Education Commons^™

Examining The Relationships Between Secondary General Education Teachers' Attitudes Toward Inclusion, Professional Development, And Support From Special Education Personnel, Lynn Wogamon

Doctoral Dissertations and Projects

This correlational research study examined the relationships between secondary general education teachers' attitudes toward inclusion, hours of professional development in topics related to special education and hours of support from special education personnel addressing the needs of students with disabilities received weekly. The research also investigated whether this information could be used to predict secondary general education teachers' attitudes towards inclusion. General education teachers in six South Carolina high schools completed the Scale of Teacher Attitudes Toward Inclusive Classrooms (STATIC) and a demographic survey that asked about hours of professional development in special education topics and hours of support received …

Enhancing The Academic And Social Learning Of Irish Undergraduates Through Emotional And Social Skills Development., Aiden Carthy, Celesta Mccann, Sinead Mcgilloway, Colm Mcguinness

Articles

This paper considers the potential merits of emotional competency coaching for undergraduate students. We outline the findings from our previous work which showed, for example, that a sample of First Year undergraduate students failed to engage with coaching primarily because it was not a mandatory aspect of the curricula. An analysis of the National Framework of Qualifications (NFQ) - which details the specific learning outcomes that must be achieved by all Irish academic syllabi found that this framework makes scant reference to the development of social and emotional skills. Therefore, a revised working model of the NFQ is proposed, which …

Walking The Walk: An Educator's Perspective From All Views, Lori Desautels

Scholarship and Professional Work – Education

As an education professor, I recently decided it was time to walk the walk of my graduate and undergraduate students. I was ready to experience what happens when the educational neuroscience and the social and emotional disciplines meet head-on with real-life challenges and opportunities. So, while continuing with my courses at the University, I became a fifth grade co-teacher, joining an incredible group of educators from Washington Township, a large public school district in Indianapolis.

The Impact Of The Positive Action Program On Fourth-Grade Student Achievement And Behavior, Jennifer Mccoy

Morehead State Theses and Dissertations

An applied project submitted in partial fulfillment of the requirements for the degree of Education Specialist at Morehead State University by Jennifer McCoy on October 25, 2013.

Exploring The Role Of Social Reasoning And Self-Efficacy In The Mathematics Problem-Solving Performance Of Lower- And Higher-Income Children, Allison G. Butler

Journal of Educational Research and Practice

Research documents an income-based achievement gap in mathematics, yet children from lower-income backgrounds do not lag behind their more advantaged peers in high-level social reasoning tasks. The purpose here was to investigate whether modifying mathematics word problems to make them more socially based would impact the mathematics performance and/or mathematics self-efficacy of lower- versus higher-income children. Research questions regarding (1) the relative difficulty of symbolic equations versus word problems, (2) the impact of socially modifying word problems on children’s accuracy and self-efficacy, and (3) the relation between children’s mathematics performance and mathematics self-efficacy were explored. Participants were 164 5th graders. …

Learning And Fearing Mathematics, Sarah Buckley, Kate Reid

Dr Sarah Buckley

Findings from psychology and neuroscience can help educators to better understand the processes underlying children’s learning of, and feelings towards, mathematics. Sarah Buckley and Kate Reid explain.

Session M - From Experimental Psychology To A Science Of Learning, Ottmar Lipp, Sacha Develle

Dr Sacha DeVelle

Concurrent Session Block 3

Towards A Science Of Learning, Sacha Develle

Dr Sacha DeVelle

Recent discoveries in neuroscience, psychology and education have raised new questions about how learning takes place, emphasising the need for inter-disciplinary collaboration for a new ‘science of learning’, as Sacha DeVelle explains.

Celebrating Student Scholars: An Introduction, Maureen A. Scully, Esther Kingston-Mann

Maureen Scully

The essays in this issue of Human Architecture: Journal of the Sociology of Self-Knowledge have received awards in The Kingston-Mann Student Achievement Awards for Excellence in Diversity and Inclusion Scholarship. Written by undergraduate students who address deeply urgent and important issues, each essay possesses a clear, distinctive voice. The authors do not turn away from difficult questions and do not waffle, even when they are dealing with questions and data that are ambiguous or contradictory. Although faculty may be accustomed to academic articles rife with qualifiers, indirect points, jargon, and a limited concern for relevance, the essays included here are …

Relationships Between Motivation, Self-Efficacy, Mindsets, Attributions, And Learning Strategies: An Exploratory Study, Christopher Lackey

Theses and Dissertations

Motivation, self-efficacy, beliefs about intelligence, and attributions about academic performance all play important roles in student success. To determine the relationships between these factors and the influence of demographics upon them, an online quantitative survey was taken of college students measuring their self-perceptions of these factors. The survey was comprised of items from three existing surveys: the Motivated Strategies for Learning Questionnaire (MSLQ), the Implicit Theories of Intelligence Scale, and the Revised Causal Dimension Scale. First- and second-year students, generally at the highest risk of attrition, were targeted in order to explore whether these factors could shed light on persistence. …

"I Cannot Teach Because I Am Not Smart": Working Class Mothers’ Support For Their Children's Education In Japan, Yoko Yamamoto

2013 New England Association for Asian Studies Conference

Social class is a powerful element which predicts mothers’ support for their children’s academic development in Japan. Middle class mothers tend to hold higher educational expectations, invest in their children’s educational opportunities, and interact with the teachers more frequently than working class mothers (Stevenson & Stigler, 1992; Yamamoto, 2006). While ample evidence shows social class differences in parents’ academic support, few have examined why working class mothers are not as involved in their children’s education as middle class mothers. In order to understand the mechanisms of social class reproduction and mobility, it is critical to investigate the experiences and elements …

Self-Efficacy For Metalinguistic Control And Its Relationship To Writing Quality, Michael S. Dempsey

College of Education and Human Sciences: Dissertations, Theses, and Student Research

Currently influential models of writing processes, such as Flower and Hayes (1980) and Hayes (1996) do not attend explicitly to metalinguistics—writers’ ability to monitor and control linguistic skills. Dimensions of metalinguistic ability—metaphonology, metasyntax, metasemantics, metapragmatics, and metatext—arguably are central to the writing process and to writers’ success as they compose. The purpose of this study was to discover if a relationship existed between metalinguistic self-efficacy and (1) ratings on essays written by participants and (2) participants’ self-reported average grade on college papers. Essays were rated using two rubrics, one analytic and the other holistic, which were developed from metalinguistic constructs. …

Academic Self-Efficacy, Coping, And Academic Performance In College, Mehjabeen Khan

Student Published Works

This study serves as a pilot study for a possible future study including the same variables. The purpose of the pilot study was to find a relationship in the college academic setting between academic self-efficacy, stress coping skills, and academic performance. Sixty-six undergraduate students, 17 male and 49 female, from a university in northwestern United States participated in the study. Stress was measured using the COPE Inventory (Carver, Scheier, & Weintraub, 1989). Self-efficacy was measured using the Academic Self-Efficacy Scale (Chemers, Hu, & Garcia, 2001). Academic performance was measured using the participants’ college GPA. Academic Self-Efficacy and the Planning subscale …

Investigation Of Learning Style Preferences Of Business Students, Chen Wu, Dominick E. Fazarro

Online Journal for Workforce Education and Development

This study investigates learning style preferences of college business majors. We find they prefer the Structure learning style as defined by the Dunn and Dunn Learning Style Model (1978). Modification of instructional techniques to suit this preference generates a marginal significant increase in the performance of students in the experimental group relative to the control group as measured by their Final Course Grade Average (FCGA).

Do Interactions Between Motor And Visual Codes Facilitate Visuospatial Memory?: The Influence Of Action On Memory Performance: When Does It Help You, When Does It Hurt You, Michael Dodd

DBER Speaker Series

One of the hallmarks of human cognition is that we have a limited number of cognitive resources available and successful performance in the environment requires an appropriate number of these resources to be directed towards one's primary task. As such, it is unsurprising that when attention is divided between two tasks simultaneously, performance on each task suffers relative to if each task was done in isolation. At the same time, however, it has also been shown that when individuals process information in multiple ways (e.g. across more than one modality) that performance is enhanced. In the present talk I will …

High School To College Transition: A Profile Of The Stressors, Physical And Psychological Health Issues That Affect The First-Year On-Campus College Student, Terence Hicks, Samuel Heastie

Terence Hicks, Ph.D., Ed.D.

The purpose of this article is to provide identified stressors, physical and psychological health issues that affect first year campus college students as they transition from high school to college. The Health Behaviors, Self-Rated Health and Quality of Life (QOL) questionnaire was administered to 514 university college students. Results from this study determined that there were significant differences among student life stressors and physical and psychological health status between first-year on-campus and first-year off-campus college students. Most importantly this study documented compelling information regarding selection of roommate, poor housing, chronic and temporary diseases, injury and prescription medicine among college students …

The World Needs All Kinds Of Minds: Ted Talk Annotated Resource List, Brooke Cooper

Undergraduate Research Award

Undergraduate research award given by WKU Libraries and University Experience, Library Skills, for best annotated resource, December 3, 2013

Conference On The Future Of School Psychology, Susan C. Davies, Brooke Gosser

Counselor Education and Human Services Faculty Publications

The University of Dayton School Psychology Program recently participated in the 2012 Conference on the Future of School Psychology. This conference provided students and faculty at The University of Dayton the opportunity to participate in a national dialogue on the future of our field. This multi-site conference was jointly sponsored by the National Association of School Psychologists, Division 16 of the American Psychological Association, the Society for the Study of School Psychology, the Council of Directors of School Psychology Programs, Trainers of School Psychologists, the American Academy of School Psychology, the American Board of School Psychology, and the International School …

Development And Validation Of Pre-Service Teachers' Personal Epistemologies Of Teaching Scale (Pt-Pets), Ji Hyun Yu

Open Access Dissertations

The Internet has changed not only how we conceptualize knowledge, but also how we learn in classroom. Knowledge is not any longer transmitted from experts to non-experts, but is constructed through communication, collaboration, and integration among a network of people. In this context, teachers are expected to facilitate student-centered learning by helping students to construct knowledge through higher-order thinking rather than reproduce a series of facts. Although a growing body of research suggests that teachers' beliefs about the nature of knowledge and the process of knowing, that is personal epistemology, are related to their teaching and their students' learning, little …

The Impact Of Personal Therapy On Graduate Training In Psychology: A Consensual Qualitative Research Study, Eric Everson

Dissertations (1934 -)

While broad support exists for trainees in professional psychology who decide to seek personal therapy, surprisingly little literature has focused on their perspective of the experience of attending therapy while in training. The impact of such experiences could have important implications not only for trainees, but also for their training programs. Given the relative lack of empirical attention in this area, this study hoped to provide a rich understanding of how trainees are affected by personal therapy while in training, as well as how this experience was viewed by their graduate programs. Eleven master’s- and doctoral-level trainees were interviewed. Most …

Job Satisfaction In School Psychology Graduate Preparation: A Pilot Study, P. Dawn Tysinger, Terry D. Diamanduros, Jeffrey A. Tysinger, Christine C. Hinman

Georgia Educational Researcher

This pilot study investigated the status of job satisfaction among school psychology faculty with the hope of gaining insight in to factors that may encourage doctoral-level graduates to pursue jobs in academia. A second purpose of the study was to discover areas of improvement in job satisfaction to support current faculty members in continuing in their chosen careers. Finally, the study sought to establish the reliability of a job satisfaction instrument for use in larger-scale studies. A total of 94 school psychology faculty members in specialist-level and/or doctoral-level National Association of School Psychologists (NASP)-approved programs completed an author-designed survey. The …

Session B - Measuring Learning In Complex Environments, Michael Timms

Dr Michael J Timms

Concurrent Session Block 1

Reading In Online Environments, Juliette Mendelovits

Juliette Mendelovits

Juliette Mendelovits examines the results of an international assessment of 15-year-old students’ ability to read digital texts.

Session O - Do Boys And Girls Read Differently Online? Evidence From Pisa 2009 Digital Reading Assessment, Tom Lumley, Dara Ramalingam, Juliette Mendelovits

Juliette Mendelovits

Concurrent Session Block 3

Session P - Challenges And Opportunities For Neuroscience : How To Explain The Connection Between Socio-Cultural Practices And Cognition?, David Clarke, Hilary Hollingsworth

Dr Hilary Hollingsworth

Concurrent Session Block 3

The Associations Between Fatigue And Need For Recovery With Anxiety And Depression, Vicki Bitsika, Christopher Sharpley, Kate Morrison

Vicki Bitsika

The relative associations between fatigue and need for recovery with anxiety, depression and combined anxiety-depression, were compared in a sample of 400 students at an Australian university. Analyses were performed at total score and factor structure levels. Results showed that fatigue had a stronger association with anxiety and depression than did need for recovery. Despite some overlap between one factor from the fatigue scale with both factors from the need for recovery scale, overall data suggested that these scales (and the constructs they measured) were relatively discrete and refer to different aspects of the individual’s experience of fatigue. Implications for …

Session J - Learning And Fearing Mathematics : Insights From Psychology And Neuroscience, Sarah Buckley, Kate Reid

Dr Kate Reid

Concurrent Session Block 2

Supporting Student Self-Regulated Learning In Problem- And Project-Based Learning, Mary C. English, Anastasia Kitsantas

Interdisciplinary Journal of Problem-Based Learning

In order to be successful in problem- or project-based learning (PBL), students must take responsibility for the learning process by setting goals, monitoring, reflecting, and sustaining their motivation from the beginning of the project until the end. However, for many students, these processes do not occur naturally or easily. Therefore, the learning environment and teaching practices in PBL must be designed with intention to support students’ self-regulated learning (SRL). This paper describes specific learning environment features and teaching practices that have been shown to foster student responsibility for learning in each phase of PBL, with the purpose of providing educators …

Session J - Learning And Fearing Mathematics : Insights From Psychology And Neuroscience, Sarah Buckley, Kate Reid

Dr Sarah Buckley

Concurrent Session Block 2

From The Inside Looking Out: Andragogically Buidling A Doctor Of Andragogy Program, John A. Henschke Edd, Susan K. Isenberg Phd, Kathy Petroff

IACE Hall of Fame Repository

Developing and Implementing a Doctor of Andragogy Program andragogically provides an opportunity to 'think outside the box.' It requires congruency between talking and action, and active involvement of the learners. With many successes in the first two years, a concern emerged over the lack of interest and attendance in the initiative. Using andragogy to investigate the concern, opportunities emerged for improvement.