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Educational Psychology

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Full-Text Articles in Education

Above-Level Test Item Functioning Across Examinee Age Groups, Russell Warne, Kristine Doty, Anne Marie Malbica, Victor Angeles, Scott Innes, Jared Hall, Kelli Masterson-Nixon Jan 2016

Above-Level Test Item Functioning Across Examinee Age Groups, Russell Warne, Kristine Doty, Anne Marie Malbica, Victor Angeles, Scott Innes, Jared Hall, Kelli Masterson-Nixon

Russell T Warne

Above-level testing (also called above-grade testing, out-of-level testing, and off-level testing) is the practice of administering to a child a test that is designed for an examinee population that is older or in a more advanced grade. Above-level testing is frequently used to help educators design educational interventions for gifted children, especially those who may be candidates for grade skipping or Talent Search programs. However, little research has been conducted on how test items function when administered to a younger population, despite professional standards that require examiners to gather validity evidence when administering a test for a new population. In ...


Five Reasons To Put The G Back Into Giftedness: An Argument For Applying The Cattell–Horn–Carroll Theory Of Intelligence To Gifted Education Research And Practice, Russell Warne Dec 2015

Five Reasons To Put The G Back Into Giftedness: An Argument For Applying The Cattell–Horn–Carroll Theory Of Intelligence To Gifted Education Research And Practice, Russell Warne

Russell T Warne

Human intelligence (also called general intelligence, g, or Spearman’s g) is a highly useful psychological construct. Yet, since the middle of the 20th century, gifted education researchers have been reluctant to discuss human intelligence. The purpose of this article is to persuade gifted education researchers and practitioners to reincorporate modern human intelligence theory (as expressed in Cattell–Horn–Carroll, or CHC, theory) and research into their work on gifted children. There are five reasons to make intelligence part of gifted education research: (a) intelligence is one of the best studied constructs in psychology; (b) educators know more about how ...


Latino Language Minority Students In Indiana: Trends, Conditions, And Challenges. Special Report, Bradley Levinson, Katie Bucher, Lauren Harvey, Rebecca Martinez, Becky Perez, Russell Skiba, Bryn Harris, Peter Cowen, Choong-Guen Chung Sep 2015

Latino Language Minority Students In Indiana: Trends, Conditions, And Challenges. Special Report, Bradley Levinson, Katie Bucher, Lauren Harvey, Rebecca Martinez, Becky Perez, Russell Skiba, Bryn Harris, Peter Cowen, Choong-Guen Chung

Bryn Harris

This Special Report surveys existing conditions for Latino [superscript 1] language minority students in Indiana's schools and identifies the most significant problems and challenges for improving their learning. The report opens with an overview of recent demographic shifts in Indiana's K-12 student population, and makes an important distinction between Indiana's long-standing and newcomer Latino populations; the latter account for the dramatic increase in the language minority population. The report then considers the culturally competent psychological assessment of ELL students. School psychologists, especially, bear the responsibility of balancing formal with informal assessments that take into account the unique ...


Communities Of Practice: Creating The Bilingual School Mental Health Network In Colorado, Bryn Harris, Becky Steensen, Mary Beth Klotz, Anastasia Kalamaros Skalski, Barb Bieber Sep 2015

Communities Of Practice: Creating The Bilingual School Mental Health Network In Colorado, Bryn Harris, Becky Steensen, Mary Beth Klotz, Anastasia Kalamaros Skalski, Barb Bieber

Bryn Harris

No abstract provided.


Acceleration And Economically Vulnerable Children (Book Chapter), Jonathan Plucker, Bryn Harris Sep 2015

Acceleration And Economically Vulnerable Children (Book Chapter), Jonathan Plucker, Bryn Harris

Bryn Harris

No abstract provided.


Culturally Competent Assessment Of English Language Learners (Book Chapter), B. Perez, Bryn Harris Sep 2015

Culturally Competent Assessment Of English Language Learners (Book Chapter), B. Perez, Bryn Harris

Bryn Harris

No abstract provided.


Cross-Cultural Perspectives Of Gifted Education (Book Chapter), Bryn Harris Sep 2015

Cross-Cultural Perspectives Of Gifted Education (Book Chapter), Bryn Harris

Bryn Harris

No abstract provided.


Gifted Law, Identification, And Programming In Mexico: An Overview For School Professionals In The United States, Bryn Harris Sep 2015

Gifted Law, Identification, And Programming In Mexico: An Overview For School Professionals In The United States, Bryn Harris

Bryn Harris

The demographics in the United States are rapidly changing and the school-aged population is growing at an even faster rate, particularly within the Mexican population. In 2008, 12.7 million Mexican immigrants lived in the United States which is 17 times the number in 1970. In addition, Mexican populations are younger than other U.S. populations which directly impacts school systems and will continue to do so for the foreseeable future. This article provides an overview of various concepts, frameworks, and services used by the Mexican education system that pertain to the gifted population. In particular, the topics covered are ...


Culturally And Linguistically Responsive Practices In Psychoeducational Reports For English Language Learners, Bryn Harris, Amanda Sullivan, Geraldine Oades-Sese, Marlene Sotelo-Dynega Sep 2015

Culturally And Linguistically Responsive Practices In Psychoeducational Reports For English Language Learners, Bryn Harris, Amanda Sullivan, Geraldine Oades-Sese, Marlene Sotelo-Dynega

Bryn Harris

Past researchers suggested there are a number of shortcomings in the psychoeducational evaluation process and practices used with English language learners (ELLs). In the present exploratory study, the authors descriptively examined the assessment practices used in the special education eligibility determination process for ELLs as documented in 34 psychoeducational evaluation reports in one southwestern state. The authors reviewed psychoeducational evaluation reports prepared by school psychologists to determine (a) the extent to which school psychologists adhered to legal and ethical guidelines in the evaluation of ELLs for special education eligibility and needs and (b) how school psychologists account for cultural and ...


Identifying Gifted And Talented English Language Learners: A Case Study, Bryn Harris, Jonathan Plucker, Kelly Rapp, Rebecca Martinez Sep 2015

Identifying Gifted And Talented English Language Learners: A Case Study, Bryn Harris, Jonathan Plucker, Kelly Rapp, Rebecca Martinez

Bryn Harris

With the sharp rise in students who are English language learners (ELL), research on identifying and serving the needs of gifted and talented (GT) ELL students offers fertile ground for best practice guidelines. The current study describes GT/ELL identification practices based on an in-depth case study of one diverse school district in the Midwest. School personnel, parents, and students participated in separate semistructured group interviews about their experiences regarding GT/ELL identification. Interviews were audiotaped, transcribed, and analyzed for thematic content. Additionally, district and state policy documents about GT and ELL identification practices were reviewed. Results highlight the theoretical ...


Achieving Equity And Excellence: The Role Of School Mental Health Providers In Shrinking Excellence Gaps, Bryn Harris, Jonathan Plucker Sep 2015

Achieving Equity And Excellence: The Role Of School Mental Health Providers In Shrinking Excellence Gaps, Bryn Harris, Jonathan Plucker

Bryn Harris

The United States is becoming more racially, ethnically, and linguistically diverse, yet the educational attainment of various student groups has been very uneven. For decades, educators and policymakers have been focused on minimal competencies rather than advanced achievement. Specifically, federal and state education policies have focused on closing achievement gaps at basic levels of achievement, which has allowed excellence gaps to grow considerably. This article describes ways in which school mental health professionals can address excellence gaps and serve as advocates for all high-ability students.


Practices That Promote English Reading For English Learners (Els), Rebecca Martinez, Bryn Harris, Maryellen Brunson Mcclain Sep 2015

Practices That Promote English Reading For English Learners (Els), Rebecca Martinez, Bryn Harris, Maryellen Brunson Mcclain

Bryn Harris

Schools are becoming increasingly diversified; however, training and professional development related to working with English language learners (ELs), especially in the area of English reading, is limited. In this article, we identify three “Big Ideas” of effective and collaborative practices that promote English reading achievement for EL students: (a) foster academic English at all stages of second-language acquisition by explicitly teaching vocabulary, emphasizing cross-linguistic transfer strategies, and supporting ongoing oral language development; (b) adopt a schoolwide collaborative approach to conduct frequent formative reading assessments and use the data to drive instruction by providing accommodations that promote English reading; and (c ...


Teachers: The Forgotten Influence On The Success Of Prevention Programs, Linda Smolak, Bryn Harris, Michael Levine, Catherine Shisslak Sep 2015

Teachers: The Forgotten Influence On The Success Of Prevention Programs, Linda Smolak, Bryn Harris, Michael Levine, Catherine Shisslak

Bryn Harris

No abstract provided.


Performance On The Test Of Memory Malingering (Tomm) Among A Large Clinic-Referred Pediatric Sample, John Kirk, Bryn Harris, Christa Hutaff-Lee, Stephen Koelemay, Juliet Dinkins, Michael Kirkwood Sep 2015

Performance On The Test Of Memory Malingering (Tomm) Among A Large Clinic-Referred Pediatric Sample, John Kirk, Bryn Harris, Christa Hutaff-Lee, Stephen Koelemay, Juliet Dinkins, Michael Kirkwood

Bryn Harris

Growing concerns with suboptimal effort in pediatric populations have led clinicians to investigate the utility of symptom validity tests (SVT) among children and adolescents. Performance on the Test of Memory Malingering (TOMM) was analyzed among a clinical sample of individuals ranging in age from 5 through 16 years. The 101 patients were referred for a variety of learning, developmental, psychiatric, and neurological concerns. All children were administered the TOMM as part of a clinical neuropsychological evaluation. Within the sample, 4 patients did not meet the adult cutoff criteria for passing the TOMM. Three of the 4 patients also demonstrated suboptimal ...


Adolescent Racial Identity Self-Identification Of Multiple And “Other” Race/Ethnicities, Bryn Harris, Russell Ravert, Amanda Sullivan Sep 2015

Adolescent Racial Identity Self-Identification Of Multiple And “Other” Race/Ethnicities, Bryn Harris, Russell Ravert, Amanda Sullivan

Bryn Harris

This mixed methods study focused on adolescents who rejected conventional singular racial/ethnic categorization by selecting multiple race/ethnicities or writing descriptions of “Other” racial/ethnic identities in response to a survey item asking them to identify their race/ethnicity. Written responses reflected eight distinct categories ranging from elaborative descriptions of conventional race categories to responses refusing the construct of race/ethnicity. Students’ endorsement of multiple or “Other” ethnicities, and the resultant categories, differed by gender, grade, school type, and school compositions. Findings support scholars’ concern that common conceptualizations of race may not capture the complexity of self-identified racial categories ...


Gifted Girls: Gender Bias In Gifted Referrals, Margarita Bianco, Bryn Harris, Dorothy Garrison-Wade, Nancy Leech Sep 2015

Gifted Girls: Gender Bias In Gifted Referrals, Margarita Bianco, Bryn Harris, Dorothy Garrison-Wade, Nancy Leech

Bryn Harris

The goal of this mixed-methods study was to explore the effect of gender on teachers' willingness to refer students to a gifted and talented program. Teachers (N = 28) were provided with one of two profiles (i.e., female or male) describing a gifted student. Results indicated that teachers' decisions for referral to gifted programs were significantly influenced by the student's gender; teachers were much less willing to refer a female student than an identically described male student to gifted programs. Further, qualitative analysis revealed that teachers' descriptions of students and reasons for their referral decisions differed considerably based on ...


Creating Communities Of Practice To Improve The Educational And Mental Health Contexts Of Bilingual/Bicultural Youth: A Case Study From Colorado, Bryn Harris Sep 2015

Creating Communities Of Practice To Improve The Educational And Mental Health Contexts Of Bilingual/Bicultural Youth: A Case Study From Colorado, Bryn Harris

Bryn Harris

No abstract provided.


Evaluating Autism Diagnostic And Screening Tools For Cultural And Linguistic Responsiveness, Bryn Harris, Erin Barton, Chantel Albert Sep 2015

Evaluating Autism Diagnostic And Screening Tools For Cultural And Linguistic Responsiveness, Bryn Harris, Erin Barton, Chantel Albert

Bryn Harris

While clear guidelines and best practices exist for the assessment of autism spectrum disorders (ASD), little information is available about assessing for ASD in culturally and linguistically diverse (CLD) populations. CLD populations might be misidentified and under-identified with ASD due to the assessment practices that we employ. Four autism diagnostic tools and six autism screeners were selected and evaluated for their cultural and linguistic responsiveness. Although the evaluation of ASD within CLD populations is highly complex, this study identified the need for improved autism assessment tools and practices. Without the appropriate assessment of these populations, CLD children will likely continue ...


Strength-Based Rti: Developing Gifted Potential In Spanish Speaking English Language Learners, Margarita Bianco, Bryn Harris Sep 2015

Strength-Based Rti: Developing Gifted Potential In Spanish Speaking English Language Learners, Margarita Bianco, Bryn Harris

Bryn Harris

This article proposes a strength-based response to intervention (RTI) model for developing and identifying gifted potential in English language learners (ELLs). In the recent years, much has been written about RTI; however, the potential of RTI for meeting the needs of gifted ELLs has not yet been explored. This article seeks to address this void by proposing a multi-tiered system of supports designed to meet the unique learning needs of gifted, Spanish-speaking ELLs.


The Impact Of Participation In The Advanced Placement Program On Students’ College Admissions Test Scores, Russell Warne, Ross Larsen, Braydon Anderson, Alyce Odasso Aug 2015

The Impact Of Participation In The Advanced Placement Program On Students’ College Admissions Test Scores, Russell Warne, Ross Larsen, Braydon Anderson, Alyce Odasso

Russell T Warne

The Advanced Placement (AP) program is an educational program that permits high school students to take introductory college-level courses and receive college credit by passing a standardized end-of-course exam. Data were obtained from a statewide database of 2 high school graduating cohorts (N = 90,044). We used a series of propensity score analyses and marginal mean weighting through stratification to examine the impact of the AP program on students' academic achievement as measured by ACT scores. Results indicate that merely enrolling in an AP course produces very little benefit for students. Students who take and pass the AP exam, however ...


Self-Hatred, Self-Doubt, And Assimilation: Las Consecuencias De Colonización Y Opresión., Carlos Hipolito-Delgado, Stephany Gallegos Payan, Teresa Baca Aug 2015

Self-Hatred, Self-Doubt, And Assimilation: Las Consecuencias De Colonización Y Opresión., Carlos Hipolito-Delgado, Stephany Gallegos Payan, Teresa Baca

Carlos P. Hipolito-Delgado

This is a chapter in Internalized Oppression: The Psychology of Marginalized Groups by E.J.R. David.


The American Inquisition., Carlos Hipolito-Delgado Aug 2015

The American Inquisition., Carlos Hipolito-Delgado

Carlos P. Hipolito-Delgado

This is an article from Psychology and Personal Growth by Goud, N., & Arkoff, A


Illuminating The Shadows: Sociopolitical And Counseling Needs Of Undocumented Mexican Immigrants, Carlos Hipolito-Delgado, Jolee Mann Aug 2015

Illuminating The Shadows: Sociopolitical And Counseling Needs Of Undocumented Mexican Immigrants, Carlos Hipolito-Delgado, Jolee Mann

Carlos P. Hipolito-Delgado

Although undocumented Mexican immigrants live in the shadows of U.S. society, they represent a growing demographic with unique sociopolitical and counseling needs. Due to limited educational achievement, limited economic opportunity, discrimination, and exclusionary policies, undocumented Mexican immigrants live a marginalized existence. Additionally, acculturative stress, changing gender roles, and fear of deportation negatively impact the psychological well-being of undocumented Mexican immigrants. Fortunately, community outreach, rapport building strategies, psycho-educational groups, and brief solution therapy have demonstrated success when working with this community. This article aims to inform counselors and psychologists about the sociopolitical conditions faced by undocumented Mexican immigrants, to explore ...


Igniting The Fire Within Marginalized Youth: The Role Of Critical Civic Inquiry In Fostering Ethnic Identity And Civic Self-Efficacy., Carlos Hipolito-Delgado, Shelley Zion Aug 2015

Igniting The Fire Within Marginalized Youth: The Role Of Critical Civic Inquiry In Fostering Ethnic Identity And Civic Self-Efficacy., Carlos Hipolito-Delgado, Shelley Zion

Carlos P. Hipolito-Delgado

Critical Civic Inquiry (CCI) is a transformative student voice initiative that engages students in critical conversations about educational equity and inquiry-based learning to increase student voice and promote civic action. A quasi-experimental study was conducted to assess if participation in CCI increased the psychological empowerment (as measured through ethnic identity and civic self-efficacy) of high school students. Students who participated in CCI pedagogy reported increases in ethnic identity and civic self-efficacy. These findings indicate the importance of supportive adult relationships, inquiry-based learning, and critical conversations about social and educational inequities in promoting the psychological empowerment of marginalized students.


The Impact Of An Experiential Instructional Design On College Student Development, James Sottile, George Watson Jul 2015

The Impact Of An Experiential Instructional Design On College Student Development, James Sottile, George Watson

George R Watson

Although there is a lack of research regarding the impact of ropes courses on student development, this paper states that there is significant information on this experiential learning experience contributing to student retention. It describes research designed to study how an experiential ropes course can impact undergraduate male and female (18 to 26 years old) student development among students attending a university in a rural area of a Mideastern state. Along with survey data, observations, and journal writings, the students completed open-ended questions about their experiences on the final paper and were interviewed. When the data was analyzed from a ...


Making The Move To Blended Learning: Reflections On A Faculty Development Program, Carole Myers, Sandra Mixer, Tami Wyatt, Trena Paulus, Debra Lee Jul 2015

Making The Move To Blended Learning: Reflections On A Faculty Development Program, Carole Myers, Sandra Mixer, Tami Wyatt, Trena Paulus, Debra Lee

Tami H Wyatt

Lessons learned from a faculty development program that preceded the move of a traditional PhD program in nursing to a blended learning model using online and face-to-face strategies are discussed. The majority of lessons and strategies presented are universal to any faculty development program. The lessons are organized into seven topics: Situational Leadership, Adult Learners, Just in Time Teaching, Thinking About Learning and Teaching, Lifelong Learning, Transparency and Collaboration, and Community. Our far-reaching lessons are related to the contextual nature of leadership, how to effectively design and time learning experiences for adults, the importance of open and supportive communities working ...


For Faculty, By Faculty: A Case Study Of Learning To Teach Online, Trena Paulus, Carole Myers, Sandra Mixer, Tami Wyatt, Debra Lee, Jan Lee Jul 2015

For Faculty, By Faculty: A Case Study Of Learning To Teach Online, Trena Paulus, Carole Myers, Sandra Mixer, Tami Wyatt, Debra Lee, Jan Lee

Tami H Wyatt

The shortage of nursing faculty and the need for MSN-prepared faculty to have access to doctoral education and remain in their teaching roles has resulted in a growing number of nurse education programs moving online. A better understanding of how best to support faculty during this transition is needed. This case study describes the experiences of faculty at one institution as they participated in a grassroots effort to learn about online teaching. Six themes related to the faculty development experience were identified: 1) plugging in; 2) peer sharing, modeling and community building; 3) multidimensional learning; 4) role-shifting and meta-learning; 5 ...


Making The Move To Blended Learning: Reflections On A Faculty Development Program, Carole Myers, Sandra Mixer, Tami Wyatt, Trena Paulus, Debra Lee Jul 2015

Making The Move To Blended Learning: Reflections On A Faculty Development Program, Carole Myers, Sandra Mixer, Tami Wyatt, Trena Paulus, Debra Lee

Tami H Wyatt

Lessons learned from a faculty development program that preceded the move of a traditional PhD program in nursing to a blended learning model using online and face-to-face strategies are discussed. The majority of lessons and strategies presented are universal to any faculty development program. The lessons are organized into seven topics: Situational Leadership, Adult Learners, Just in Time Teaching, Thinking About Learning and Teaching, Lifelong Learning, Transparency and Collaboration, and Community. Our far-reaching lessons are related to the contextual nature of leadership, how to effectively design and time learning experiences for adults, the importance of open and supportive communities working ...


For Faculty, By Faculty: A Case Study Of Learning To Teach Online, Trena Paulus, Carole Myers, Sandra Mixer, Tami Wyatt, Debra Lee, Jan Lee Jul 2015

For Faculty, By Faculty: A Case Study Of Learning To Teach Online, Trena Paulus, Carole Myers, Sandra Mixer, Tami Wyatt, Debra Lee, Jan Lee

Tami H Wyatt

The shortage of nursing faculty and the need for MSN-prepared faculty to have access to doctoral education and remain in their teaching roles has resulted in a growing number of nurse education programs moving online. A better understanding of how best to support faculty during this transition is needed. This case study describes the experiences of faculty at one institution as they participated in a grassroots effort to learn about online teaching. Six themes related to the faculty development experience were identified: 1) plugging in; 2) peer sharing, modeling and community building; 3) multidimensional learning; 4) role-shifting and meta-learning; 5 ...


Zhong Guo Chu Zhong Sheng Yin Jiu Xing Wei Yu Qi Ta Jian Kang Wei Xian Xing Wei De Guan Xi [Alcohol Use And Associated Risk Factors Among Chinese Middle School Students], Teresa Merrick, Ying Zhang, Ben-Chun Tian, Ling Qian, Ian Newman Apr 2015

Zhong Guo Chu Zhong Sheng Yin Jiu Xing Wei Yu Qi Ta Jian Kang Wei Xian Xing Wei De Guan Xi [Alcohol Use And Associated Risk Factors Among Chinese Middle School Students], Teresa Merrick, Ying Zhang, Ben-Chun Tian, Ling Qian, Ian Newman

Ian Newman

Objective-- To explore the relationship between reported alcohol-use in Chinese youth to other reported health risk behaviors, and to provide bases for their health education. Methods -- The data of 2003 Global School-Based Student Health Survey in China and related material of survey came from WHO website. SPSS 13.0 was applied for cross-tabulated data analysis and Chi-square test was used to analyze the relationships between alcohol-use and other risk behaviors. Results -- Students who reported alcohol use within the last 30 days were also at significant risk from direct health behaviors, other health behaviors, environmental factors and psychological factors, especially behaviors ...