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Articles 1 - 11 of 11
Full-Text Articles in Education
Supervisor Self-Disclosure: Supervisees' Experiences And Perspectives, Sarah Knox, Lisa Edwards, Shirley A. Hess, Clara E. Hill
Supervisor Self-Disclosure: Supervisees' Experiences And Perspectives, Sarah Knox, Lisa Edwards, Shirley A. Hess, Clara E. Hill
College of Education Faculty Research and Publications
Twelve graduate-level supervisees were interviewed regarding their experiences of supervisor self-disclosure (SRSD); data were analyzed using consensual qualitative research. When describing a specific SRSD experience, supervisees reported a range of antecedents (e.g., difficult clinical situation, self-doubt, tension in supervision relationship) followed by supervisor disclosures about clinical experiences or personal information. Supervisees perceived that their supervisors disclosed primarily to normalize, but also to build rapport and to instruct. The SRSDs had mostly positive effects (e.g., normalization), though some negative effects (e.g., deleterious impact on supervision relationship) were reported. Implications of these findings for supervision, training, and research are addressed.
Diane Ravitch Revised?, Robert Lowe
Diane Ravitch Revised?, Robert Lowe
College of Education Faculty Research and Publications
Long associated with conservative views on education, Diane Ravitch recently has won wide acclaim from educators and others who do not identify with conservatism. The publication of The Death and Life of the Great American School System has been central to her newfound popularity because it is an effective critique of the market-based reforms she previously championed and because it defends both public schools and their teachers. As attractive as these stances are to defenders of public education, Ravitch’s book offers little evidence that she has backed away from an underlying conservatism that is complacent about inequalities inside and outside …
Examining The Content Of Mental Health Intake Assessments From A Biopsychosocial Perspective, Lari Meyer, Timothy P. Melchert
Examining The Content Of Mental Health Intake Assessments From A Biopsychosocial Perspective, Lari Meyer, Timothy P. Melchert
College of Education Faculty Research and Publications
Psychotherapists’ approach to intake assessment has a major impact on mental health case conceptualization and treatment. Despite the importance of this issue, very little is known about the actual intake assessment practices of therapists providing mental health care in the community. This appears to be the first study that has investigated which aspects of biological, psychological, and sociocultural functioning are documented by therapists in their client intake assessments, how thoroughly these issues are assessed, and how well the information collected is then integrated into the assessment findings and case conceptualization. The examination of 163 client files from 3 mental health …
Enhancing Undergraduate Education: Examining Faculty Experiences During Their First Year In A Residential College And Exploring The Implications For Student Affairs Professionals, Jody Jessup-Anger, Matthew R. Wawrzynski, Christina W. Yao
Enhancing Undergraduate Education: Examining Faculty Experiences During Their First Year In A Residential College And Exploring The Implications For Student Affairs Professionals, Jody Jessup-Anger, Matthew R. Wawrzynski, Christina W. Yao
College of Education Faculty Research and Publications
The article discusses the results of a study on the experiences and insights of faculty members in a new residential college. The researchers used a constructivist, case study method to determine how faculty made meaning of their experiences in a residential college at a major, land-grant research university in the Midwest U.S. The findings of the study indicate that the residential college environment did not ameliorate the time pressures experienced by faculty.
A Pilot Study Of Pedestrians With Visual Impairments Detecting Traffic Gaps And Surges Containing Hybrid Vehicles, Robert Wall Emerson, Koorosh Naghshineh, Julie Hapeman, William Wiener
A Pilot Study Of Pedestrians With Visual Impairments Detecting Traffic Gaps And Surges Containing Hybrid Vehicles, Robert Wall Emerson, Koorosh Naghshineh, Julie Hapeman, William Wiener
College of Education Faculty Research and Publications
The increasing number of hybrid and quiet internal combustion engine vehicles may impact the travel abilities of pedestrians who are blind. Pedestrians who rely on auditory cues for structuring their travel may face challenges in making crossing decisions in the presence of quiet vehicles. This article describes results of initial studies looking at the crossing decisions of pedestrians who are blind at an uncontrolled crossing (no traffic control) and a light controlled intersection. The presence of hybrid vehicles was a factor in each situation. At the uncontrolled crossing, Toyota hybrids were most difficult to detect but crossing decisions were made …
Positive And Problematic Dissertation Experiences: The Faculty Perspective, Sarah Knox, Alan W. Burkard, Julie K. Janecek, Nathan Pruitt, Shauna Elizabeth Fuller, Clara E. Hill
Positive And Problematic Dissertation Experiences: The Faculty Perspective, Sarah Knox, Alan W. Burkard, Julie K. Janecek, Nathan Pruitt, Shauna Elizabeth Fuller, Clara E. Hill
College of Education Faculty Research and Publications
We interviewed 14 clinical and counseling psychology faculty regarding their experiences chairing positive and problematic dissertations. Data were analyzed using consensual qualitative research (CQR). Participants reported that advisors’ roles involved guiding/facilitating dissertations and helping students shape research ideas; students’ roles included taking responsibility, working independently, and maintaining good relationships with the chair/committee. With positive dissertation experiences, chairs and students collaborated before the dissertation, worked together well during the dissertation, and students began the dissertation feeling competent and motivated; such dissertations positively affected participants. Problematic dissertation experiences evinced difficult relationships between chair and student, and students’ low research capability; such dissertations …
Content Analysis Of Acculturation Research In Counseling And Counseling Psychology: A 22-Year Review, Eunju Yoon, Kimberly Langrehr, Lee Za Ong
Content Analysis Of Acculturation Research In Counseling And Counseling Psychology: A 22-Year Review, Eunju Yoon, Kimberly Langrehr, Lee Za Ong
College of Education Faculty Research and Publications
The authors conducted a 22-year (1988–2009) content analysis of quantitative empirical research that included acculturation and/or enculturation as a study variable(s). A total of 138 studies in 134 articles were systematically evaluated from 5 major American Psychological Association and American Counseling Association journals in counseling and counseling psychology, including Journal of Counseling Psychology, The Counseling Psychologist, Journal of Counseling and Development, Journal of Multicultural Counseling and Development, and Cultural Diversity and Ethnic Minority Psychology. To guide the analysis, the authors conceptualized acculturation/enculturation as a “bilinear” (i.e., developing cultural orientations to both majority and ethnic cultures) and “multidimensional” (i.e., across …
Review Of Organizing Schools For Improvement, Martin Scanlan
Review Of Organizing Schools For Improvement, Martin Scanlan
College of Education Faculty Research and Publications
What are the necessary and sufficient ingredients that lead to substantial improvement in student learning in urban schools? How do they work together? What happens if one of these necessary components is missing? Organizing Schools for Improvement (Bryk, Sebring, Allensworth, Luppescu, & Easton, 2009) is an ambitious work that both raises these big questions and addresses them with aplomb. As inequities in educational opportunities persist (Borman & Dowling, 2010), transforming education, particular public urban schooling, remains a vexing and urgent problem. In recent decades public discourse regarding addressing this has swelled, but policies promising transformation have proven ineffectual (Ravitch, 2010a, …
What’S The Point?: An Exploration Of Students’ Motivation To Learn In A First-Year Seminar, Jody E. Jessup-Anger
What’S The Point?: An Exploration Of Students’ Motivation To Learn In A First-Year Seminar, Jody E. Jessup-Anger
College of Education Faculty Research and Publications
This qualitative case study explores how undergraduate students and their instructor made meaning of students’ motivation to learn in a one-credit, pass/fail first-year seminar. The findings point to the importance of addressing structural motivational barriers and ensuring that instructors possess the instructional, motivational, and developmental strategies necessary to foster motivation.
Selecting Ell Textbooks: A Content Analysis Of Language-Teaching Models, Jeffrey Labelle
Selecting Ell Textbooks: A Content Analysis Of Language-Teaching Models, Jeffrey Labelle
College of Education Faculty Research and Publications
Many middle school teachers lack adequate criteria to critically select materials that represent a variety of L2 teaching models. This study analyzes the illustrated and written content of 33 ELL textbooks to determine the range of L2 teaching models represented. The researchers asked to what extent do middle school ELL texts depict frequency and variation of language-teaching models in illustrations and written texts. Using content analysis, they measured the range of depiction of the 4 language-teaching models and concluded that 4 of the 33 textbooks had considerable to extensive frequency and variation of L2 teaching models
Organizational Learning In Schools Pursuing Social Justice: Fostering Educational Entrepreneurship And Boundary Spanning, Martin Scanlan
Organizational Learning In Schools Pursuing Social Justice: Fostering Educational Entrepreneurship And Boundary Spanning, Martin Scanlan
College of Education Faculty Research and Publications
The field of socially just educational leadership is focused on promoting improvements in the teaching and learning environment as demonstrated by student learning gains, particularly for traditionally marginalized students. The field has identified priorities (i.e., school improvement, democratic community, and social justice) and steps to pursue these priorities (specific strategies school leaders can take and conditions they can foster). Building on this literature, this article examines organizational learning in school communities that claim to be pursuing these priorities. It argues that organizational learning is a lens for socially just educational leaders to link theory with practice and to shift their …