Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Academic competence (1)
- Accrediting Bodies (1)
- Active student responding (1)
- Class-wide management (1)
- Education (1)
-
- Effective instruction (1)
- Family Systems (1)
- Family environment (1)
- High achievement among Black males (1)
- Internalizing behaviors (1)
- International adoption (1)
- Interpretative phenomenological analysis (1)
- Scholar identity development (1)
- School Counseling Curriculum (1)
- Self-esteem (1)
- Single subject (1)
- White boards (1)
Articles 1 - 4 of 4
Full-Text Articles in Psychology
"Now You Know What You're Reaching For...On The Up And Up": An Interpretative Phenomenological Analysis Of Scholar Identity Development Among Black Male Achievers, Coretta Andréa Irby
"Now You Know What You're Reaching For...On The Up And Up": An Interpretative Phenomenological Analysis Of Scholar Identity Development Among Black Male Achievers, Coretta Andréa Irby
USF Tampa Graduate Theses and Dissertations
Common discourse concerning the educational trajectories of African American males consists of dismal future outcomes due to defective schooling experiences in kindergarten through twelfth grades. There has been a disregard of counter narratives of high academic achievement and overall school success coupled with a highlighting of failure through deficit-based research practices. Consequently, African American males are positioned as delayed or troubled, which serves to perpetuate educational inequity. This study attempts to increase the scarcity of literature by giving voice to the experiences of high achievement among African American adolescent males attending a school designed to support the achievement of impoverished …
Effects Of Response Cards And The Number Of Teacher-Directed Questions On Classroom Behaviors, Neelam K. Khan
Effects Of Response Cards And The Number Of Teacher-Directed Questions On Classroom Behaviors, Neelam K. Khan
USF Tampa Graduate Theses and Dissertations
Active student responding increases student academic outcome and on-task behavior. Response cards are an effective and efficient strategy for increasing active student responding. This study examined the effects of response cards on student disruptive behavior, percentage of questions answered, and accuracy of questions answered while alternating the number of teacher-directed questions across sessions. An alternating treatments design was used with 5 teacher-nominated students. During baseline (BL), the teacher used her standard lecture format, having students raise their hand when responding to a question. During the response card (RC) intervention, the teacher asked students to write responses on their white boards. …
The Importance Of Family-Systems Theory In Masters-Level School School Counseling Curriculum: A Study Of Faculty Perceptions, Gwen Gold
USF Tampa Graduate Theses and Dissertations
This study examined the perceptions of Council for Accreditation of Counseling & Related Educational Programs (CACREP) master's-level school counseling program coordinators and faculty members about the importance and relevance of family systems theory and techniques coursework in their program curriculum. Family-systems theory coursework is lacking in two-thirds of those accredited programs, although mandated by their major accrediting body, CACREP. CACREP issued curriculum standards and guidelines to ensure proper training of school-counseling students and the American School Counselor Association--the foundation that expands the image and influence of professional school counselors through advocacy, leadership, collaboration, and systemic change--has issued guidelines for the …
Adolescent Behavioral Adjustment In Girls Adopted From China: Examining Pre-Adoption And Post-Adoption Factors, Derek Justin Powers
Adolescent Behavioral Adjustment In Girls Adopted From China: Examining Pre-Adoption And Post-Adoption Factors, Derek Justin Powers
USF Tampa Graduate Theses and Dissertations
Despite research that indicates that internationally adopted children are at greater risk for poor developmental outcomes than their non-adopted peers (Bimmel, Juffer, IJzendoorn, Bakermans-Kranenburg, 2003; Juffer, & van IJzendoorn, 2005), girls adopted from China into Western culture tend to thrive, exhibiting high self-esteem, low behavior problems (i.e., both externalizing and internalizing), and excelling academically (Rojewski, Shapiro, & Shapiro, 2000; Tan & Jordan-Arthur, 2012). However, few studies have examined whether this trend continues into adolescence, as well as to what factors lead to these positive outcomes. The purpose of this study was to investigate predictors of mental health outcomes among internationally …