Education Commons^™

Response Rates Of Online Surveys In Published Research: A Meta-Analysis, Meng-Jia Wu, Kelly Zhao, Francisca Fils-Aime

Education: School of Education Faculty Publications and Other Works

The response rates of online surveys were often examined in the literature by comparing to other modes of surveys. Questions regarding what constitutes a respectable response rate for online surveys in research remained unanswered. To fill in the knowledge gap, we conducted a comprehensive search, screened 8672 studies, and examined 1071 online survey response rates reported in education-related research. Our analyses showed the number of online surveys in published research grew steadily across the years. The average online survey response rate is 44.1%. Our results indicate that sending an online survey to more participants did not generate a higher response …

A Framework For Supporting All Students: One-Size-Fits-All No Longer Works In Schools, Steve Goodman, Hank Bohanon

Education: School of Education Faculty Publications and Other Works

Over the past decade, a greater emphasis has been placed on matching educational supports to student need. We have come to realize that a “one-size-fits-all” approach to education is not working for every student. An educational framework for improving outcomes for all students is called a Multi-Tiered System of Supports (MTSS). The MTSS framework consists of a continuum of evidence-based practices that are matched to student needs. MTSS also involves gathering information to facilitate decision making in the classroom, school, and district levels of the educational system. Through MTSS, schools and districts efficiently organize resources to support educators to implement …

A Systematic Reveiw Of Student Self-Report Instruments That Assess Student-Teacher Relationships, Kate L. Phillippo, Jerusha Conner, Shannon Davidson, Denise Pope

Education: School of Education Faculty Publications and Other Works

Background: A large body of survey-based research asserts that the quality and strength of student-teacher relationships (STRs) predict a host of academic and nonacademic outcomes; however, advances in survey design research have led some to question existing survey instruments’ psychometric soundness. Concurrently, qualitative research on STRs has identified important developmental and sociocultural variation in the ways students define, understand, and react to relationships with their teachers. The questions raised by survey methodologists, together with the conceptual elaboration of STRs, suggest that survey instruments used to assess STRs are due for a systematic review.

Purpose/Research Questions: This review of survey instruments …

The Question Of School Resources And Student Achievement: A History And Reconsideration, Larry Hedges, Terri D. Pigott, Joshua Polanin, Ann Marie Ryan, Charles Tocci, Ryan T. Williams

Education: School of Education Faculty Publications and Other Works

One question posed continually over the past century of education research is to what extent school resources affect student outcomes. From the turn of the century to the present, a diverse set of actors, including politicians, physicians, and researchers from a number of disciplines, have studied whether and how money that is provided for schools translates into increased student achievement. The authors discuss the historical origins of the question of whether school resources relate to student achievement, and report the results of a meta- analysis of studies examining that relationship. They find that policymakers, researchers, and other stakeholders have addressed …

Developing Prevention-Oriented Discipline Codes Of Conduct, Pamela Fenning, Miranda B. Johnson

Education: School of Education Faculty Publications and Other Works

A detailed analysis of prevention-oriented discipline in education.

Can Prevention Programs Work Together? An Example Of School-Based Mental Health With Prevention Initiatives, Hank Bohanon, Meng-Jia Wu

Education: School of Education Faculty Publications and Other Works

Personnel addressing mental health in schools are required to provide supports in settings that have decreasing resources and multiple initiatives. While competing initiatives in schools can pose problems, integration of prevention systems and data may lead to more efficient supports and effective outcomes. Mental health service providers must consider how the integration of schoolwide initiatives such as positive behavior interventions and supports (PBIS), response to intervention (RtI), and social and emotional learning (SEL) can improve their work. This article will provide an example showing varying levels of integration of schoolwide models in one state. This example will include (a) the …