, depression, and weight-related teasing, with findings being most clear in Grade 7. Path analyses indicated that the relationships among predictors were more complex and that some of the relationships were mediated by other variables.     

Does Administrative Burden Influence Public Support for Government Programs? Evidence from a Survey Experiment

Research indicates that administrative burden influences the behaviors and views of clients and potential clients of government programs. However, administrative burden may also shape mass attitudes toward government programs. Taking a behavioral public administration approach, the authors consider whether and how exposure to information about administrative burden embedded within eligibility-based programs influences citizen favorability toward those programs. It is hypothesized that if information about the existing screening mechanisms is highlighted and made salient, this will lead to greater approval of eligibility-based programs. This expectation is evaluated using a survey experiment that explores administrative burden in the Temporary Assistance for Needy Families (TANF) program. The evidence shows that being exposed to information about administrative burden increases favorability toward TANF and its recipients, though these effects are conditional on party identification. The results provide insight into a potential consequence of administrative burden, showing the way in which information regarding burden can shape citizens’ support for eligibility-based programs.