Educational Psychology Commons^™

Appreciative Advising: Six Phases To Mitigate Stereotype Threat Among Student Athletes, Jacob Alan English, Ann Cale Kruger

Communication Sciences and Disorders Faculty Publications

Negative stereotypes are pervasive in intercollegiate athletics. The possible threat imposed by stereotypes has the ability to cause anxiety and undermine mental and physical performance. This paper explores how the perceived threat of being stereotyped may undermine athletes’ academic performance, and the potential of the Appreciative Advising theory-to-practice framework to reduce that stereotype threat.

Development Of An Instrument To Measure K-12 Teacher Demoralization In A Test-Based Accountability Context, Heather A. Carlson-Jaquez

Theses and Dissertations

The purpose of this study was to develop an instrument to measure K-12 teacher demoralization. An increasing body of literature has labeled modern education policies as having a demoralizing effect on teachers (Darling-Hammond & Rustique-Forrester, 2002; Noddings, 2004; Ryan & Brown, 2005; Nichols & Berliner, 2007; Santoro, 2011; Hargreaves, Braun, & Gebhardt, 2013). Teacher demoralization has been defined as a teacher’s “inability to access the moral rewards of teaching” (Santoro, 2011, p. 3). Data was collected from a population of K-12 educators through cognitive interviews (n=6) and a large scale data collection analyzed with a principal component analysis …

The Influence Of Writing Achievement Goals And Writing Self-Regulation On College Students’ Writing Grades, Joseph Tadlock

Theses and Dissertations

This study examined relationships between college students’ writing achievement goal orientations, writing self-regulation, and writing grades. The study was conducted in a postsecondary setting at a large public university in the mid-Atlantic region of the United States. Using multivariate quantitative techniques (confirmatory factor analysis and structural equation modeling), survey and writing sample data were gathered to address the following research questions: Do college students’ writing achievement goals relate to their writing grades; do college students’ writing achievement goals relate to their writing self-regulation; and, does writing self-regulation partially mediate the relationship between writing achievement goals and writing grades in college …

Design Thinking For The Development Of Formal Operations: A Team-Based Middle School Design Curriculum, Stephanie K. O'Dell

Theses and Dissertations

In this thesis, I propose a team-based design curriculum that aligns with the cognitive development of middle school age students. The ability to think abstractly develops at a specific time in development, according to widely accepted cognitive theory. The middle school years are the launching pad of abstract thinking. At this age, students are also primed for learning through social activity. The design process often includes abstract problem solving challenges, and working within a team structure. These ideas build a foundation for a research question—could a team-based design curriculum in middle school strengthen students’ natural cognitive development by providing opportunities …

An Investigation Of The Relationship Between The Teachers' Sense Of Efficacy Scale And Preschool Children's Literacy Outcomes: Multilevel Longitudinal Modeling And Longitudinal Measurement Invariance, Caroline J. Gooden

Theses and Dissertations--Educational, School, and Counseling Psychology

The current study examined associations between teacher characteristics and child literacy outcomes in a Kentucky preschool sample. The study also examined the psychometric properties of the Teachers’ Sense of Efficacy Scale (TSES; Tschannen-Moran & Woolfolk Hoy, 2001), a frequently used measure of teacher self-efficacy. A widely used preschool assessment instrument, Teaching Strategies GOLD^® (GOLD; Heroman, Burts, Berke, & Bickart, 2010), measured child literacy progress. Psychometric examination included confirmatory factor analyses (CFAs) and longitudinal measurement invariance (LMI) of TSES scores. Statistical analyses included longitudinal growth modeling of TSES scores and hierarchical linear modeling (HLM) of TSES and child GOLD literacy …

Development Of A Self-Efficacy Scale For Teachers Who Teach Kids With Autism Spectrum Disorder, Abigail M. A. Love

Theses and Dissertations--Educational, School, and Counseling Psychology

This study aimed to measure teachers’ self-efficacy for teaching students with autism spectrum disorder (ASD). Teacher self-efficacy refers to the belief teachers hold about their ability to affect student learning and has been shown to change teachers’ motivation, stress levels, and amount of given effort (Klassen, Tze, Betts, & Gordon, 2011). Numerous studies have dealt with the measurement of this construct and developed measures that assess teachers in different domains and populations; however, only one study (Ruble, Toland, Birdwhistell, McGrew, & Usher, 2013) has attempted to measure within the population of students with ASD. The purpose of the current study …

Aspects Of Science Engagement, Student Background, And School Characteristics: Impact On Science Achievement Of U.S. Students, Larry J. Grabau

Theses and Dissertations--Educational, School, and Counseling Psychology

Science achievement of U.S. students has lagged significantly behind other nations; educational reformers have suggested science engagement may enhance this critical measure. The 2006 Program for International Student Assessment (PISA) was science-focused and measured science achievement along with nine aspects of science engagement: science self-efficacy, science self-concept, enjoyment of science, general interest in learning science, instrumental motivation for science, future-oriented science motivation, general value of science, personal value of science, and science-related activities.

I used multilevel modeling techniques to address both aspects of science engagement and science achievement as outcome variables in the context of student background and school characteristics. …

Key Components Of Successful Sexuality Education For High Functioning Students With Autism Spectrum Disorder, Brittany Sovran Greiert

Electronic Theses and Dissertations

To date, there is very little existing research on the sexuality education of high functioning adolescents with Autism Spectrum Disorder (ASD) even though current research suggests that 1 in 68 children are diagnosed with ASD (CDC, 2014). Through group consensus of experts in ASD representing families, school-based professionals, and researchers, this study aimed to reach an agreed upon understanding of the essential components necessary in teaching high functioning students with ASD about sexuality. Using the Delphi method, expert participants responded to three iterative questionnaires and provided their opinions and recommendations on the content, delivery, and responsibilities of schools and families …

Middle School Noncognitive Development In A Sample Of Hispanic/Latino Youth, Jill E. Mcvey

Electronic Theses and Dissertations

This study examined the development of noncognitive skills in a sample of 4,769 Hispanic/Latino students as they went through middle school and the first year of high school using ACT Engage 6-9, an assessment designed to predict student outcomes by measuring students' behaviors and psychosocial attributes. The scales of Academic Discipline, Relationships with School Personnel, and Thinking before Acting were examined longitudinally through HLM analysis. The factors of gender and several indices of academic achievement were used to predict differences in students' starting scores and growth over time.

All factors related to academic achievement were significantly related to differences in …

A Meta-Analysis Of Research-Based Reading Interventions With English Language Learners, Maritza Torres

Electronic Theses and Dissertations

The Response to Intervention (RTI) model, introduced as part of the reauthorization of the Individuals with Disabilities Education Act in 2004, is a proactive process of early interventions and evidence-based instruction for all students. RTI has additional intensive and individualized interventions to prevent student underachievement, including students at risk for academic failure and culturally and linguistically diverse students (Vellutino et al., 1996; Donovan & Cross, 2002; Francis, Rivera, Lesaux, Kieffer, & Rivera, 2006; Fuchs & Fuchs, 2006; Vellutino, Scanlon, Small, & Fanuele, 2006; Al Otaiba et al., 2009). Klingner and Edwards (2006) suggest that the needs of culturally and linguistically …

A Systematic Review Of Studies Using Gettier-Type Thought Experiments, Maximilian Popiel

Electronic Theses and Dissertations

Experimental epistemologists have recently begun using Gettier-type thought experiments to test various philosophic theories. Generally speaking, these thought experiments present a justified, true belief which intuitively does not seem like knowledge. Despite the studies using this same general definition, they have exercised a myriad of different particular Gettier cases and experimental methods. Some results have been conflicting, or otherwise counter-intuitive, and interpretations of their findings have been divergent. The present study was a systematic review of these experiments, with a focus on experimental methods. Studies were compared on readability and factors effecting participant fatigue and comprehension. The results suggest that …

A Qualitative Account Of The Nature And Use Of Self-Regulated Learning (Srl) Strategies Employed By University Students, Effat Alvi, Zafar Iqbal, Fatima Masood, Tooba Batool

Australian Journal of Teacher Education

Students' conceptions of how they initiate, plan, implement and monitor self-regulated learning (SRL) strategies have practical implications for teaching and learning. This study explores the nature and use of SRL strategies employed by university students as it occurs in naturalistic settings, for example, studying in non-classroom environments. Framed within the social cognitive perspective, it focuses on a group of students from an under-researched population. Focus group interviews were used to elicit information about the nature of SRL strategies and contexts for their use. The findings reveal that students employ a range of SRL strategies, from shallow to cognitively rich and …

Front Matter

The Journal of the Assembly for Expanded Perspectives on Learning

No abstract provided.

Jaepl, Vol. 21, Winter 2015-2016, Joonna Smitherman Trapp, Brad Peters

The Journal of the Assembly for Expanded Perspectives on Learning

Essays

Fond Farewells: Judy Halden-Sullivan and Helen Walker

SPECIAL SECTION: RHETORIC AND ETHICS

John M. Duffy - Reconsidering Virtue

Lois Agnew - Why Rhetoric and Ethics? Revisiting History/Revising Pedagogy

Paula Mathieu - Being There: Mindfulness as Ethical Classroom Practice

Scott Wagar - Composition as a Spiritual Discipline

Erec Smith - Buddhism’s Pedagogical Contribution to Mindfulness

Peter H. Khost - “Alas, Not Yours to Have”: Problems with Audience in High-Stakes Writing Tests and the Promise of Felt Sense

TEACHING AND LEARNING

Sheri Rysdam & Lisa Johnson-Shull - Introducing Feedforward: Renaming and Reframing Our Repertoire for Written Response

Mark Noe - Autoethnography …

Why Rhetoric And Ethics? Revisiting History/Revising Pedagogy, Lois Agnew

The Journal of the Assembly for Expanded Perspectives on Learning

Coupling rhetoric and ethics has helped create a coherent undergraduate writing major in one of the nation’s first free-standing composition programs.

Composition As A Spiritual Discipline, Scott Wagar

The Journal of the Assembly for Expanded Perspectives on Learning

Analyzing a widely-read history of composition yields clear elements associated with the contemporary definition of spirituality.

Buddhism’S Pedagogical Contribution To Mindfulness, Erec S. Smith

The Journal of the Assembly for Expanded Perspectives on Learning

Considering the rhetorical elements in the Buddhist text “The True Aspect of All Phenomena” opens the possibility of teaching students a more mindful approach to writing.

“Alas, Not Yours To Have”: Problems With Audience In High-Stakes Writing Tests And The Promise Of Felt Sense, Peter H. Khost

The Journal of the Assembly for Expanded Perspectives on Learning

Expanding the applications of “felt sense” can help students become more aware of audience—a corrective to the a-rhetorical effects of standardized testing and the Common Core Standards.

Introducing Feedforward: Renaming And Reframing Our Repertoire For Written Response, Sheri Rysdam, Lisa Johnson-Shull

The Journal of the Assembly for Expanded Perspectives on Learning

Categorizing instructor comments on student drafts leads writing center researchers to argue for the need to reframe our professional discussion on instructor response, based on the concept of “feedforward.”

“When Do I Cross The Street?” Roberta’S Guilty Reflection, Irene A. Lietz

The Journal of the Assembly for Expanded Perspectives on Learning

Following a student’s evolving attitudes on race issues through her undergraduate years, a researcher concludes that a critical pedagogy can have long-term effects on student and instructor alike.