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The purpose of this paper is to provide an empirical comparison of two measures of school success – a value‐added assessment system and the federally‐mandated system of adequate yearly progress (AYP) – to identify highly effective urban schools in the USA and to explore the predictive relationship between evidence‐based decision‐making and school improvement.

A total of 204 urban schools with 6,684 teachers and 149,665 students in grades 1 through 10 participated in the study. Data included teacher survey and students’ standardized reading and math scores from 2002 through 2005. Analyses included factor analysis, growth modeling, and multiple logistic regression analyses.

AYP status was strongly predicted by student and school demographics rather than by organizational climate and instructional practices. In contrast, school growth as measured by the district's value‐added assessment system was unrelated to the demographics of the student population and related strongly to specific school practices. Specifically, high growth schools exhibited strong evidence‐based decision‐making practice where teachers used the district's benchmark assessment to reflect on instructional practice, used the core curriculum to guide instruction, and received frequent and high quality professional development on reading and math instruction.

As states gravitate away from relying on AYP status as a measure of school success, districts will benefit from integrating measures of growth and using school data management systems that integrate benchmark assessment capabilities and provide teachers with the training and tools needed to use the information in their daily practice.

This study provides a direct comparison of evaluation models using a variety of current methods within a single district that has played a central and highly‐visible role in the education reform movement in the USA.

This study aims to investigate student mentors' perceptions of peer mentor relationships in a health professions education program.

The design uses embodied hermeneutic phenomenology. The data comprise 10 participant interviews and visual “body maps” produced in response to guided questions.

The findings about student mentors' perceptions of peer mentor relationships include a core theme of nurturing a trusting learning community and five related themes of attunement to mentees, commonality of experiences, friends with boundaries, reciprocity in learning and varied learning spaces.

The study contributes original insights by highlighting complexity, shifting boundaries, liminality, embodied social understanding and trusting intersubjective relations as key considerations in student peer mentor relationships.

Greater parental monitoring is commonly associated with reduced delinquent behavior in adolescents, yet less is known about the extent to which parental monitoring behavior changes after a child is arrested for the first time. The present study examines the extent to which mothers’ monitoring behaviors (i.e., parental monitoring knowledge and effort) change in association with juvenile recidivism after their sons’ first arrest, operationalized through both youth-reported recidivism and official re-arrest records. Mother–son dyads (total N = 634) across three states were interviewed in two waves over 30 months following the youth’s first arrest. Mothers who reported both more monitoring knowledge and effort at Wave 1 had sons who self-reported less recidivism and were less likely to be re-arrested at Wave 2. Repeated sons’ re-arrests were associated with a change in mothers’ monitoring behavior, as both parental knowledge and parental effort significantly increased from Wave 1 to Wave 2 when youth have been re-arrested more than once, relative to youth who had never been re-arrested. No change in monitoring behaviors were observed in association with youth-reported recidivism, and mothers who stated an intention to change their monitoring habits at Wave 1 did not necessarily do so by Wave 2. The findings point to the ability of parents to modulate their monitoring behavior to respond to chronic juvenile offending. This provide an opportunity for practitioners to work with parents to improve their monitoring skills, to ensure rehabilitative gains that result from justice system intervention are maintained in the home via parental monitoring.

By the end of this chapter, you should be able to demonstrate an understanding of:

The theories of diffusion.

Diffusion and social movements.

Diffusion and the #MeToo campaign.

This paper aims to investigate the experience of darkness on people’s evaluation of humorous taboo-themed ads and their willingness to share these ads digitally with others.

Multiple studies are conducted to demonstrate the connection between darkness and humor. Another experiment was conducted to investigate people’s willingness to share taboo-themed ads.

The results demonstrate that people in dark settings (vs light) found controversial, taboo-themed ads to be more humorous. Three studies demonstrate that people in the dark (vs light) condition found taboo-themed ads to be more humorous. More importantly, despite finding taboo-themed ads to be more humorous, people in dark settings (vs light) were less inclined to share these ads on social media platforms.

When using humorous taboo-themed ads, advertisers are encouraged to show these ads in dark settings. If the physical environment is uncontrollable, marketers may still benefit by cueing consumers about darkness (e.g. through their products) or reminding them of nightly activities which may also yield similar effects. However, the cautionary tale is that, although people in the dark may enjoy these ads, they may not be willing to share it with others.

Marketers utilize taboo-themed ads to increase consumer interest. Despite its controversial content, darkness enhances people’s evaluation toward these taboo-themed ads. However, if one of the goals of advertisers is to create an ad that is amenable to sharing, developing a humorous taboo-themed ad may not be the most rewarding strategy.

Most research on posttraumatic stress disorder (PTSD) and offending has been conducted with special populations (e.g. veterans and female inmates) and generally overlooks the additive effect of panic disorder (PD) in offending patterns. The purpose of this paper is to assess the prevalence of PTSD and PD among jail inmates, while simultaneously examining the relationships between these disorders, offending types and frequency.

A random sample of adults recently booked into a local county jail participated in the Comprehensive Addictions and Psychological Evaluation-5 (CAAPE-5), a structured psychological assessment. The study sample was comprised of 200 male and 83 female inmates.

Indications of PTSD were observed among 44.0 percent of male inmates and 57.8 percent of female inmates. Most male inmates (78.4 percent) with positive PTSD indications also met criteria for PD, with a similar proportion (78.1 percent) of female inmates also meeting criteria for both. The combination of PTSD and PD was not associated with offending frequency, but inmates presenting indications of both PTSD and PD were more likely to be charged with a violent offense relative to those with only PTSD.

Inmates with PTSD who also have panic attacks may have a more severe condition with possible implications for other risks. Observations of these conditions among adults recently booked into local jails should coincide with each other.

Few studies have examined mental health conditions among local jail detainees, despite the ever-present need to address them. The current study considers this important population and investigates the prevalence of co-occurring conditions.