Explore the vast range of titles available.

Radio advertorials (RA) are long advertisements broadcasted within the programming and executed by journalists to imitate editorial content. An analysis of their presence, use and characteristics confirms that journalists and radio owners are not rigorous in the application of the codes of conduct that regulate this advertising feature in Spain. This work focuses on these rules and propose a matrix of variables, such as time slot, product category, type of endorser, advertiser identification, format and copy text style, which identifies these inappropriate practices in the sample under study. The results show that RAs are more prevalent during time slots with higher audience ratings and in programmes hosted by well-known radio personalities. Also, most RAs are embedded within the editorial content of programmes and are formatted as interviews, and their copy style is informative.

We present results from a meta-analysis of 95 experimental and quasi-experimental pre-K–12 science, technology, engineering, and mathematics (STEM) professional development and curriculum programs, seeking to understand what content, activities, and formats relate to stronger student outcomes. Across rigorously conducted studies, we found an average weighted impact estimate of +0.21 standard deviations. Programs saw stronger outcomes when they helped teachers learn to use curriculum materials; focused on improving teachers’ content knowledge, pedagogical content knowledge, and/or understanding of how students learn; incorporated summer workshops; and included teacher meetings to troubleshoot and discuss classroom implementation. We discuss implications for policy and practice.

The level of journalistic resources dedicated to coverage of local politics is in a long-term decline in the US news media, with readership shifting to national outlets. We investigate whether this trend is demand- or supply-driven, exploiting a recent wave of local television station acquisitions by a conglomerate owner. Using extensive data on local news programming and viewership, we find that the ownership change led to (1) substantial increases in coverage of national politics at the expense of local politics, (2) a significant rightward shift in the ideological slant of coverage, and (3) a small decrease in viewership, all relative to the changes at other news programs airing in the same media markets. These results suggest a substantial supply-side role in the trends toward nationalization and polarization of politics news, with negative implications for accountability of local elected officials and mass polarization.

In response to policy initiatives calling for the implementation of evidence-based classroom practice, instructional coaches are frequently utilized as providers of professional development (PD). Despite the demand for instructional coaches, there is little empirical evidence that coaching improves teacher practice. We address this limitation by conceptualizing instructional coaching within a research-based framework for PD consisting of 5 key features synthesized from cross-sectional studies, longitudinal studies, and literature reviews of experimental and quasi-experimental studies: content focus, active learning, sustained duration, coherence, and collective participation. When examining understanding instructional coaching through the lens of the 5 empirically predictive elements of effective PD, the model presents itself as a powerful tool for improving teacher knowledge, skills, and practice. It is imperative that future researchers define the next set of questions to further refine the understanding of coaching and how it can and should be executed to leverage professional learning.

The aim of this meta-analysis was to investigate effects of family literacy programs on the emergent literacy skills of children from low socioeconomic status families (0-6) and to establish which program, sample, study, and measurement characteristics moderate program effects. Outcomes of 48 (quasi-) experimental studies covering 42 different programs revealed a medium average effect of Cohen's d = 0.50 on immediate posttests and a marginal average effect of Cohen's d= 0.16 on follow-up measures. Together, effects of different moderator variables indicate that children benefit from targeted programs that focus on a limited set of activities and skills and that are restricted to one (training) context. Additionally, we found larger effects in experimental studies and when researcher-developed tests were used. Our outcomes not only provide guidelines for program developers but also call for more longitudinal research that examines how positive short-term changes as a consequence of program participation can be sustained over time.

This study evaluated the effectiveness of an internet accessed training program that included Theory of Mind-based guidance, video models, visual supports, and virtual reality practice sessions in teaching appropriate job interview skills to individuals with high functioning Autism Spectrum Disorders. In a randomized study, twenty-two youth, ages 16–19, were evaluated during two employment interviews. Half received a training intervention following the initial interview and the half who served as a contrast group did not. Their performance pre and post intervention was assessed by four independent raters using a scale that included evaluation of both Content and Delivery. Results suggest that youth who completed the JobTIPS employment program demonstrated significantly more effective verbal content skills than those who did not.

Artificial intelligence (AI) education in K-12 schools is currently very popular, but educators and experts have found designing AI-related curricula a challenge. Few studies have been conducted that can inform practitioners about how to design and implement AI-related curricula, and thus sustainable approaches that can inform the planning of quality curricula are required. Teachers’ perspectives are essential in this, to make sense of emerging AI technology. Thus, this study develops a model of curriculum design that includes the four aspects of content, produce, process, and praxis. It conducts a thematic analysis of data collected from 12 K-12 schools, which includes individual interviews, teaching documents, and meeting minutes from 24 teachers. The findings thus reveal six key components: AI knowledge, AI processes, the impact of AI (content and product), student relevance, teacher-student communication, and flexibility (process and praxis). Thus, this study proposes a holistic approach to design AI K-12 curriculum.

COVID-19 disproportionally impacted the health and well-being of older adults—many of whom live with chronic conditions—due to their higher risk of dying and being hospitalized. It also created several secondary pandemics, including increased falls risk, sedentary behavior, social isolation, and physical inactivity due to limitations in mobility from lock-down policies. With falls as the leading cause of preventable death and hospitalizations, it became vital for in-person evidence-based falls prevention programs (EBFPPs) to pivot to remote delivery. In Spring 2020, many EBFPP administrators began re-designing programs for remote delivery to accommodate physical distancing guidelines necessitated by the pandemic. Transition to remote delivery was essential for older adults and persons with disabilities to access EBFPPs for staying healthy, falls and injury free, out of hospitals, and also keeping them socially engaged. We collaborated with the Administration on Community Living (ACL), the National Council on Aging (NCOA), and the National Falls Prevention Resource Center (NFPRC), for an in-depth implementation evaluation of remotely delivered EBFPPs. We examined the process of adapting and implementing four EBFPPs for remote delivery, best practices for implementing the programs remotely within the RE-AIM evaluation framework. This enhances NFPRC’s ongoing work supporting dissemination, implementation, and sustainability of EBFPPs. We purposively sampled organizations for maximum variation in organization and provider type, geographic location, and reach of underserved older populations (Black, Indigenous, or other People of Color (BIPOC), rural, disabilities). This qualitative evaluation includes provider-level data from semi-structured interviews ( N  = 22) with program administrators, staff, and leaders. The interview guide included what, why, and how adaptations were made to EBFPP interventions and implementation strategies using Wiltsey-Stirman ( 2019 ) adaptations framework (FRAME), reach, and implementation outcomes (acceptability, feasibility, fidelity, and costs; Proctor et al., 2011 ), focusing on equity to learn for whom these programs were working and opportunities to address inequities. Findings demonstrate remote EBFPPs made planned and fidelity-consistent adaptations to remote delivery in partnership with researchers and community organizations, focusing on participant safety both in program content and delivery. Supports using and accessing technology were needed for delivery sites and leaders to facilitate engagement, and improved over time. While remote EBFPP delivery has increased access to EBFPPs for some populations from the perspective of program administrator, leaders, and staff (e.g., caregivers, rural-dwellers, persons with physical disabilities), the digital divide remains a barrier in access to and comfort using technology. Remote-delivered EBFPPs were acceptable and feasible to delivery organizations and leaders, were able to be delivered with fidelity using adaptations from program developers, but were more resource intensive and costly to implement compared to in-person. This work has important implications beyond the pandemic. Remote delivery has expanded access to groups traditionally underserved by in-person programming, particularly disability communities. This work will help answer important questions about reach, accessibility, feasibility, and cost of program delivery for older adults and people with disabilities at risk for falls, those living with chronic conditions, and communities most vulnerable to disparities in access to health care, health promotion programming, and health outcomes. It will also provide critical information to funders about elements required to adapt EBFPPs proven effective in in-person settings for remote delivery with fidelity to achieve comparable outcomes.

Poor participant engagement undermines individual and public health benefits of early intervention programs. This study assessed the extent to which three types of engagement (participant enrolment, retention and involvement) were influenced by individual, program and contextual factors. Data were from a cluster randomised controlled trial (N = 1447) of a community-based parenting program, delivered at two levels of intensity (group sessions with and without individualised home coaching) conducted in Victoria, Australia. Individual (parent and family) factors and program factors were assessed by parent report and administrative records, and contextual factors by area-level population statistics. Data were analysed using multilevel logistic or linear regression models. Individual and contextual factors predicted enrolment, while family and program factors were more influential on program retention and parents’ active involvement. Provision of individualised support was important to all forms of engagement, particularly for families experiencing the greatest barriers to participation. These findings indicate that different strategies are required to effectively support families in the processes of enrolling, continuing to attend and actively participating in early intervention programs.

This study presents results from a randomized controlled trial of the Protecting Strong African American Families (ProSAAF) program, a family-centered intervention designed to promote strong couple, coparenting, and parent-child relationships in two-parent African American families. A total of 346 African American couples with an early adolescent child participated; all families lived in rural, low-income communities in the southern USA. Intent-to-treat growth curve analyses involving three waves and spanning 17 months indicated that ProSAAF participants, compared with control participants, reported greater improvements in relationship communication, confidence, satisfaction, partner support, coparenting, and parenting. More than 80% of the couples attended all six of the in-home, facilitator-led sessions; costs to implement the program averaged $1739 per family. The findings inform the ongoing debate surrounding prevention programs for low-income and ethnic minority couples.