Annotated Bibliography 0
Annotated Bibliography:
Positive Behaviour Support (PBS)
Communication and Social Networking
Online Learning
Aboriginal Education
At Risk Students
Stephen Jaddock
Brandon University
850490
07:750 Graduate Summative Seminar
Dr. A. Novak
March 17, 2011
Annotated Bibliography 1
Annotated Bibliography:
Theme: Positive Behavioural Support (PBS)
#1
Benedict, E., Horner, R., & Squires, J. (2007). Assessment and implementation of positive
behavior support in preschools. Topics in Early Childhood Special Education, 27 (3),
174-192.
This is an interesting study as it dealt with the use of PBS in preschools. This is timely as
there is increasing concern over the number of young children who exhibit challenging behaviors
in early childhood settings. The present research first assessed one region's implementation of
PBS in 15 early childhood settings and found that on average, few features of PBS (30.79%)
were implemented. Next, the impact of PBS consultation on teachers' use of universal PBS
practices and children's behavior was evaluated in a multiple baseline design across four
classrooms. A functional relationship was established between PBS consultation and teachers'
implementation of universal PBS practices, but overall low levels of problem behavior prevented
assessment of the impact of these changes on child problem behavior. The strength of the study
is that it targets a much needed population, which is that of preschool children and their care
givers and exposes them to the benefits of PBS. The weakness is that because the study sample
size was so small, they could not observe before and after effects of consultation and
implementation because some classrooms did not have a high incidence of problem behavior.
Annotated Bibliography 2
Theme: Positive Behavioural Support (PBS)
#2
Bergstrom, M. (2008). Professional development in response to intervention: Implementation of
a model in a rural region. Rural Special Education Quarterly, 27(4), 27-36.
This article describes the Illinois ASPIRE initiative, a response to intervention
professional development project of the Illinois State Board of Education. Specifically, the
implementation of the initiative in the southern region of the state, a primarily rural region, is
illustrated. The recruitment of participants, the structure of the professional development,
preliminary evaluation outcomes, and future directions are described. The article may provide a
potential model for other rural regions or otherwise that are interested in designing professional
development to support the implementation of response to intervention. The article explains how
the Illinois ASPIRE model works and how it unfolded over a multi-year time period. This is
invaluable to see how the model was able to work and how it could be used in another setting.
Although PBS was not specifically mentioned, PBS-type systems change involving data
collections were utilized and it was interesting to see this. Topics presented included: ASPIRE
initiative, response to intervention system, Professional Development, and rural education.
Annotated Bibliography 3
Theme: Positive Behavioural Support (PBS)
#3
Binnie, L. M., & Allen, K. (2008). Whole school support for vulnerable children: The
evaluation of a part-time nurture group. Emotional and Behavioural Difficulties, 13
(3), 201-216.
This study evaluated a nurture group intervention across six schools in Scotland.
Students accessed the groups for a maximum of four mornings per week. The results
showed a significant positive effect on the children with respect to their behaviour both in
school and at home. The strength of the findings is that the authors examine ways in which
nurture groups can be incorporated into the mainstream curriculum. One weakness is that the
model did not show the gains that were reported in previous studies and the reasons why do
need to be examined. This article is relevant as it challenges one to think about how schoolwide positive support programming makes use of nurture groups within its framework.
Annotated Bibliography 4
Theme: Positive Behavioural Support
#4
Chitiyo, M., & Wheeler, J. (2009, Winter 2009). Analyzing the treatment efficacy of a technical
assistance model for providing behavioral consultation to schools. Preventing School
Failure, 53(2), 85-88.
The purpose of this study was to evaluate the treatment efficacy of a university-based
behavioural consultation model, as perceived by teachers. The results demonstrated that teachers
accepted the behavioural consultation model as an effective method of reducing incidences and
severity of challenging behaviors. The university-based consultation model (UBC) was effective
and the method can be viewed as being valid for the implementation of Positive Behavioural
Support (PBS) in the school setting to bridge the theory to practice gap. Research interest is that
of the expanded use of PBS in my current school setting and this article is very relevant to how
the program could be successfully implemented with a partnership with a local UBC model.
Topics that are touched upon are: Educational law & legislation; Services for students, student
attitudes, technical assistance, students with disabilities, behavioural research, challenging
behavior, positive behavior support, and university-based consultation model.
Annotated Bibliography 5
Theme: Positive Behavioural Support (PBS)
#5
Dunlap, G., Carr, E., Horner, R., Zarcone, J., & Schwartz, I. (2008). Positive behavior support
and applied behavior analysis. Behavior Modification, 32(5), 682-698.
Recently, there has been some confusion regarding the definition of PBS and, in
particular, its relationship to ABA (Applied Behaviour Analysis). In this article, it was noted that
the practice of PBS and ABA, in some instances, can be indistinguishable but that important
differences in definitions and emphases mandate an explicit distinction. The purpose of this
article is to address some of the key points of confusion, identify areas of overlap and distinction,
and facilitate a constructive and collegial dialog between proponents of the PBS and ABA
perspectives. The two areas of study, ABA and PBS are intricately related, with PBS having
resulted from research within the ABA field. The two areas share some common ground and
emphases but also differ in some areas with respect to emphasis. This is not adversarial but
rather it has been delineated in order to better understand the operational parameters under which
both programs exist. The clear understanding of both ABA and PBS will allow practitioners to
be better informed regarding their own field of study and realize that the two are not mutually
exclusive but run hand in hand in many ways. It is interesting to see what gave birth to the PBS
movement and that it is relevant even today to be clearly defining what it is. It is a necessary
history to have in order to set the stage for ongoing research in PBS systems. Topics identified
are: human behavior, behavioural assessment, dialogue comprehension, operant behavior,
psychology, conditioned response, applied behavior analysis, and positive behavior support.
Annotated Bibliography 6
Theme: Positive Behavioural Support (PBS)
#6
Halsey, K., Gulliver, C., Johnson, A., Martin, K., & Kinder, K. (2005). Evaluation of behaviour
and education support teams. Sherwood Park, AB.: DfES
Publications.
This study was conducted in order to provide further evidence and understanding of the
effectiveness of Behaviour and Education Support Teams (BESTs). BESTs are interagency
teams that bring together professionals working to support schools, families, and school-aged
children. The initial stage of the research involved telephone interviews with 20 BEST
coordinators. This was followed by fieldwork visits to a sample of 12 case-study BESTs
(selected from an original 20) during which other team members and school representatives were
interviewed. In total 92 interviews were conducted for the second part of the study. The
evaluation pointed to the value-added contribution of BESTs (pooling of skills, streamlined
referrals systems and holistic support). It was also recognized that considerable groundwork had
already been undertaken to ensure that the necessary foundations were in place for the teams to
function effectively. Strength of the study is that a large sample size was taken to conduct the
qualitative research study. Weakness is the use of telephone interviews during the first phase of
the study, as they are not the best way to collect data. This research again is relevant to my area
of study in theat it sheds light on the area of having interested professionals directly involved in
ensuring the success of a student which is the similar to the PBS philosophy. I would be
interested in data from Canadian sources as well.
Annotated Bibliography 7
Theme: Positive Behavioural Support (PBS)
#7
Holsen, I., Smith, B., & Frey, K. (2008). Outcomes of the social competence program ‘Second
Step’ in Norwegian elementary schools. School Psychology International, 29 (1), 71-88.
This study investigated the outcomes of the universal social competence promotion
program "Second Step" in a typical "real world" implementation in Norway. The effects of the
program on social competence and externalizing and internalizing problem behaviour among
1,153 fifth and sixth grade students (11 schools, 55 classrooms) after one year of intervention
was examined. Applying Linear Mixed Modelling, the results from the age cohort design with
comparison groups show that the program had significant positive effects on social competence
for boys and girls in grade 5 and for girls in grade 6. Boys in grade 6 reported lower levels of
externalizing problem behaviour compared to control students. There were no effects in regard to
internalizing problem behaviour. The analysis also revealed that the results varied between
classrooms. These results may be considered to add weight to the evidence in support of a wider
implementation of the "Second Step" program. One strength is that this study targeted grade 5
and 6 where social behaviours and interactions are very important and continue to be developing.
One weakness is that the study did not examine the effects of other factors such as social
economic status within a wider longitudinal study. This is related to the overall school-wide
PBS situation in that many schools offering the second step program do so school-wide by
having it in every classroom.
Annotated Bibliography 8
Theme: Positive Behavioural Support (PBS)
#8
Lane, K., Kalberg, J., Parks, R., & Carter, E. (2008). Student risk screening scale. Journal of
Emotional & Behavioral Disorders, 16(3), 178-190.
This article presents findings from a study of the reliability and validity of the Student
Risk Screening Scale for use with high school students (N = 674). Results revealed high internal
consistency, test-retest stability, interrater reliability, and convergent validity with the Strengths
and Difficulties Questionnaire. Predictive validity was established across two academic years,
with students at low risk for antisocial behavior differentiated on behavioural (office discipline
referrals [ODR]) and academic variables (grade point average [GPA]) from students with
moderate and high levels of risk. However, neither ODR nor GPA variables could differentiate
between students with moderate-risk or high-risk status. There are limitations when looking at
moderate risk students versus high risk students with respect to ODR and GPA variables. This
provides the opportunity for further studies in this area. With respect to PBS it is interesting to
note that there is a test that can measure for student risk, and that it can be validated. The
question then can be how can those students who are high risk go to a low risk status in
subsequent school years by using PBS? Topics covered in the article include: discipline of
children, research, questionnaires, school discipline, delinquent behavior, behaviour disorders in
children, grading & marking (Students), high school students, education, Secondary, school
management & organization, psychological aspects, antisocial behavior, emotional and
behavioural disorders, systematic screening, Elementary and Secondary Schools, Administration
of Education Programs
Annotated Bibliography 9
Theme: Positive Behavioural Support (PBS)
#9
Lohrmann, S., Forman, S., Martin, S., & Palmieri, M. (2008). Understanding school personnel's
resistance to adopting schoolwide positive behavior support at a universal level of
intervention. Journal of Positive Behavior Interventions, 10(4), 256-269.
The purpose of this investigation was to document and contextualize technical assistance
providers' observations and perspectives about what factors influenced or explained school
personnel's resistance toward implementing the universal level of schoolwide positive
behavioural support (SWPBS). Qualitative research methods were used to investigate the barrier
conditions considered by technical assistance providers as influential on school personnel's
resistance to adopting SWPBS at a universal level of intervention and the complementary
strategies used to promote cooperation and commitment. Multiple interviews from 14 technical
assistance providers suggest five barrier conditions that contribute to resistance and the
complementary strategies used to promote cooperation and commitment. A detailed description
of the five conditions and strategies is provided. Implications for practice and areas of future
research are addressed in this article and provide invaluable information for those schools
looking to go forward with school-wide PBS initiatives. It will allow administration and staff at
those schools to look at potential pit falls and how to overcome them prior to implementation.
This is directly applicable as it pertains to what sort of resistance there may be to moving
forward with a school-wide PBS in any school.
Annotated Bibliography 10
Theme: Positive Behavioural Support (PBS)
#10
Luiselli, J., Putnam, R., Handler, M., & Feinberg, A. (2005). Whole-school positive behaviour
support: Effects on student discipline problems and academic performance. Educational
Psychology, 25 (2-3), 183-198.
This study describes the effects of whole-school positive behaviour support on discipline
problems and academic outcomes of students enrolled in an urban elementary school. The
whole-school model was designed through technical assistance consultation with teachers that
emphasized: (1) improving instructional methods; (2) formulating behavioural expectations; (3)
increasing classroom activity engagement; (4) reinforcing positive performance; and (5)
monitoring efficacy through data-based evaluation. As compared to a pre-intervention phase, the
whole-school intervention was associated with decreased discipline problems (office referrals
and school suspensions) over the course of several academic years. Student academic
performance, as measured by standardized tests of reading and mathematics skills, improved
contemporaneously with intervention. Strength is found in that it examines the implementation
of the program at one particular school over time and can help other schools through the process.
Weakness is that it may be too narrow in its focus. This study directly relates to the topic of
school-wide PBS and provides invaluable insight into how it was implemented at this one
particular school.
Annotated Bibliography 11
Theme: Positive Behavioural Support (PBS)
#11
McClean, B., Dench, C., Grey, I., Shanahan, S., Fitzsimons, E., Hendler, J., & Corrigan, M.
(2005). Person focused training: A model for delivering positive behaviour supports to
people with challenging behaviours. Journal of Intellectual Disability Research, 49 (5),
340-352.
Person Focused Training is defined as training and supporting staff to conduct functional
assessments and to design and implement positive behavioural support for specific individuals
with challenging behaviours. In this study, longitudinal outcome data were presented and
analysed to determine reductions in frequency of challenging behaviours from 138 behaviour
support plans developed by staff over a seven year period. Degree of behaviour change was
determined across the areas of behaviour, gender, age, level of disability, location of residence
and role of course participant. Results indicated that the implementation by staff of behaviour
support plans was associated with significant improvement in 77% of cases at an average followup of 22 months after implementation of support plans. Only location of residence was identified
as related to reduction in challenging behaviours with large residential centres being associated
with lower rates of behavioural improvement. Strength of study is that it looked at longitudinal
data over a seven year span, giving a good look at the localized situation. A weakness may be
that direct person focussed training has not been specifically related to success and other factors
may be at work. This is relevant to my area of study as it looks at how training can be delivered
and what type of training is effective for students with challenging behaviour. How this training
is similar or different from school-wide PBS is of interest in my studies.
Annotated Bibliography 12
Theme: Positive Behavioural Support (PBS)
#12
McIntosh, K., Horner, R., Chard, D., Dickey, C., & Braun, D. (2008). Reading skills and
function of problem behaviour in typical school settings. Journal of Special Education,
42(3), 131-147.
The authors examined the relation between variables maintaining problem behavior and
reading performance for elementary-age students. The prevalence of behavioural function for
students in general and special education is reported, and differences were determined for the
number of discipline referrals and oral reading fluency rates. Chi-square analysis indicated
differences in base rates of function between students in general and special education.
Multivariate analysis of variance indicated significant differences in oral reading fluency by
function of problem behavior, and follow-up analyses indicated significantly lower fluency
scores for students whose indicated function was escape from academic tasks. These findings
provide evidence for a coercion model in the classroom. The results are discussed in terms of the
relevance of using functional behavior assessment and behavior support with general education
populations. A PBS coordinator was one of the authors of the study. Problem behaviour is often
a function of academic difficulties and they must not be dealt with in isolation. PBS can address
this. Other topics included: school discipline, general education, academic achievement, reading
(Elementary), behavioural assessment of children, literacy, academic assessment, behavioural
assessment, and classroom behavior.
Annotated Bibliography 13
Theme: Positive Behavioural Support (PBS)
#13
Reinke, W., Lewis-Palmer, T., & Merrell, K. (2008). The classroom check-up: A classwide
teacher consultation model for increasing praise and decreasing disruptive behavior.
School Psychology Review, 37(3), 315-332.
The purpose of the study was to evaluate the effects of the Classroom Check-Up and
visual performance feedback on teacher and student behavior. Results indicated that
implementation of the Classroom Check-Up plus visual performance feedback increased teacher
implementation of classroom management strategies, including increased use of praise, use of
behavior-specific praise, and decreased use of reprimands. Further, these changes in teacher
behavior contributed to decreases in classroom disruptive behavior. The results are encouraging
because they suggest that consultation at the classroom level can create meaningful teacher and
student behavior change. A big part of the positive behavioural support (PBS) system is
classroom wide and school wide systems change. The Classroom Check-Up can be looked at as
a classroom system change and its usefulness will impact upon strategies undertaken with a PBS
approach. Some topics covered include: classroom management, student attitudes, school
discipline, school supervision, school psychology, classroom environment, and management.
Annotated Bibliography 14
Theme: Positive Behavioural Support (PBS)
#14
Ryan, K., Heath, M., Fischer, L., & Young, E. (2008). Superficial Self-Harm: Perceptions of
Young Women Who Hurt Themselves. Journal of Mental Health Counselling, 30(3),
237-254.
Topic(s): superficial self-harm (SSH), para-suicide, young adults, mental health education,
family values (Concept), interpersonal relations, women’s mental health, psychology, Pathology,
counselling in adult education
This study investigated the perspectives of 96 young women with a history of superficial
self-harm (SSH). Based on their responses to an Internet survey those who are able to help them,
such as teachers, may be able to gain insight from the participants. Friends and mental health
professionals were perceived as most helpful in acknowledging the individual's emotional pain
and distress. Participants also wanted others to be nonjudgmental, to permit emotional
expression, and to acknowledge their availability to offer help. Translated into practice, young
women who engage in SSH consider an accepting supportive relationship to be a critical element
in their recovery. This knowledge can be used by teachers and mental health practitioners in
order to help adolescents who engage in SSH behaviour.
Annotated Bibliography 15
Theme: Positive Behaviour Support
#15
Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based
practices in classroom management: considerations for research to practice. Education &
Treatment of Children, 31(3), 351-380.
The purpose of the paper was to describe the outcomes of a systematic literature search
conducted to identify evidence-based classroom management practices. Although the need for
additional research exists, 20 practices, in general, were identified as having sufficient evidence
to be considered for classroom adoption. Considerations for incorporating these practices are
suggested, and a self-assessment tool is proposed as a means of evaluating and enhancing use of
these practices. Suggestions for future research are also presented. Evidenced based classroom
management strategies need to be utilized by teachers to ensure success for their students and
themselves. To have the body of research combed for suitable strategies and then have
suggestions for incorporation in one’s classroom is an invaluable help to the teacher. It was
interesting to see to what extent PBS was mentioned as a helpful evidence based classroom
management strategy and which strategies could be described as PBS but not identified as such
in the article. Topics included were: Classroom management; evidence-based education;
classroom activities; teaching; empirical research; school research; and management and
organization.
Annotated Bibliography 16
Theme: Positive Behavioural Support (PBS)
#16
Skiba, R., & Sprague, J. (2008, September). Safety without suspensions. Educational
Leadership, 66(1), 38-43.
The article focuses on a school discipline method called the School-wide Positive
Behavioral Support method (PBS). The program is designed to reduce the number of school
suspensions and expulsions. It is explained that school safety does not need to be compromised
in order to teach disruptive students, and the definitions of expulsion and suspension are
provided. The effects of disciplinary removal on student outcomes and learning environments
are examined and the issues of racial disparity in school removal are explored. The need to base
school discipline procedures on data is addressed. The findings point to the fact that school-wide
PBS is an effective way to reduce problem behaviours in a school and that suspensions and
expulsions will also decrease if the program is implemented. This article speaks to the fact that
pursuing this avenue is time well spent in any school setting. Topics discussed include: school
discipline, student suspension, student expulsion, educational psychology, classroom
management, school management & organization, Administration of Education Programs, and
school-wide PBS.
Annotated Bibliography 17
Theme: Positive Behavioural Support (PBS)
#17
Sorlie, M., & Ogden, T. (2007). Immediate impacts of PALS: A school-wide multi-level
programme targeting behaviour problems in elementary school. Scandinavian Journal
of Educational Research, 51 (5), 471-492.
This study describes the outcomes of the positive behaviour, interactions and learning
environment in school program (PALS). PALS is a Norwegian version of the School-Wide
Positive Behaviour Support model which was developed in the United States. In this study, 735
students and 82 teachers took part in four elementary schools with an equal number of
comparison schools being used. The study used a quasi-experimental design and had follow-up
two years after implementation of the program. Reductions in teacher-observed problem
behaviour ranged from moderate to large with results from student ratings of social competence
and classroom climate being less encouraging. A strength in the findings is that a form of the
American model can be found to work in another country with some slight changes. A weakness
of the study is the experimental design used as it was quasi experimental in nature. This article
is relevant as it looks at School wide PBS in another country outside the United States and
Canada and it reports on its effectiveness.
Annotated Bibliography 18
Theme: Positive Behavioural Support (PBS)
#18
Tymms, P. & Merrell, C. (2006). The impact of screening and advice on inattentive,
hyperactive and impulsive children. European Journal of Special Needs Education, 21
(3), 321-337.
In this study, interventions were randomly assigned to 2040 schools and 24 local
education authorities in England. School-level interventions involved naming pupils with
ADHD-like behaviour, or providing evidence-based advice for teachers about how to teach
pupils with ADHD-like behaviour, or both. For school-level interventions, advice had a
significant positive effect on the attitudes and behaviour of pupils with ADHD characteristics but
not on their attainment levels. It also had a positive impact on teachers' quality of life. A
combination of identification and advice had a positive impact on reading across the full sample,
but a negative impact on the progress of pupils with ADHD characteristics. On the other hand,
the advice to teachers had a small impact, and it was very cheap. It was calculated that providing
schools with research-based advice on how to work with inattentive, hyperactive and impulsive
pupils in the first two years of schooling is cost-effective and could be beneficially used on a
wide scale. A strength of the study is that it involved many schools and local education
authorities. A weakness is that it needs to get specific with what interventions are most useful
under what circumstances. This is an interesting study which relates to school wide-PBS in that
it measures overall effectiveness based on the degree of intervention and training. It must be
taken past the theoretical to the practical in both instances.
Annotated Bibliography 19
Theme: Positive Behavioural Support (PBS)
#19
Wannarka, R. & Ruhl, K. (2008). Seating arrangements that promote positive academic and
behavioural outcomes: A review of empirical research. Support for Learning, 23 (2), 8993.
This study sought to synthesize empirical literature to determine the arrangement of desks
that is best suited to facilitate positive academic and behavioural outcomes for primary through
secondary high school students with a range of characteristics. Eight studies were referenced
that investigated two of the three most common arrangements (rows, groups, or semi-circles).
Results indicated that teachers should let the nature of the learning task dictate the seating
arrangement. It was also found that students display higher levels of appropriate behaviour for
individual tasks when seated in rows, with disruptive students benefiting the most. One strength
is the finding that the learning task should dictate the arrangement as this is not always
implemented. One weakness is that only a certain number of common seating options were
considered, there are other options and perhaps they could have been examined. This is a unique
type of study and it relates back to how educators can be proactive in preventing behavioural
disruptions by paying attention to the detail of the classroom physical set up which is also a
component of school-wide PBS.
Annotated Bibliography 20
Theme: Positive Behavioural Support (PBS)
#20
Wasilewski, Y., Gifford, B., & Bonneau, K. (2008). Evaluation of the school-wide positive
behavioural Support program in eight North Carolina elementary schools. Durham,
NC: Center for Child and Family Policy, Duke University.
This study was used to assess the effectiveness of the school-wide positive behaviour
support program in North Carolina (NC). A web-based survey of teachers at eight elementary
schools implementing School-wide positive behaviour support according to national criteria was
administered. Data from the North Carolina Education Data Center was used to assess student
outcomes related to academic performance, school suspensions, and teacher turn-over rates in the
eight study schools compared with 264 NC elementary schools that had started School-wide
PBS. The results of the web-based survey suggest that the study schools are on their way to
having fully operational PBS but still have areas to improve. The North Carolina Education
Research Data Center data showed no significant changes in any of the studied areas before and
after PBS implementation. The strength of the study is that it works directly with PBS
implementation in an American state, North Carolina and the resulting data will be very useful to
any jurisdiction which is pursuing implementation. The weakness is the use of e-mail survey
data in part one, which excluded one school simply because of technical problems. Also, the
sample size is small considering the total number of schools in the state. This is very relevant to
my area of study as it directly relates to PBS programming usefulness and implementation
hurdles.
Annotated Bibliography 21
Theme: Communication and Social Networking
#1
Burgoon, Judee K., Berger, C.R., & Waldron, V.R. (2000). Mindfulness and interpersonal
communication. Journal of Social Issues, 3(5), 1-4.
Many social problems can be traced to interpersonal communication difficulties, just as
many proposed interventions to solve social ills also depend on effective interpersonal
communication. This article examines three potential relationships between states of mind and
social interaction followed by illustrations from research related to five exemplar social issues-developing effective programs for solving workplace communication problems, training the
public to detect scams and hoaxes, reducing stereotyping and cross-cultural misunderstanding,
managing interpersonal conflict, and constructing effective public health campaigns. This is an
interesting article that examines the relationship between mindfulness and mindless
communicative interactions and their ultimate results. The authors posit that more mindful
communicative interactions would result in fewer miscommunications and that is something that
every individual and corporate entity would be interested in resolving. Many aspects of
communication are discussed including verbal and nonverbal cues, encoding and decoding,
interpersonal communication, and how each relates to the issue of mindfulness. It is an
interesting and informative article on our communicative interactions and intent.
Annotated Bibliography 22
Theme: Communication and Social Networking
#2
EdWeb.net. (2009). Educators and Social Networking. Slideshare. Retrieved October12, 2010,
from http://www.slideshare.net/edWebnet/educators-and-social-networking.
Educators, along with millions of other online adults, are joining social networks and
adopting a variety of content-sharing tools for personal, professional and classroom use. This
survey looks at three primary topics: Educators and their use of and attitudes about social
networking; Educators and their use of a variety of content-sharing sites/tools; Educators’
engagement in online activities that are popular with students. Based on the results of the survey
responses, 61% of educators have joined a social network, and these educators engage in more
online activities than educators who have not joined a social network. Findings showed that
educators who have joined a social network are more positive about the value of this technology
for education than those who have not, but they want the ability to separate their personal and
professional communications. Educators who have not grown up as “digital natives” feel
overwhelmed by technology and feel it takes a lot of time that they don’t have. Educators see
students using collaborative technology every day, mostly outside of school, and understand the
need to address and incorporate it into teaching and learning. As more educators join social
networks, and as younger people enter the education workforce, the adoption of this technology
will continue to increase. The survey was very interesting and this article is a must read for all
interested in the opinions of educators (principals, teachers, and librarians) surrounding the use
of social networking in the school setting.
Annotated Bibliography 23
Theme: Communication and Social Networking
#3
Guess, A. (2008). News: Facebook, meet Blackboard - Inside Higher Ed. Inside Higher Ed.
Retrieved October 12, 2010, from
http://www.insidehighered.com/news/2008/05/14/sync.
This is a news article that talks about a Facebook application that University students can
download and use with the popular blackboard interface that is used for the delivery of on-line
course content for students of all ages at all grade levels. The application is called blackboard
sync. Sync comes at a time when colleges and other players in the education arena are looking
to connect with students in ways that are more personalized. There is a greater
acknowledgement that networking sites need to be integrated and reach the students where they
are. After all, when are they not on Facebook? This allows them to receive any updates and
news items directly to the computer or cell phone that they are using at the time. According to
the makers of the application, this will foster a new kind of social learning community that may
be used by institutes of higher learning to connect more meaningfully with their students. Time
will tell if this is indeed true.
Annotated Bibliography 24
Theme: Communication and Social Networking
#4
Hoare, S. (2007). Students tell universities: Get out of MySpace! Education Guardian.
Retrieved October, 12, 2010 from
http://www.guardian.co.uk/education/2007/nov/05/link.students.
This article talks about a movement whereby University students are sending the message
to University professors that they don’t want academia peddling their wares on their FaceBook
and MySpace accounts. A study upon which the content of the article was based showed that
students want to keep their personal lives and academic lives separate. However, this is
becoming more and more difficult as academia spreads out into the social networking spaces.
The research is also showing that universities must heed the information about how students are
interfacing with social networking sites and that there can be a balance struck between personal
privacy and usefulness of the application for educational purposes.
Annotated Bibliography 25
Theme: Communication and Social Networking
#5
OʼReilly, T. (2005). What Is Web 2.0? OʼReilly Media. Retrieved October, 12, 2010, from
http://oreilly.com/web2/archive/what-is-web-20.html.
This article examines the difference between web 1.0 and the new web 2.0 evolution.
There has been a monumental change in how the Internet has been structured and how programs
are being made to work and interface with users and this article describes those changes.
Through a systematic examination of the evolution, some real definitions of the web 2.0
applications are given. This is a must read document for those interested in the web 2.0
phenomenon.
Annotated Bibliography 26
Theme: Online Learning
#1
Davis, A. (2001). Athabasca University: Conversion from traditional distance education to online
courses, programs and services. International Review of Research in Open and Distance
Learning, 1(2), 1-16.
This article discusses the transformation of Athabasca University into a national leader in
online course delivery. It is useful in noting the way in which online courses evolved and that
the mandate was to decrease the barriers that students were facing in being able to participate in
learning opportunities. The growth in computer technologies allowed for the use of total online
learning experiences and paved the way for complete degrees to be delivered in that way. This
type of learning also demands a well maintained support system and the article talks about the
types of support needed to maintain this type of learning. This is a useful article chronicling the
steps taken by a very successful learning institution.
Annotated Bibliography 27
Theme: Aboriginal Education
#1
Barnes, R., Josefowitz, N., & Cole, E. (2006). Residential schools: Impact on aboriginal
students’ academic and cognitive development. Canadian Journal of School Psychology,
21(1-2), 18-32.
The article examines the impact of residential schools on aboriginal students’ academic and
cognitive development. Psychological research and theory were used to explain the results of the
problems of the residential schools on survivors including; inadequate curriculum, staffing,
instruction time, and parental involvement; racism; prohibition against the use of aboriginal
languages; and maltreatment. These lead to increased risk of poor academic performance,
reduced capacity to continue education after leaving residential school, limited employment
prospects, and reduced income as adults. The authors claim that former residential school
students are likely to transmit their negative attitudes and expectations to parents, siblings,
spouses, children and grandchildren. This effectively perpetuates a cycle of failure in the public
education system. This is an interesting and valuable article to help understand the long-term
effects of residential schooling on the aboriginal population of Canada.
Annotated Bibliography 28
Theme: Aboriginal Education
#2
Cherubini, L., & Hodson, J. (2008). Ontario Ministry of Education policy and aboriginal
learners' epistemologies: A fundamental disconnect. Canadian Journal of Educational
Administration and Policy, 10(79), 1-12.
This article discusses the experience of Aboriginal education within the Canadian context
and covers the historical realities of current Aboriginal learners. It cites statistics on a variety of
learning outcomes for Aboriginal learners both within Canada and within Ontario. It also covers
some recent documents published by the Ontario Ministry of Education which are focused on the
success of Aboriginal learners and give direction to what needs to be included for successful
programming targeting this group. The concept of cultural continuity is brought forward and
discussed as something that needs to be recognized and valued in order for success in Aboriginal
programming to be realized. The difficulties of defining aboriginal academic success with
respect to Eurocentric practices is also discussed and examined. It is put forth that the
documents provided by the Ontario Ministry of Education must recognize areas in which they
are lacking in order to make meaningful progress. This is a very thought provoking and valuable
article.
Annotated Bibliography 29
Theme: Aboriginal Education
#3
Cooper, T. J., Baturo, A. R., Warren, E., & Doig, S. (2004). Young “White ” teachers’
perceptions of mathematics learning of aboriginal and non- aboriginal students in remote
communities. Issues in Education, 2, 239-246.
This article examines the views of young non-Aboriginal teachers to the learning of math
concepts in rural communities in Australia by Aboriginal and non-Aboriginal students. A
general description of teacher understanding and awareness of the Australian Aboriginal learner
is given. Aboriginal student success is attributed to teachers who care and who understand how
the Aboriginal students learn best. Teacher perceptions concerning at-risk students can
ultimately alter the success of those students if the teachers have a positive stance towards the
minority student. In the study described, three distinct responses to Aboriginal learning were
provided. In one, the problem lies with deep seated historical blame. The second identified that
Aboriginal learners had different learning styles than their non-Aboriginal counterparts. The
third category given was that there was no difference between Aboriginal and non-Aboriginal
learners. An interesting study as there is a similarity between Aboriginal populations in Canada
and in Australia.
Annotated Bibliography 30
Theme: Aboriginal Education
#4
Friedel, T. L. (1999). The role of Aboriginal parents in public education: Barriers to change in
an urban setting. Canadian Journal of Native Education, 23(2), 139-158.
This article describes the attempt of the author and a group of Aboriginal parents to make
a new relationship with school personnel within an already pre-established structure. The article
examines and tests the assumption that parental involvement necessarily increases student
achievement. The perspective of parent involvement is looked at from the view of Aboriginal
parents in an urban setting in Canada. The concepts of cultural invasion and cultural occupation
are used with respect to Native parents viewing the current situation within our school systems.
Cultural awareness is also mentioned as a virtue that most minorities will have and lesser so
exhibited in the dominant culture or class. This involves a dual understanding of perspective
involving their own realities and the realities of the dominant class. An Indigenous research
methodology is sought to be used and is described in the article as well.
The article goes on to
describe the results of having a Native Education program at a K-6 school and the struggles
Aboriginal parents had to deal with the prevalent system and ways of thinking culminating in a
symposium of parents and school and divisional personnel. Needless to say, the Aboriginal
parents had a difficult if not impossible task and this is chronicled in the article. This again is a
useful article as it highlights the struggle that aboriginal parents, students, and community have
with the existing education system.
Annotated Bibliography 31
Theme: Aboriginal Education
#5
Groome, H., & Hamilton, A. (1995). Meeting the educational needs of aboriginal
adolescents. Canberra: Australian Government Publishing Service.
This paper seeks to describe and provide an action plan for the education of aboriginal
students in Australia. This was based on a survey of aboriginal youth, their educators, and
parents which took place in 1994. The report cites a number of action plan items to improve the
educational outcome of the aboriginal population in Australia. The action plan items cited are
indeed very pertinent to the Canadian context and the aboriginal populations within Canada. As
such, this is an important resource for anyone who is looking at meeting the needs of the
aboriginal learner wherever they might reside.
Annotated Bibliography 32
Theme: Aboriginal Education
#6
Kirkness, V. J. (2000). Aboriginal education in Canada: A retrospective and a prospective.
Journal of American Indian Education, 39(1), 1-29.
This paper is a result of two papers written by the author, one in 1985 and the other in 1998
along with additional commentary. It is a very worthwhile piece as it gives a history of the
struggles of Aboriginal peoples regarding education in Canada. It examines the various pieces of
legislation that regulate Aboriginal education and walks the reader through the challenges
experienced by each change in process and practice. The author also admonishes her own
Aboriginal people with what they must do in order for true local control of education to take
place, and does so by arguing for a return to traditional Aboriginal values. This is a valuable and
interesting contribution to Aboriginal education in Canada.
Annotated Bibliography 33
Theme: Aboriginal Education
#7
McCluskey, K. W., & Torrance, E. P. (1998). Mentoring: One pathway to aboriginal talent
development. North, 5(11), 1-14 .
This article chronicles a mentoring program established for inner city Aboriginal ‘at-risk’
youth. The program is described and also some history of the Aboriginal educational experience
within the province of Manitoba is examined. This is a useful article in that it does have both the
Manitoba Aboriginal experience and the description of a successful ‘made in Manitoba’ solution
for some at-risk Aboriginal learners. It is interesting to learn about the mentoring program and
how it works and how it has been effective in making a positive change. It is interesting to note
that the mentors are pre-service teachers who undergo some training in taking on the mentor role.
It is also refreshing to hear of a program that has met with some success with regards to at-risk
Aboriginal youth.
Annotated Bibliography 34
Theme: Aboriginal Education
#8
McKeough, A., Bird, S., Tourigny, E., Romaine, A., Graham, S., Ottmann, J., & Jeary, J. (2008).
Storytelling as a foundation to literacy development for Aboriginal children: Culturally and
developmentally appropriate practices. Canadian Psychology/Psychologie canadienne,
49(2), 148-154.
This article examines the use of storytelling as a method of early literacy development for
Aboriginal children. The case is made that storytelling is an Aboriginal way of expressing their
culture and that it is therefore, important to use for Aboriginal youth when developing their
literacy skills. A program was developed and its success written about in this article. The article
chronicles the change that the program has undergone and the future hopes for success that it
might bring the Aboriginal youth that are exposed to it. The authors seek to change current
practice and policy with regards to Aboriginal early literacy development and are documenting
their progress. The article is also beneficial for a summary on Aboriginal challenges experienced
within the Canadian educational context.
Annotated Bibliography 35
Theme: Aboriginal Education
#9
Pirbhai-Illich, F. (2010). Aboriginal Students Engaging and Struggling with Critical
Multiliteracies. Journal of Adolescent and Adult Literacy, 54(4), 257-266.
This article examines the use of a critical multiliteracies approach to literacy learning and
how this orientation could be used to construct Aboriginal student identities and understanding
of self. The article examines the historical context of the Aboriginal learner in Canada and
describes the experience of these Aboriginal learners in an alternative school setting in a city in
Canada. The various cycles used in the research are described and expanded upon as to how
they were executed in the classroom. Specific difficulties are discussed and reasons postulated
for the failure of some lessons. The students were finally able to be engaged on a project but it
required an understanding of their funds of knowledge in multiliteracies, the use of digital media,
and accepting their lived experiences. The article is useful in describing some of the ways in
which at-risk Aboriginal youth can be engaged in their learning.
Annotated Bibliography 36
Theme: Aboriginal Education
#10
Preston, J. P. (2008). The urgency of postsecondary education for aboriginal peoples. Canadian
Journal of Educational Administration and Policy, 11(86), 1-22.
This article presents demographic, social, educational, and economic trends reinforcing the
rationale that Aboriginal peoples urgently need to be provided with greater opportunities to
succeed in postsecondary education. Aboriginal youth are becoming an important and growing
segment of our labour force. As such, their education and postsecondary education is very
important as they are needed to be part of a vibrant and successful labour force. The provinces
of Manitoba and Saskatchewan will have approximately 15% Aboriginal makeup in the very
near future and other provinces and territories have even more (Yukon, Northwest Territories,
Nunavut) so the success of Aboriginal youth is vital. The article puts forth points for the
importance of postsecondary education and indicates what these programs should have as
necessary components. However, a specific program or series of programs is not highlighted or
developed as the ones to be used. It is a useful and hard hitting article which backs up its claims
with statistical data.
Annotated Bibliography 37
Theme: At Risk Students
#1
Archambault, I., Janosz, M., Morizot, J., & Pagani, L. (2009). Adolescent behavioural, affective,
and cognitive engagement in school: Relationship to dropout. Journal of School Health,
79(9), 408-415.
This paper examines data from sixty-nine High Schools in the province of Quebec. During
three consecutive years, student data was collected on a survey in which students reported on
their behavioural, emotional, and cognitive engagement to school. The results reported were that
although most students stayed engaged in their schooling, about one third reported changes
which included decreases in rule compliance, interest in school, and willingness to learn. Those
students who reported these stats early in their high school career were at higher risk of dropping
out of school. The authors conclude that school-based interventions need to take place to address
the many facets of high school experience to help adolescents be successful in attaining a high
school diploma. They posit that creating a positive social-emotional learning environment
promises better adolescent achievement and ultimately will contribute to a healthy lifestyle. This
is a great research study with a lot of pertinent information to the study of at-risk students.
Annotated Bibliography 38
Theme: At Risk Students
#2
Cassel, R. N. (2003). A high school drop-out prevention program for the at-risk sophomore
students. Education, 123(4), 649-658.
This article develops a connection between high school drop outs and prison inmates in the
United States. The author has found that over half of the prison inmates in the United States are
high school drop outs. The author also finds that when testing the incarcerated group and a
normal group, the incarcerated group scores very low on a personal development indicator. He
postulates that these low scores are indicative of high school drop outs and that once identified
early in their high school career, remediation can begin and they can be saved from being a high
school dropout. This is in the form of a high school dropout program and is a six week program
for which a high school credit is awarded. The author states that the principal is ultimately
responsible for the dropouts and if they are not prevented from dropping out, the principal should
be replaced. The article is an interesting read and provides many examples from the field of
psychology.
Annotated Bibliography 39
Theme: At Risk Students
#3
Faulkner, G., Adlaf, E., Irving, H., Allison, K., & Dwyer, J. (2009). School disconnectedness:
Identifying adolescents at risk in Ontario, Canada. Journal of School Health, 79(7), 312318.
This article is a research article based on questionnaires given to grade 7-12 students
derived from the 2001 cycle of the Ontario Student Drug Use Survey. The primary objective of
the study was to identify factors related to school disconnectedness in a cohort of students in
Ontario, Canada. This would replicate an earlier study from a different cohort of students.
Studies show that there is a strong theoretical and empirical support for school connectedness as
an important causal element in healthy youth development. A secondary objective of the study
was to see if physical activity was an additional health behaviour that differentiated youth who
feel connected to their schools from those who do not. The results of the study indicated that
with this cohort of students, females had a greater feeling of disconnectedness and perceived
their health and academic performance to be poor. These students also did not engage in
vigorous physical activity, reported three or more physician visits during the past year and had
low extracurricular involvement. This was an interesting and valuable study.
Annotated Bibliography 40
Theme: At Risk Students
#4
Gunn, T. M., Chorney, D. W., & Poulsen, J. C. (2009). High school completion: A
comprehensive review of projects directed toward keeping students in school. Journal of AtRisk Issues, 15(1), 17-24.
This article describes the background to a funding program in Alberta, intended to keep
students in school and successful in completing a high school diploma. The article touches on
the importance of high school completion and states that low educational attainment has a
significant correlation to labour market outcomes. The article also touches on factors associated
with non-completion which include gender, Aboriginal background, socioeconomic
considerations, and student and school related issues. School retention is important and the
article states that student retention can be positively impacted by a culture of community and
care. The Alberta Initiative for School Improvement is key to providing funding for innovative
projects to address school retention and higher graduation rates. The article looks at eighteen of
these projects and categorizes them as to what they address and how they were targeted. This is
a valuable article that shows where input is being given to help students succeed.
Annotated Bibliography 41
Theme: At Risk Students
#5
Levin, B. (1992). Dealing with dropouts in Canadian education. Curriculum Inquiry, 22(3), 257270.
This article contains some very provocative thoughts surrounding those students who are
not successful in our Canadian educational system. The author puts forth the argument that
traditional ‘alternative’ programs simply replicate existing school structures and processes and
are not inherently different for the student than what they already experienced albeit
unsuccessfully. He proposes to have readers consider an alternative perspective named ‘second
chance’, whereby more flexible approaches are used with students with respect to the
organization, instruction, and credentialing of their programming. The author, however, gives a
bleak forecast as to the acceptance of such alternative perspectives as there is much political and
historical opposition to a new way of doing educational business. This is a great start to looking
at the whole issue of ‘at-risk’ student populations and how we should treat them in our schools.
Annotated Bibliography 42
Theme: At Risk Students
#6
Levin, B. (2004). Poverty and inner-city education. Horizons, 7(2), 45-50.
This article explains that social economic status (SES) is the single most common predictor
of attainment in school. As SES is related the income of the household in which students grow
up, those experiencing poverty are at a distinct disadvantage. Unfortunately, despite the best
efforts of schools and their staff, the outcomes for students of low SES have not been drastically
altered by a variety of intervention methods. This begs the question of needed to take a serious
look at our current interventions and examine why they are not working. The article is
interesting in that it poses more questions than it solves. It also gives a great summary of where
the education system is in Canada with respect to those students in poverty. It also gives a
summary of the various approaches to why people are in poverty and what can be done, if
anything, to remedy that.
Annotated Bibliography 43
Theme: At Risk Students
#7
Levin, B. (2004). Students At-Risk: A Review of Research. Educators’ Notebook, 15(3), 1-4.
This notebook gives a brief overview and historicity of the term ‘at-risk’. It talks about
designating learners at-risk and the pros and cons of doing so. It also examines three different
measures of risk and how they can influence ultimate student success. The article then examines
the factors that shape risk and explains that they interact in complex ways and have varying
effects. Also included is a section on steps that might reduce risk in the educational setting. This
is an interesting short primer on the area of at risk and is a good starting point for anyone doing
research in the area.
Annotated Bibliography 44
Theme: At Risk Students
#8
MacMath, S., Roberts, J., Wallace, J., & Chi, X. (2010). Curriculum integration and at-risk
students: A Canadian case study examining student learning and motivation. British Journal
of Special Education, 37(2), 87-94.
This article examines the effectiveness of using curriculum integration strategies for at-risk
learners in an applied stream classroom in Ontario, Canada. The teachers and researchers looked
at areas such as student success, student motivation, data sources, and research design. The
study did find that student learning and motivation increased with the integrated unit. The
caution must be made, however, that the sample size was small and results may not be
generalized to any extent beyond this study. A great deal of time is spent on describing and
showing how self-efficacy increased when the students worked on the integrated unit. A useful
and interesting research project conducted in a Canadian classroom.
Annotated Bibliography 45
Theme: At Risk Students
#9
Michaud-Turgeon, R. (2008). Reaching at-risk students by teaching the whole child.
Voice, 6(14), 17-20.
This article is a case study of an at-risk Aboriginal student with whom the author is
familiar. It chronicles the situation of a non-engaged learner who was often in trouble. The
article also quotes statistics surrounding Aboriginal learners and why teachers need to invest
time and energy in learning how to teach them effectively. The author puts forth the argument
that the ‘whole’ child must be taught and that effort must be made to understand cultural, racial,
and religious differences and realities in order to be successful with the student as a learner. She
does this by citing the example of the case study of the ‘at-risk’ Aboriginal student. The article
is beneficial as it also states that the author had the role of a student success teacher in a variety
of settings and it sheds some light on that particular role.
Annotated Bibliography 46
Theme: At Risk Students
#10
Pearson, G. (2010). Seven Oaks Met School builds curriculum around each student. Education
Canada, 49(5), 22-24.
This article presents a new school which opened in the fall of 2010 in the Seven Oaks
School Division. The school is called the Seven Oaks Met School and is part of a network of
schools known as Big Picture Learning. As part of its way of doing business, the school limits it
class sizes to fifteen, tailors the curriculum to the interests of its students, places students in
community internships two days a week, and keeps the same teacher advisor with the students
from grade 9 to graduation. It is a personal approach to education where an inclusive learning
environment is built around the individual not the grade level. This school is located within the
walls of Garden City High School and students spend some of their time in ‘regular’ classrooms
for specialized instruction. On Tuesdays and Thursdays, students in the Met school are out
working with mentors in business and institutions related to students’ interests. This is called
Learning Through Internships (LTI) and is an integral piece of the Big Picture Learning concept.
This is a unique school and represents a totally different way of doing schooling. It is an
informative read.
Annotated Bibliography 47
Theme: At Risk Students
#11
Robinson, N. (2004). Redefining ‘at-risk’ to meet the needs of the contemporary classroom.
Action, Criticism, & Theory for Music Education, 3(3), 1-12.
This article is valuable in that it describes the history of the term at-risk and gives the
readers some necessary background in the use of the term and how it can be used in current
educational circles. One of the difficulties of the use of the term is that it has not been
consistently defined. The traditional use of the term can be examined in the three broad contexts
of academic achievement, student motivation, and predicting risk. The contemporary thought of
at-risk involves risk factors that can lead to academic failure. These risk factors can be
categorized as social risk factors or academic risk factors. In order for teachers to be successful
for those students they must be compassionate about the student’s world and their personal
situations. The author also warns against generalizing at-risk students based on preconceived
perceptions and judgments. It is an important reminder given by the writer that educators must
remember that no child is inherently at-risk, but placed into at-risk situations by external
disadvantages. It is important to examine and focus on these patterns of school failure and look
at ameliorating the social or academic factors leading to this.
Annotated Bibliography 48
Theme: At Risk Students
#12
Sloat, E. A., Audas, R. P., & Willms, J. D. (2007). Evaluating programs for at-risk adolescents:
Toward an outcome-based assessment framework. Journal of Education for Students
Placed at Risk, 12(4), 459-476.
This article proposes a model for evaluating school and community programs serving at-risk
adolescents and a cost-effective means of comparing the progress of youth involved in at-risk
programs and those in regular programming. The article explains that there is increased pressure
on schools to demonstrate their program’s effectiveness in measureable terms. This is
problematic as agencies do not always agree on what outcomes are most important to measure
and they lack the expertise needed to develop a workable assessment framework. In order to
evaluate a program, the authors chose Partners for Youth, a community program that seeks to
improve the educational and health outcomes of youth at risk. The framework for assessment
included three major areas: personal development, social behaviour, and school outcomes. It
provides coverage of a wide range of outcomes that are considered by other at-risk agencies as
being most relevant to youth. Coupled with a large control group and ongoing outcome
assessment, the program sets out to accomplish what the authors say it can do.
Annotated Bibliography 49
Theme: At Risk Students
#13
Wotherspoon, T., & Schissel, B. (2001). The business of placing Canadian children and youth
“at-risk ". Canadian Journal of Education, 26(3), 321-339.
This article investigates the origin of the term ‘at-risk’ within the Canadian educational
context and provides some perspectives on how schools are dealing with those who are given
that designation. The definition of the term is not always taken to mean the same thing in all
jurisdictions so it must be clarified in what sense the term is being defined when it is used. This
article is interesting in that it gives a Canadian perspective and also underscores some of the
challenges that our education system faces with ‘at-risk’ students. There is discussion regarding
the Aboriginal populations and also the increasing use of certain prescription drugs including
Ritalin and Prozac. The Saskatchewan model is examined with regards to how the province has
sought to be effective with their ‘at-risk’ subgroup. This model is presented as one to strive for
as its social justice perspective treats the students more as whole beings who have a number of
ongoing issues that require more than one particular intervention.
Annotated Bibliography 50
Theme: At Risk Students
#14
Zhang, K. C. (2008). Through new lens: Young adolescent girls’ perceptions of their school
experience in an alternative education program. International Journal of Special
Education, 23(2), 96-100.
This article investigates female juvenile delinquents and at-risk girls’ perceptions of their
new school experience at a residential alternative education program in Singapore. Their views
on three key components of the alternative school are presented. There is a description of the
services offered at the school along with student characteristics. Based on the results of the
study, implications and suggestions are made with respect to the planning and implementing of
effective programming for girls involved in delinquent behaviours. The key-component areas
reported on were: experiential learning program, personal development program, and mentoring
services and support groups. The girls’ views are important for future development of the
program and the findings showed that many of the existing programs were meeting the needs
well with other areas needing improvement, namely, education, social life, relationships, bad
habits, future career, and faith. This is an interesting article with an international focus and
analysis.
Annotated Bibliography 51
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