Education Commons^™

Becoming Psychotherapists: Experiences Of Novice Trainees In A Beginning Graduate Class, Clara E. Hill, Catherine Sullivan, Sarah Knox, Lewis Z. Schlosser

College of Education Faculty Research and Publications

The authors investigated the experiences related to becoming psychotherapists for 5 counseling psychology doctoral trainees in their first prepracticum course. Qualitative analyses of weekly journals indicated that trainees discussed challenges related to becoming psychotherapists (e.g., being self-critical, having troubling reactions to clients, learning to use helping skills), gains made during the semester related to becoming psychotherapists (e.g., using helping skills more effectively, becoming less self-critical, being able to connect with clients), as well as experiences in supervision and activities that helped them cope with their anxieties. Results are discussed in 5 broad areas: feelings about self in role of psychotherapist, …

Reclaiming The Moral In The Dispositions Debate, Terry J. Burant, Sharon Chubbuck, Joan Whipp

College of Education Faculty Research and Publications

This article addresses the current debates about the definition and assessment of dispositions in teacher education. Competing perspectives on the definitions and assessment of dispositions in teacher education are examined and critiqued, and a renewed commitment to foregrounding the moral nature of teaching is suggested. Recommendations for understanding and assessing the moral in teacher education, including the development of a code of ethics for the profession, are provided.

Backpedaling Toward Plessy, Robert Lowe

College of Education Faculty Research and Publications

When the Supreme Court overturned two desegregation plans, the majority opinion was based on a distortion of both programs, and of the history of desegregation in general.

The Presence And Possibility Of Moral Sensibility In Beginning Pre-Service Teachers, Sharon Chubbuck, Terry J. Burant, Joan Whipp

College of Education Faculty Research and Publications

This paper presents research on the moral sensibility of six pre-service teachers in an undergraduate teacher education program. Using their reflective writing across their first two semesters of coursework as well as focus group interviews in their third semester as sources of data, the paper identifies and describes three distinctive types of moral sensibility and examines ways in which moral sensibility interacts with experiences in teacher education. Suggestions for explicitly incorporating the moral in pre-service teacher education are presented.

Early Career Award (My Research Program), Sarah Knox

College of Education Faculty Research and Publications

No abstract provided.

Terms Of Inclusion: Unity And Diversity In Public Education, Harvey Kantor, Robert Lowe

College of Education Faculty Research and Publications

In this review essay, Harvey Kantor and Robert Lowe explore the history of the culture wars in public education in the United States. Drawing on three books — David Tyack’s Seeking Common Ground, Jonathan Zimmerman’s Whose America? and Amy Binder’s Contentious Curricula— Kantor and Lowe review the history of struggles over the content of history texts and over the place of religion and religious values in the classroom. They suggest that while these struggles have been partially successful in freeing public education from the racial and ethno-religious particularisms that informed its origins, the more inclusive curriculum that resulted …

Review Of What's Happening To Public Higher Education? Edited By R.G. Ehrenberg, Matthew R. Wawrzynski, Jody Jessup-Anger

College of Education Faculty Research and Publications

Book Review of:

Ehrenberg, R.G. (Ed.). (2006). What's Happening to Public Higher Education?. Westport, CT: Praeger Publishers.

Maternal Characteristics And Child Problem Behaviors: A Comparison Of Foster And Biological Mothers, Rose Lucey, Robert A. Fox, Judith B. Byrnes

College of Education Faculty Research and Publications

The purpose of this exploratory study was to compare the parenting behavior, stress and support of foster mothers and biological mothers of young children. A sample of 60 mothers of young children (30 foster mothers, 30 biological mothers) completed measures of parenting behavior, parenting stress, child problem behaviors, and perceived social support. Findings indicated that biological mothers were single and younger than foster mothers. In addition, biological mothers utilized more verbal and corporal discipline than foster mothers, experienced greater parental distress and received less social support for their parenting. Implications of these findings are discussed.

Hope Measurement In Mexican American Youth, Lisa Edwards, Anthony D. Ong, Shane J. Lopez

College of Education Faculty Research and Publications

Hope is a motivational construct that has been associated with many positive outcomes in children, adolescents, and adults. Although research with the Children’s Hope Scale (CHS) has demonstrated support for the reliability and validity of the CHS with various samples of youth, there is little empirical evidence for its use with Latino youth. The current study examined the psychometric properties of the six-item CHS in a sample of 135 Mexican American youth. Confirmatory factor analyses provided support for a hierarchical representation of the CHS with two underlying factors (pathways and agency). CHS scores were found to be positively correlated with …

The Coprincipalship: It's Not Lonely At The Top, Ellen Eckman

College of Education Faculty Research and Publications

The coprincipalship has been suggested as an organizational structure that addresses the increasing workload and time demands of the principal as well as the shortage of qualified applicants for the position. This article presents the findings of a qualitative study of coprincipals in public and private schools in California, Illinois, Massachusetts, Maine, Oregon, and Wisconsin. The participants describe the rationale for the model, its strengths and weaknesses, and how it functions. The coprincipals expressed particular satisfaction at sharing workloads and decision making because they were not isolated as solo leaders. Though the coprincipalship model offers possibilities for making the role …

A Dynamic Duo, Ellen Eckman

College of Education Faculty Research and Publications

No abstract provided.

School Leadership For Social Justice: A Critique Of Starratt's Tripartite Model, Martin Scanlan

College of Education Faculty Research and Publications

Rather than treated as a discreet task or as an overarching orientation, leadership for social justice is more appropriately situated within a comprehensive theory of school administration, such as Starratt’s (2003) model of leadership as cultivating meaning, responsibility, and community. Starratt’s general model of educational leadership contextualizes social justice leadership practices in a broader context. The purpose of this article is to apply Starratt’s model as an analytical lens to examine the practices of school leaders in schools that are focused on promoting social justice by reducing barriers to traditionally marginalized students. The multicase study reported here provides empirical evidence …

A Mental Health Clinic For Toddlers With Developmental Delays And Behavior Problems, Robert A. Fox, Kathryn M. Keller, Patricia L. Grede, Ann M. Bartosz

College of Education Faculty Research and Publications

A mental health clinic was developed for toddlers with developmental disabilities and significant behavior problems from families living in poverty. The clinic was a collaborative effort between a community-based Birth-to-Three agency and a university. The purpose of this clinic was threefold: to provide direct mental health services for these young children, to train graduate students to work with this population, and to begin to contribute to the limited research available in this area. This paper describes the clinical intake procedures and outcomes for the 81 children served by the clinic over a 2-year period. Referral concerns included tantrums, aggression, oppositional …

Strengthening The Scientific Foundations Of Professional Psychology: Time For The Next Steps, Timothy Melchert

College of Education Faculty Research and Publications

The field of professional psychology has been tremendously successful, although it has also been characterized by many competing preparadigmatic theoretical orientations, which have led to a great deal of contention as well as conflicting views regarding psychological development, functioning, and behavior change. There is now widespread agreement regarding scientific explanations of many psychological processes, however, and, consequently, it is time to update the basic conceptual frameworks used for professional psychology education and practice. Replacing the traditional reliance on an array of theoretical orientations with a science-based biopsychosocial framework would resolve many of the contradictions and conflicts that characterized the preparadigmatic …

Vietnamese American Experiences Of English Language Learning: Ethnic Acceptance And Prejudice, Jeffrey Labelle

College of Education Faculty Research and Publications

This article investigates the effects of ethnic acceptance and prejudice on English language learning among immigrant nonnative speakers. During 2004 and 2005, the author conducted participatory dialogues among six Vietnamese and Mexican adult immigrant English language learners. The researcher sought to answer five questions: (1) What are some nonnative English speakers’ experience regarding the way native speakers treat them? (2) How have nonnative English speakers’ experiences of ethnic acceptance or ethnic prejudice affected their learning of English? (3) What do nonnative English speakers think they need in order to lower their anxiety as they learn a new language? (4) What …

Visual Layout Of Print Questionnaires: Effect On Responses Of Middle School Students, Sheri Bauman, Robert Steiner, Francesca Lopez

College of Education Faculty Research and Publications

A three-page questionnaire was modified to a one-page format. Questionnaires were administered in classroom groups to 300 middle school students. Classrooms were randomly divided into two groups, with one group receiving the original three-page format and the other receiving a single-page version of the same questionnaire. The visual layout of the two versions was different, and included variations in font, placement of response options, and spacing. Item non-response was greater for the single-page format. No statistically significant differences were detected between response patterns or internal consistency of the two versions of the questionnaire. Implications for school counselors are discussed.

Understanding Hope: A Review Of Measurement And Construct Validity Research, Lisa Edwards, Kevin L. Rand, Shane J. Lopez, C. R. Snyder

College of Education Faculty Research and Publications

Hope has been discussed by philosophers, theologians, educators, and scientists, to name but a few groups of people, over the preceding two millennia. During the last 15 years, C. R. Snyder and his colleagues at the University of Kansas have developed a theory and associated measures of the hope construct that have received extensive, detailed attention both within and outside the field of psychology. In this chapter, we describe Snyder's hope model and some of the research findings that have supported the validity of this construct. Beginning with a conceptual definition of hope, we move to relevant findings about the …

Socially Just Teaching And The Complementarity Of Ignatian Pedagogy And Critical Pedagogy, Sharon Chubbuck

College of Education Faculty Research and Publications

This qualitative research, conducted in a teacher education course at an urban Jesuit university, examines the concerns voiced by preservice teachers when they are challenged to define and embrace a vision of “teaching for social justice” in a methods course utilizing instructional methods based on theories of critical pedagogy and Ignatian pedagogy. The reflective journals and focus group interviews of a cohort of 15 preservice teachers revealed concerns about the curriculum, the pedagogy, and the rationale for socially just teaching. Those concerns, when juxtaposed with Ignatian pedagogy and critical pedagogy, reveal that each theory is both helpful and limited in …

Pilot Study Of Psychopathology Among Roman Catholic Secular Clergy, Sarah Knox, Stephen G. Virginia, Jacquelyn Smith

College of Education Faculty Research and Publications

This pilot study gathered information regarding overall levels of psychopathology in a nationally selected, random sample of U.S. Roman Catholic secular (i.e., diocesan) priests using the Symptom Checklist-90-Revised (SCL-90-R; Derogatis, 2004). The study yielded a response rate of 45%. One-half of the participants reported marked psychological problems, with interpersonal sensitivity, anxiety, and depression most strongly correlated with the instrument’s overall index of psychopathology. Four dimensional scales were elevated (i.e., obsessive-compulsive, interpersonal sensitivity, depression, psychoticism), as were two indices (i.e., GSI, PST). Implications and directions for future research are discussed.

An Asset-Based Approach To Linguistic Diversity, Martin Scanlan

College of Education Faculty Research and Publications

No abstract provided.