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The time has come for debunking ADHD and exposing how this invented disorder created to drug children that does not exist. Despite unanimous agreement that no test exists to identify ADHD, 6.4 million American children are labeled with ADHD. To make matters worse, approximately two-thirds of those children diagnosed with ADHD are prescribed drugs with many dangerous side effects, which include more serious mental disorders and death. After six decades of marketing stimulants and scaring parents into thinking something is seriously wrong with their highly creative, energetic, and communicative children, ADHD drug manufacturers still claim they have no idea what ADHD drugs actually do to children's brains. They make such claims when research shows ADHD drugs cause permanent brain damage in lab animals. How can children dream about achieving greatness, reach their full potenial, and release their creative imagination when they are drugged every day, year after year, to do the opposite? -- This book provides adults with the evidence to say no to ADHD, the help they need to raise slightly annoying children, and 10 Reasons to Stop Drugging Kids for Acting Like Kids! -- Book Cover

BackgroundTo inform STEM education for benefiting emerging bilingual (EB) and English fluent (EF) students, the present study evaluated the order effects of integrating science and arts within a large-scale, ongoing effort investigating the efficacies of Next Generation Science Standards (NGSS)-aligned Science Technology, Engineering, and Math (STEM) methodologies to provide more equitable opportunities to students to learn science through Arts integration (STEAM). The experiment examines the curriculum integrating order of implementing combinations of STEM and STEAM approaches in fifth grade life and physical science instruction, comparing (STEM → STEAM) vs (STEAM → STEM).ResultsT tests and a three-way between-groups analysis of covariance examined the impact of instructional order, language fluency, and teachers’ implementation fidelity. Findings indicate similar results in life and physical sciences, in which the STEAM first approach produced significantly higher science learning gains for both EF and EB students, revealing some higher learning gains for EF students, but with greater STEAM first order effect advantages for EB students overall. While EF students show higher learning gain scores in the high fidelity classrooms, the advantage of the STEAM first order is greater for EB students in all classroom fidelity levels and even within low to moderate implementation fidelity classrooms, as may commonly occur, such that the integration order of STEAM before STEM strategy is particularly advantageous to EB learners.ConclusionsThe integration pattern of leading with STEAM and following with STEM offers an important opportunity to learn for EB students, and increases equity in opportunities to learn among EB and EF learners of science. Both EB and EF students benefit similarly and significantly in high fidelity implementation classrooms. However, the gains for EF students are not significant in low fidelity implementation classrooms, while in such low fidelity implementation classrooms, the EB students still benefited significantly despite the poor implementation. These results suggest that a strong compensating STEAM first order effect advantage is possibly involved in the implementation system for the EB population of learners. Teaching science through the arts with STEAM lessons is an effective approach that can be significantly improved through introducing STEM units with the STEAM first order effect advantage.

\"This comprehensive guide to school improvement outlines the steps for identifying, collecting, analyzing, and using data as a basis for making instructional and schoolwide decisions\"-- Provided by publisher.

This article presents the case for prosocial education as: 1) being the right of every student, parent, and teacher; 2) providing a systemic evidence-based process designed to enhance school attachment, promote social development, and increase academic success; and 3) offering a necessary foundation for effective educational policy. We develop the idea of prosocial education in the context of U.S. education and its challenges; however, we also show how it can be a useful framework to organize school improvement efforts in different nations as well as to inform educational policy for any nation. We illustrate how helping educators create positive, stimulating classrooms and schools, and effectively integrate prosocial ideas into daily practices, develops students physically, socially, behaviorally, ethically, emotionally, and intellectually, providing the competencies essential to become citizens committed to contributing to the common good.

Handbook of Prosocial Education is the definitive theoretical, practical, and policy guide to the prosocial side of education, the necessary second side of the educational coin. Academic teaching and learning are the first side of education; however, academic success depends upon the structures and support of prosocial educational efforts from promoting positive school climate to fostering student and teacher development to civic literacy and responsible and critical citizenship participation. The Handbook of Prosocial Education chapters, written by highly-respected researchers and outstanding educators, represent the wide range of research-based prosocial interventions from pre-school through high school. The chapters explore and explain how prosocial education helps teachers create effective classroom learning environments to support the development of the whole student, principals encourage positive school climate, and superintendents work to improve the health and well-being of their systems. As readers will learn, when done well, prosocial education develops the capacities and competencies of students, teachers, and school administrators that lead to a more autonomous, positive self-concept, greater sense of purpose, more socially responsible behaviors, and increased connections between families, schools, and communities. This book pulls together in one place for the first time the various threads that create the prosocial education tapestry, making a compelling case for the necessity of changing national educational policy that continues to be ever-more oriented to only the academic side of the educational coin, thus jeopardizing the foundational and historic purpose of educating our children for their full human development and participation in our democracy.

This article presents the case for prosocial education as: 1) being the right of every student, parent, and teacher; 2) providing a systemic evidence-based process designed to enhance school attachment, promote social development, and increase academic success; and 3) offering a necessary foundation for effective educational policy. We develop the idea of prosocial education in the context of U.S. education and its challenges; however, we also show how it can be a useful framework to organize school improvement efforts in different nations as well as to inform educational policy for any nation. We illustrate how helping educators create positive, stimulating classrooms and schools, and effectively integrate prosocial ideas into daily practices, develops students physically, socially, behaviorally, ethically, emotionally, and intellectually, providing the competencies essential to become citizens committed to contributing to the common good. [PUBLICATION ABSTRACT]

This study highlights the efforts of a U.S. Department of Education's Office of Safe and Drug Free Schools Partnerships in Character Education Program grant awarded to an Appalachian region state education agency to study the effect of the integration of character education models into rural schools. More specifically, this study focuses on data collected regarding the role of students' trust in teachers to the instructional and developmental process. The participants from this study were recruited from four rural schools (2 middle schools and 2 high schools). The student participants recruited at the middle/high school level consist of 151 males (42%) and 199 females (55%) for a combined N = 3 66 (14 nonreports). Post hoc correlation analysis identifies numerous positive significant relationships between students' self-reported levels of trust in teacher and students' perceptions of one's own character, educational attitudes and school climate. (Contains 6 tables.)

Currently, the U.S. Department of Education’s Office of Safe and Drug Free Schools Partnerships in Character Education Program provides funds to approximately 50 experimental (or quasi-experimental) efforts that are investigating the effects of character education in relation to academic achievement and other education-related variables. This study highlights the importance of the baseline measurements in the assessment of one such grant awarded to an Appalachian region state education agency to study the effect of the integration of character education models into rural schools. The participants from this study were recruited from 8 rural schools selected through a matched random sampling technique. Four were randomly assigned to be control schools, and 4 were randomly assigned to develop and implement an intervention process model rich in character education. The student participants recruited at the middle/high school level consist of 151 males (42%) and 199 females (55%) for a combined N = 366. The participants recruited at the elementary level consist of 61 males (52%) and 56 females (48%) for a combined N = 124. This study investigates how character was defined using a multidimensional approach. Baseline MANOVAs identified significant differences between the control and experimental schools. Post hoc analyses suggest that when a student’s self-reported levels of character, educational attitudes, as well as views of school climate increase, theoretically so will one’s academic achievement.

Normalizing disparate data types, integrating proprietary technology, and orchestrating the entire project are efforts often requiring highly experienced IT vendors accustomed to meeting the complex compliance needs of the public sector. 3. Unlike most assessment systems, VitalChild's cloud-based solution offers on demand automated reporting, case management technology, and instant access to assessments tools and management forms-all connected to portable individual youth portfolios and facility performance reports. Michael W. Corrigan, EdD, an Associate Professor at Marshall University, is the co-founder of Multi-Dimensional Education, Inc. Working in partnership with Helix Business Solutions, he developed the VitalChild's MDYA360 Outcomes Monitoring System, powered by Oracle Service Cloud.

Past social science research has theorized the importance of community in the development process of youth (Bruner, 1985; Cruz, 1987; Dasen, 1977; Dewey, 1983; Patterson, 1992; Piaget, 1969; Putnam, 2000; Vygotsky, 1978). Many proponents of community believe that youth who are more integrated or engaged within one's community are more socially adapted and less likely to place apathetic attributions towards education. However, recently, few have measured quantitatively the role of one's connection to community and how it relates to the instructional setting. Therefore, this research focused on the development, validation, and the educational utility of a quantitative-based scale created to measure (more easily) a youth's level of interpersonal community engagement. The participants were 200 college students who completed a multiple scale survey while enrolled in an introductory communication studies course at a large mid-Atlantic university. The mean age of the sample was 22 with a range from 18 to 53. Furthermore, the sample was 45% female (n = 89) and 55% male (n = 111). Pearson's correlation and multiple regression supported scale validity, and identified numerous significant relationships between interpersonal community engagement, learner empowerment, motivation to learn, trust in teachers, and one's activity level in school and community. Such findings were assuring to proponents of community and its critical role in instructional communication, and the development of our youth.