Educational Psychology Commons^™

Trauma In The Classroom, Dr. Kaylin Coody Coody

National Youth Advocacy and Resilience Conference

When looking at recent literature, it's clear that many students currently in school have experienced various levels of trauma, negatively impacting the social, emotional and academic progress. This session will review these specifics, with attendees have an understanding of trauma and strategies to support students in need.

The Restorative Path To School District Transformation Ii, Louis L. Fletcher Phd, David Watson

National Youth Advocacy and Resilience Conference

The Director of Culture & Services and the Director of Safety & Security for a Colorado School district with 27,000 students will share tools, techniques, and experiences, which have cultivated restorative practices (RP) in their district. The presenters will discuss the effectiveness of proactive techniques, provide successful alternatives to traditional punishment, conduct a simulated restorative expulsion hearing, and highlight the district’s partnership with Teen Court.

Executive Function In The Classroom, Dr. Kaylin Coody Coody

National Youth Advocacy and Resilience Conference

Do you have students in your classroom who have difficulty with working memory, inhibitory control and cognitive flexibility? These are indicators of struggling with executive function. This session will cover the brain-implications and concrete strategies to work with students at all grade levels.

Lead With Your Heart, So You Don't Lose Your Mind, Larry S. Tomiyama

National Youth Advocacy and Resilience Conference

Using our trauma-based model I have witnessed minor and major miracles happen with students. Come hear my heart wrenching and/ many times hilarious stories I had the privilege of experiencing. Using brain based research to reinforce conclusions and recommended strategies my message reminds people why we chose to be teachers.

Promoting Resilience In Youth Through A Group Poetry And Art Making Program, Nile V. Stanley, Steffani Fletcher

National Youth Advocacy and Resilience Conference

Hope at Hand, Inc. is a North Florida nonprofit that uses therapeutic art and poetry lessons to help marginalized youth recognize and overcome circumstances that limit their successful participation in society. The presentation will demonstrate interventions informed by narrative psychological research to improve resilience through the coping strategies of (1) social competence, (2) problem-solving skills, (3) autonomy, (4) sense of purpose, and (5) life story reframing.

Moderating Role Of Attention Control In The Relationship Between Academic Distraction And Performance, V. Deepa, R. Sujatha, Hasnan Baber

Higher Learning Research Communications

Objectives: The purpose of this study is to examine the influence of social media engagement, which includes frequency of using social media platforms (FSMP) and social media involvement, on the academic distraction and academic performance of the student. The study further tests the moderating role of attention control on the relationship between academic distraction and academic performance.

Method: Data were collected from 272 students studying in universities in India. Students answered questions on the frequency of visiting social media platforms and social media involvement, components of academic distraction, and attention control. AMOS software was used to test the structural model. …

An Analysis Of The Impact And Efficacy Of Online Emotional Intelligence Coaching As A Support Mechanism For University Students, Aiden Carthy, Wyndham Chalmers, Eoghan Guiry, Philip Owende

Articles

As a consequence of the COVID-19 pandemic, many college courses have pivoted to complete online delivery and colleges are also tasked with providing student supports online. It is likely this transition will last beyond any COVID-19 specific restrictions, therefore this small-scale, exploratory study examined the efficacy and impact of the provision of a 5 week online emotional intelligence (EI) coaching programme to a cohort of Irish university students (n = 19) studying at Technological University Dublin (TU Dublin). Results revealed that the average overall level of EI increased for participants following the coaching programme. Students reported that they believed …

Psychosocial Reserve Capacity, Family Background And Selection Of An Educational Path – A Longitudinal Study From Finland, Paulyn Jean A. Claro, Leena Kristiina Koivusilta, Mari-Pauliina Vainikainen, Arja Rimpelä

Graduate School of Business Publications

Finnish students start academic or vocational track in upper secondary education at age 16 years. Track placement is based on grades, but family background and psychosocial resources may have influences. Using 2014 survey data of Grade 9 students in Helsinki Metropolitan area linked to the Joint Application Registry data as of 2017, we fitted two-level, sex-stratified, generalized structural equation models to determine how reserve capacity (academic self-efficacy and social support), family background, and the comprehensive schools predict track placement. Adjusting for the effect of grades, low reserve capacity and disadvantaged family background increased probabilities of vocational track and non-placement of …

An Analysis Of The Workforce Pipeline In School Psychology, Julie Q. Morrison, Susan C. Davies, Amity Noltemeyer

Counselor Education and Human Services Faculty Publications

A shortage of school psychologists in the USA jeopardizes the capacity of schools to meet the needs of struggling students. The aim of the study was to evaluate the progression of school psychologists through the professional preparation—to practice pipeline for attracting, preparing, and retaining school psychologists. Descriptive research methods were used to retrospectively track three annual cohorts of graduate students from eight school psychology programs as they progressed through key milestones in their preparation and early professional practice. The results indicate that a large percentage of students completed their graduate program and continued to work in the field 1-, 3-, …

A Scoping Review To Inform Care Coordination Strategies For Youth With Traumatic Brain Injuries: Care Coordination Personnel, Cara Palusak, Brandy Shook, Susan C. Davies, Jennifer P. Lundine

Counselor Education and Human Services Faculty Publications

Introduction & Importance: Effective, patient-centered care coordination has been shown to improve outcomes for children with special healthcare needs (CSHCN), who often have complex, long-term involvement with multiple service providers. Traumatic brain injury (TBI) can result in long-term physical, intellectual, social, and emotional disabilities that persist long after acute treatment. Yet, even though it is a chronic condition, TBI remains an area with scarce standardization and research surrounding the complex, long-term care coordination need in this population. The purpose of this scoping review is to summarize current research on outcomes in CSHCN after implementation of care coordinators, whether individual or …

Care Coordination For Children With Special Health Care Needs: A Scoping Review To Inform Strategies For Students With Traumatic Brain Injuries, Susan C. Davies, Jennifer P. Lundine, Ann F. Justice

Counselor Education and Human Services Faculty Publications

BACKGROUND: Chronic and complex medical issues, including traumatic brain injuries (TBIs), have significant educational implications. The purpose of this study was to identify and summarize the literature on care coordination strategies among health care professionals, educators, and caregivers for children with special health care needs (CSHCN). Clarifying factors that influence care coordination for CSHCN can inform future studies on care coordination for students with TBI. Improved understanding of these factors may lead to better communication, reduction of unmet needs, more efficient service access, and improved long-term outcomes for children.

METHODS A scoping review was conducted, guided by PRISMA-ScR methodology. Five …

Teacher Perception Of Implicit Mindset And Its Influence On Math Instruction In Elementary Classrooms, Danielle E. Tamke

Education Doctorate Dissertations

Math achievement is frequently measured by various assessments. These assessments are then used to determine student and school success, often leading to high stakes decision making. Therefore, it is important to understand ways in which educators can improve student math achievement. Students with a growth mindset, as defined by Dweck (2006), exhibit higher math achievement than students with fixed mindsets. Additionally, teaching practices predict and influence the development of student mindsets. Therefore, one way to improve student math achievement may be through understanding the impact, as well as proper and consistent implementation of growth mindset instructional practices. This qualitative phenomenological …

A Conceptual Replication Of Survey Research On Study Strategies In A Diverse, Non-Weird Student Population., Roberta Ekuni, Bruno Miguel Nogueira De Souza, Pooja K. Agarwal, Sabine Pompeia

Faculty Works

In survey research from western, educated, industrialized, rich, and democratic (WEIRD) populations, students report predominantly studying by rereading, highlighting, and summarizing, which are generally inefficient for long-term learning. It is unknown, however, whether, and to what extent diversity, in the form of cultural context, socioeconomic status (SES) and sex, affect choice of study technique. In this exploratory study, we investigated the frequency of use of 10 common study strategies used by WEIRD students in a sample of respondents (N=795) from a developing country (Brazil). We also examined if SES and sex influenced study choices. A similar pattern of study strategy …

Adverse Childhood Experiences And Resilience In Medical School Students: A Scope Of Medical Literature, Andrea Soto Abarca, Yvette Cortino, Juan C. Lopez-Alvarenga, Maya Guevara

MEDI 9331 Scholarly Activities Clinical Years

Background: Adverse childhood experiences (ACEs) represent certain types of childhood trauma that are associated with long-term negative effects on health and wellbeing. The elevated number of ACEs can lead to depression, suicidality, alcoholism, and substance use. Factors that can protect a person from increased health risks include resilience, which is broadly defined as the ability to overcome challenges or bounce back from adversity. Few studies have analyzed the exposure of ACEs in medical students, however, there has been extensive literature on how low levels of resilience are linked to higher rates of depression, fatigue, and burnout among medical students. …

Current State Of Inclusion Education: A Cross-State Analysis Of Compliance, Teacher Certification, And Students With Disabilities Academic Outcomes, Emily Rose Winters

Doctoral Dissertations and Projects

Since passage of the Individuals with Disabilities Education Act (IDEA) there has been a legal requirement to provide students with disabilities the most inclusive education possible (Winchell et al., 2018) while Every Student Succeeds Act of 2015 requires that education be delivered by highly qualified teachers. Despite this, there have been minimal parameters set by the federal government in relation to inclusion education implementation or what constitutes a highly qualified teacher leading to significant variance in state inclusion education methods (Westling, 2019) and requirements for initial teaching certification or licensure (United States Department of Education, 2019; Youngs et al., 2003). …

Social Justice Leadership: Coming To Know Another Possibility Through Autoethnography, Jacob D. Skousen

Educational Psychology, Leadership, and Higher Education Faculty Research

Traditional notions of learning, teaching, schooling, and leading, contribute to the inequity and injustice found in schools. In this study, autoethnography was used as a process and product to explore one leader’s journey opening and leading a new “alternative” school as the school’s principal. These experiences create the backdrop of a larger narrative about public schooling and leadership. The findings, expressed through narrative, demonstrate that schools do not have to beget oppression, and school practices, framed in social justice, can create the needed environment and culture to develop liberatory praxis.

Using Color With Care: An Exploration Of The Application Of Psychological Color Theory Within Language Classrooms, Mackenzie Wisneski

Research in the Capitol

In this ongoing project, I explore the application of color and emotion within the field of Teaching English to Speakers of Other Languages (TESOL). Developing practices that strengthen color and emotion is beneficial for the psychological regulation of those within any environment (Güneş & Olguntürk, 2020), and is especially beneficial for emergent bilingual students. These learners are disproportionately exposed to additional academic, emotional, socio-economic, and cultural challenges both within and outside of the classroom (Benesch, 2012; Beyer, 2017; Heineke & Vera, 2021). These findings suggest that color may be used as a social-emotional tool to facilitate language acquisition and learning. …

Learning Through Play At School: A Framework For Policy And Practice, Rachel Parker, Bo Stjerne Thomsen, Amy Berry

Student learning processes

Learning through play has emerged as an important strategy to promote student engagement, inclusion, and holistic skills development beyond the preschool years. Policy makers, researchers and educators have promoted the notion that learning though play is developmentally appropriate - as it leverages school-age children’s innate curiosity while easing the often difficult transition from preschool to school. However, there is a dearth of evidence and practical guidance on how learning through play can be employed effectively in the formal school context, and the conditions that support success. This paper addresses the disconnect between policy, research and practice by presenting a range …

The Impact Of Teachers’ Treatment Fidelity To The Good Behavior Game On Problem Behaviors Exhibited Within A Self-Contained Classroom Setting, Jennifer M. Hodnett

USF Tampa Graduate Theses and Dissertations

Challenging behavior in the context of education poses a number of significant issues for students and teachers, alike. Students who engage in significant challenging behaviors face poor educational outcomes and interpersonal conflict with peers. Educators must balance curriculum responsibilities and administrative duties while also addressing behavioral concerns that arise. Additionally, most educators are provided limited, if any specific training on the use of behavioral interventions. The proposed study aims to examine a classwide, behavioral intervention, the Good Behavior Game (GBG) and its utility in addressing challenging behaviors while informing research questions relevant to efficient practices for training educators.

The Effect Of Using The Gamification Strategy On Academic Achievement And Motivation Towards Learning Problem-Solving Skills In Computer And Information Technology Course Among Tenth Grade Female Students, Mazyunah Almutairi, Prof. Ahmad Almassaad

International Journal for Research in Education

Abstract

This study aimed to identify the effect of using the gamification strategy on academic achievement and motivation towards learning problem-solving skills in computer and information technology course. A quasi-experimental method was adopted. The study population included tenth-grade female students in Al-Badi’ah schools in Riyadh. The sample consisted of 54 students divided into two equal groups: control group and experimental group. The study tools comprised an achievement test and the motivation scale. The results showed that there were statistically significant differences between the two groups in the academic achievement test in favor of the experimental group, with a large effect …