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Articles 31 - 34 of 34
Full-Text Articles in Entire DC Network
The Treatment Of Missing Data When Estimating Student Growth With Pre-Post Educational Accountability Data, Jason P. Kopp
The Treatment Of Missing Data When Estimating Student Growth With Pre-Post Educational Accountability Data, Jason P. Kopp
Dissertations, 2014-2019
To ensure program quality and meet accountability mandates, it is becoming increasingly important for educational institutions to show “value-added” for attending students. Value-added is often evidenced by some form of pre-post assessment, where a change in scores on a construct of interest is considered indicative of student growth. Although missing data is a common problem for these pre-post designs, missingness is rarely addressed and cases with missing data are often listwise deleted. The current study examined the mechanism underlying, and bias resulting from, missingness due to posttest nonattendance in a higher-education accountability testing context. Although data were missing for some …
In Search Of Best Practices For Multicultural Education: Empirical Evidence From The Forum Bevi Project, Mary Beth Tabit
In Search Of Best Practices For Multicultural Education: Empirical Evidence From The Forum Bevi Project, Mary Beth Tabit
Dissertations, 2014-2019
As the composition of the United States continues to become more diverse, a corresponding need exists to facilitate understanding and positive relations among individuals from different backgrounds. Although there are many reasons for intergroup tension, one substantive source of tension derives from different cultural frames of reference, influencing the ways in which humans from different racial groups understand and relate to each other. A range of interventions have been attempted to promote positive intercultural relations such as multicultural education in schools, intergroup dialogue, and transformative learning experiences. The following reviews previous literature related to effectiveness within these domains, as well …
The Beliefs, Events, And Values Inventory (Bevi): Implications And Applications For Therapeutic Assessment And Intervention, Jared Cozen
Dissertations, 2014-2019
Within the larger mental health field, practicing clinicians are faced with an overwhelming number of different therapeutic models and intervention techniques (Norcross, 2005). These approaches often employ different psychological constructs to guide clinical treatment and define therapeutic change (Henriques, 2011; Levitt, Stanley, & Frankel, 2005; Magnavita, 2010; Wachtel, 1997). However, there is a lack of current assessment measures that are both broad and flexible enough to operationally define and measure constructs from all three of the different psychotherapeutic traditions (Levitt, Stanley, Fankel, & Raina, 2005; Steele, Steele, & Murphy, 2009). Five potential common assessment factors and associated scales on the …
Understanding The Gendered Self: Implications From Ei Theory, Ei Self, And The Bevi, Christen Pendleton
Understanding The Gendered Self: Implications From Ei Theory, Ei Self, And The Bevi, Christen Pendleton
Dissertations, 2014-2019
The current study focuses on theory, data and analyses from the Forum BEVI Project (www.ibavi.org/content/featured-projects/), a national learning assessment initiative, with a particular emphasis on the “Gender Traditionalism” scale from the Beliefs, Events and Values Inventory (BEVI). Because Gender Traditionalism is central to Equilintegration Theory (EI Theory), the EI Self and the Beliefs Events and Values Inventory (BEVI), issues of definition, measurement and theory are considered with respect to this model, framework and method along with an examination of data and analyses from the BEVI, which are relevant to a deeper understanding of this construct. Results suggest that the EI …