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A Systematic Review Of Cultural Adaptations Of School-Based Social, Emotional & Behavioral Interventions For Students Of Color: A Replication & Update Of Brown Et Al, 2018, Courtney Coleman
Masters Theses & Specialist Projects
Underrepresented minority students are excluded from schools for disciplinary reasons at a higher rate than majority students. School-based positive social, emotional, and behavioral interventions could be implemented to support URM students who have behavioral needs. These interventions might need adaptations to meet the needs of diverse students in K-12 schools. However, there have been limited syntheses of these adaptations. The purpose of this review is to update Brown et al.’s (2018) systematic review of culture adaptations to social, emotional, and behavioral interventions. The current article pool consisted of seven articles from 2016 to 2021. The seven articles for the current …
Race As A Moderator Variable In The Prediction Of Grade Point Average From Act Scores: Implications For Course Placement Guidelines, Robert Ungarean
Race As A Moderator Variable In The Prediction Of Grade Point Average From Act Scores: Implications For Course Placement Guidelines, Robert Ungarean
Masters Theses & Specialist Projects
The problems focused on in this study are to determine (1) if racial differences exist when American College Testing Program (ACT) scores are used to predict Grade Point Average (GPA); (2) how placement decisions may be affected if differences do exist; (3) and what guidelines or recommendations can be formulated to avoid possible test bias and discrimination in placement procedures. Subjects consisted of the total population of 139 Black freshman students and a sample of 139 White freshman students entering a Southeastern regional university in the fall of 1970. Separate regression analyses were performed for Black, White and combined (total) …