Education Commons^™

Catholic Institutions Of Higher Education And K-12 Schools Partnering For Social Justice: A Call For Scholarship, Joan Whipp, Martin Scanlan

College of Education Faculty Research and Publications

This article calls for scholarship on emerging partnerships between Catholic institutions of higher education and Catholic K-12 schools that aim at socially just schooling. Justice, ethical care, learning, and social entrepreneurship are explored as possible conceptual frameworks for this research.

Race, Power, And (In)Equity Within Two-Way Immersion Settings, Martin Scanlan, Deborah Palmer

College of Education Faculty Research and Publications

Two-way immersion schools provide a promising model for service delivery to students who are English language learners. With the goals of bilingualism, academic excellence, and cross cultural appreciation, these schools are designed to build bridges across linguistically heterogeneous student bodies. Yet while empirical evidence demonstrates that the two-way immersion model can be effective in these regards, we know little about how such schools address other dimensions of diversity, including race, ethnicity, class, and disability. This study contributes to filling this gap by critically analyzing these dimensions in the areas of recruitment and retention in two two-way immersion schools.

Behavior Problems In Toddlers With And Without Developmental Delays: Comparison Of Treatment Outcomes, Casey A. Holtz, Jennifer M. Carrasco, Ryan Mattek, Robert A. Fox

College of Education Faculty Research and Publications

The purpose of this study is to examine the effectiveness of an in-home parent management program for toddlers with behavior problems and developmental delays by comparing outcomes for a group of toddlers with developmental delays (n = 27) and a group of toddlers without developmental delays (n = 27). The majority of children lived in single parent, low-income homes. Results suggest that the parent management program is equally effective for children with and without developmental delays. Parents from both groups reported clinically significant improvement in their children's behavior and parenting practices. Clinical implications regarding the importance of these …

Treatment Outcomes For Toddlers With Behaviour Problems From Families In Poverty, Robert A. Fox, Casey A. Holtz

College of Education Faculty Research and Publications

Background. Relatively few treatment studies address mental health issues in very young children. This study examined the effectiveness of a treatment program for toddlers whose behavior problems were further complicated by living in poverty.

Method. An empirically-validated treatment program was adapted for use in the homes of 102 toddlers for an average of 12 weekly sessions.

Results. Significant improvements were found for the children’s behavior problems and their compliance to parent requests.

Discussion. The inherent challenges in working with at-risk families and the challenges in delivering mental health services for very young children living in poverty are discussed.

Reducing Educational Barriers In Catholic Schools For Latino Students, Martin Scanlan

College of Education Faculty Research and Publications

No abstract provided.

Clients' Experiences Giving Gifts To Therapists, Sarah Knox, Robert Dubois, Jacquelyn Smith, Shirley A. Hess, Clara E. Hill

College of Education Faculty Research and Publications

Nine therapy clients were interviewed regarding their experiences of giving gifts to therapists. Data were analyzed using consensual qualitative research. In describing a specific event when they gave a gift that was accepted, participants described having a good relationship with the therapist and usually identified their therapy concerns as relationship or family struggles or both. Most bought a relatively inexpensive gift they thought their therapist would like and gave it during a nontermination session to express appreciation or mark an important life event. Most participants acknowledged mixed emotions when giving the gift and noted that any discussion of the gift …

Qualitative Research Interviews, Sarah Knox, Alan W. Burkard

College of Education Faculty Research and Publications

After presenting a brief overview of the complexity of the qualitative interviewing process used by psychotherapy researchers, the authors discuss some of the major ideas that psychotherapy researchers using such interviews must consider both before and during the interview process. They then offer thoughts regarding approaches to strengthen qualitative interviews themselves.

Moral, Legal, And Functional Dimensions Of Inclusive Service Delivery In Catholic Schools, Martin Scanlan

College of Education Faculty Research and Publications

Catholic school educators are morally compelled by Catholic social teaching to foster inclusive service delivery for students who have traditionally been marginalized in schools, including students in poverty, students of color, English language learners, and students with special needs. This article applies this moral context to analyze the legal obligations of Catholic schools under Section 504 to serve students with special needs. It argues that as Catholic schools follow Catholic social teaching by developing inclusive service delivery to meet students ' special needs, their legal obligations grow. The article concludes by describing the learning consultant model, a system of service …

Cognitive And Social Help Giving In Online Teaching: An Exploratory Study, Joan Whipp, Rebecca A. Lorentz

College of Education Faculty Research and Publications

While literature suggests that college students may be less reluctant to seek help in online rather than traditional courses, little is known about how online instructors give help in ways that lead to increased student help seeking and academic success. In this study, we used theories and research on learning assistance and scaffolding, teacher immediacy, social presence, and academic help seeking to explore through a cross-case study design how three online instructors differed in their use of cognitive and social supports and how those differences related to student perceptions of support, help seeking, and performance. Primary data sources included all …

The Co-Principalship: An Alternative To The Traditional Principalship, Ellen Eckman, Sheryl Talcott Kelber

College of Education Faculty Research and Publications

According to Spillane (2006), distributed leadership occurs when leadership functions are shared by a number of people in an organization or team with "leadership" emerging from the interactions within the group. [...] although the co-principal model is in practice in schools internationally, the participants in this study were principals and co-principals in schools within the United States.

A Community-Based Accommodation Program For Adults With Autism And Mental Retardation, Robert A. Fox, Casey A. Holtz, Amie M. Moist

College of Education Faculty Research and Publications

There is a paucity of treatment literature for significant and intractable behavior problems in adults with autism and mental retardation. Four adults with autism, severe to profound mental retardation, and serious, long-term behavior problems participated in an accommodation training program as an adjunct to more traditional behavioral and medical treatments. The accommodation program consisted of designing highly structured and predictable daily routines to reduce the impact of environmental factors that had previously resulted in behavior problems. Following three to six years of participation in the accommodation program, a significant treatment effect size was obtained for all participants. The benefits of …

Developmental Considerations And Acculturation Of Children: Measures And Issues, Francesca Lopez

College of Education Faculty Research and Publications

This article presents the secondary validation of the Brief Acculturation Rating Scale for Mexican Americans-II (Brief ARSMA-II) for use with children—carried out using two samples of Mexican-descent children (ages = 9-11) from two states ( N = 295). The Brief ARSMA-II was originally normed on adolescents and adults but has been validated and used with children. Ethnic identity development perspectives suggest that the interpretation of scores derived from acculturation measures normed on adolescents and adults may not extend accurately to children. Convergent validity and differential discrimination between groups were examined using scores on the Brief ARSMA-II; scores on an acculturation …

Exploring Students' Perceptions Of Academically Based Living-Learning Communities, Matthew R. Wawrzynski, Jody Jessup-Anger, Katherine Stolz, Cynthia Helman, Jacqueline Beaulieu

College of Education Faculty Research and Publications

This qualitative study employed focus group interviews to explore students' perceptions of three well established academically based living-learning communities at a large, land-grant university in the Midwest. Three themes emerged that illustrated students' perceptions of a culture that promoted seamless learning, a scholarly environment, and an ethos of relatedness among faculty, staff, and peers. Implications for practice and future research are discussed.

Closing The Achievement Gap: A Social Justice Imperative For School Counseling, Alan W. Burkard, Michael J. Martinez, Casey A. Holtz

College of Education Faculty Research and Publications

No abstract provided.

Toddlers With Developmental Delays And Challenging Behaviors, Kathryn M. Keller, Robert A. Fox

College of Education Faculty Research and Publications

Behavior problems and parental expectations and practices were studied in a sample of 58 toddlers with developmental disabilities who were consecutively referred to a mental health clinic. The majority of children (70.7%) exceeded the clinical cut-off score for significant behavior problems including tantrums, aggression, defiance, and hyperactivity, and 77.6% met the DSM-IV criteria for a psychiatric diagnosis with oppositional defiant disorder being the most common. Consistent with previous research, child behavior problems were related to parental use of verbal and corporal punishment and were detrimental to the quality of the parent-child relationship. A new finding was that parental expectations also …

Validity And Reliability Of The Lesbian, Gay, Bisexual Working Alliance Self-Efficacy Scales, Alan W. Burkard, Nathan Pruitt, Barbara R. Medler, Ann M. Stark-Booth

College of Education Faculty Research and Publications

In this paper, the authors report on the development and initial psychometric evaluation of the Lesbian, Gay, and Bisexual Working Alliance Self-Efficacy Scales (LGB-WASES) with data collected from two studies and 534 counseling trainees. Exploratory factor analysis results yielded a 32-item scale with a three-factor model (a) Emotional Bond, (b) Establishing Tasks, and (c) Setting Goals. LGB-WASES scores were internally consistent and remained stable over a 3-week period. Construct validity evidence suggests the LGB-WASES scores were (a) positively related to general perceptions of counseling self-efficacy and multicultural counseling competency, (b) negatively related to attitudes toward lesbians and gay men, and …

Lesbian, Gay, And Bisexual Supervisees’ Experiences Of Lgb-Affirmative And Nonaffirmative Supervision, Alan W. Burkard, Sarah Knox, Shirley A. Hess, Jill Schultz

College of Education Faculty Research and Publications

Lesbian, gay, and bisexual (LGB) supervisees were interviewed regarding their experiences of LGB affirmative and nonaffirmative supervision. Supervisees were asked to describe one of each type of event (i.e., affirmative, nonaffirmative) from their past supervision. In LGB-affirmative supervision, all supervisees felt supported in their LGB-affirmative work with clients. Supervisees perceived that the affirming events also positively affected the supervision relationship, client outcomes, and themselves as supervisees. In LGB nonaffirming supervision, supervisees perceived supervisors to be biased or oppressive toward supervisees’ clients or themselves on the basis of LGB concerns or identity. From supervisees’ perspectives, the nonaffirming events negatively affected the …

Processing The Therapeutic Relationship, Clara E. Hill, Sarah Knox

College of Education Faculty Research and Publications

The authors propose that if therapists and clients process their therapeutic relationship (i.e., directly address in the here and now feelings about each other and about the inevitable problems that emerge in the therapy relationship), feelings will be expressed and accepted, problems will be resolved, the relationship will be enhanced, and clients will transfer their learning to other relationships outside of therapy. The authors review theories supporting the idea of processing the therapeutic relationship, discuss the relevant empirical literature in this area, and provide their conceptualization of the construct of processing the therapeutic relationship based on the theory and empirical …

A Brief Version Of The Family Background Questionnaire, Timothy P. Melchert, Augustine Kalemeera

College of Education Faculty Research and Publications

Although it is lengthy. the Family Background Questionnaire provides reliable behaviorally specific family history information. Results from reliability and validity analyses suggest that a brief version of this instrument that assesses parental responsiveness, child maltreatment, and parental substance abuse would provide a useful screening instrument for obtaining family history information.

Positive Psychology Within A Cultural Context, Jennifer Teramoto Pedrotti, Lisa M. Edwards, Shane J. Lopez

College of Education Faculty Research and Publications

As our capacity for communication with nations across the globe increases through the advances of technology, our interactions with others with different worldviews also become more frequent. This exposure to diversity on so many levels requires a better understanding of the multiple contexts in which people from different cultural backgrounds live and the strengths they possess that help them experience well-being. In order to define the characteristics that my be viewed as strengths in different groups, we must make efforts to remember that cultural rules and norms often dictate what can be called a strength versus a weakness. It is …