Education Commons^™

Introduction: What Difference Did The Coleman Report Make?, Harvey Kantor, Robert Lowe

College of Education Faculty Research and Publications

The Coleman Report

For this History of Education Quarterly Policy Forum, we look at the historical significance of the 1966 Coleman Report from several different perspectives. The four main essays published here originated as presentations for a session on “Legacies of the Coleman Report in US Thought and Culture” at the History of Education Society annual meeting in Providence, Rhode Island, in November 2016. Presenters for that session— Zoë Burkholder, Victoria Cain, Leah Gordon, and Ethan Hutt—went on to participate in an HES-sponsored session entitled “Currents in Egalitarian Thought in the 1960s and 1970s: The Coleman Report in American Politics, …

A Rationale For Requiring Philosophy Of Education In Preservice Teacher Programs, Jeffrey Labelle, Gabrielle Belknap

College of Education Faculty Research and Publications

To develop a rationale for requiring a free-standing philosophy of education course in preservice teacher programs, the researchers reviewed prior literature to construct a framework to establish such a requirement. A review of required course content in non-Catholic (private and public) colleges and universities with preservice teacher programs in five Midwestern states in the United States revealed that most do not require such a course, hence the need for programs to reconsider how licensure candidates develop their teaching philosophies and review program articulation and course content. This study proposes a fourfold theoretical rationale for requiring philosophy of education of preservice …

Crying In Psychotherapy: The Perspective Of Therapists And Clients, Sarah Knox, Clara E. Hill, Graham Knowlton, Harold Chui, Nathan Pruitt, Kevin A. Tate

College of Education Faculty Research and Publications

Eighteen U.S.-based doctoral students in counseling or clinical psychology were interviewed by phone regarding experiences of crying in therapy. Specifically, they described crying as therapists with their clients, as clients with their therapists, and experiences when their therapists cried in the participants’ therapy. Data were analyzed using consensual qualitative research. When crying with their clients, therapists expressed concern about the appropriateness/impact of crying, cried only briefly and because they felt an empathic connection with their clients, thought that the crying strengthened the relationship, discussed the event with their supervisor, and wished they had discussed the event more fully with clients. …

Exploring The Development Of Core Teaching Practices In The Context Of Inquiry-Based Science Instruction: An Interpretive Case Study, Jill Mcnew-Birren, Leigh A. Van Den Kieboom

College of Education Faculty Research and Publications

This paper describes our reflection on a clinical-based teacher preparation program. We examined a context in which novice pre-service teachers and a mentor teacher implemented inquiry-based science instruction to help students make sense of genetic engineering. We utilized developmental models of professional practice that outline the complexity inherent in professional knowledge as a conceptual framework to analyze teacher practice. Drawing on our analysis, we developed a typography of understandings of inquiry-based science instruction that teachers in our cohort held and generated a two dimensional model characterizing pathways through which teachers develop core teaching practices supporting inquiry-based science instruction.

Meta‐Analysis Of Trauma‐Focused Therapies For Treating The Symptoms Of Posttraumatic Stress Disorder, A. Stephen Lenz, Abdulkadir Haktanir, Karisse A. Callender

College of Education Faculty Research and Publications

This meta-analysis of 46 between-groups studies published between 1997 and 2015 detected treatment effects ranging from large to small when comparing trauma-focused therapies with no treatment (g = −1.05), supportive interventions (g = −0.91), other interventions (g = −0.57), and non-trauma-focused cognitive behavior therapies (g = −0.08) for the treatment of posttraumatic stress disorder (PTSD). The independent random-effects models detected modest publication bias and a negligible influence of moderating variables on treatment outcomes. Considerations for counselors who treat PTSD and suggestions for researchers are provided.

A Mixed-Method Study Of Psychologists’ Use Of Multicultural Assessment, Lisa M. Edwards, Alan W. Burkard, Hadiya A. Adams, Shirley A. Newcomb

College of Education Faculty Research and Publications

Despite practice guidelines and ethical standards that provide imperatives for clinicians to utilize multicultural assessment (MCA), little is known about how the average psychologist actually conducts MCA. The current mixed-method study was designed to investigate clinicians’ training and use of MCA practice strategies. Participants were 239 (107 male, 131 female, 1 other gender) licensed psychologists residing in the United States and Canada who were recruited from the American Psychological Association practice directory to complete an online survey. Quantitative items on the survey included questions about the number and utility of MCA-related graduate courses and supervision experiences, and strategies and frameworks …

The Adolescent Substance Use Risk Continuum: A Cultural, Strengths-Based Approach To Case Conceptualization, Alexis Miller, Jennifer Cook

College of Education Faculty Research and Publications

Many theories are used to conceptualize adolescent substance use, yet none adequately assist mental health professionals in assessing adolescents’ strengths and risk factors while incorporating cultural factors. The authors reviewed common adolescent substance abuse theories and their strengths and limitations, and offer a new model to conceptualize adolescent substance use: The Adolescent Substance Use Risk Continuum. We posit that this strengths-based continuum enables clinicians to decrease stigma and offer hope to adolescents and their caregivers, as it integrates relevant factors to strengthen families and minimize risk. This model is a tool for counselors to use as they conceptualize client cases, …

Counselors As Advocates: Effects Of A Pilot Project Designed To Develop Advocacy Knowledge And Confidence In Trainees, Lisa M. Edwards, Kevin A. Tate Phd, Jennifer M. Cook, Michelle P. Toigo, Abigail C. Yeomans

College of Education Faculty Research and Publications

While there has been increased attention to advocacy within counseling and counseling psychology, it has been noted that trainees generally feel unprepared to engage in advocacy and do not participant e in this type of work to a large extent, even with increased age or professional experience). The qualitative study summarizes the findings of a project within a graduate multicultural counseling course designed to increase trainee knowledge and confidence related to advocacy. This project required students (N = 19) to complete individual advocacy projects in the community, with opportunities for self-reflection and evaluation of their progress throughout the semester. Student …

Social Class Bias: A Phenomenological Study, Jennifer M. Cook

College of Education Faculty Research and Publications

Nine licensed professional counselors participated in semi-structured interviews about social class and socioeconomic status, including their experiences with classism. Phenomenological analysis revealed both participant classism experiences and use of language that expressed social class bias. Implications and recommendations for future research for counselor educators and supervisors are provided.

Education Deans’ Beliefs About Essential Ways Of Thinking, Being, And Acting: A National Survey, Bill Henk, Shelley B. Wepner, Sharon Lovell, Steven A. Melnick

College of Education Faculty Research and Publications

No abstract provided.

De Los Derechos Humanos: Reimagining Civics In Bilingual & Bicultural Settings, Melissa L. Gibson

College of Education Faculty Research and Publications

Dominant approaches to teaching social studies often marginalize bilingual and bicultural students. This is particularly troubling because the explicit goal of the social studies is to cultivate civic participation. Educational inequalities are thus tied to political inequalities. In light of this, this article shares a narrative case study of the author's own bilingual and bicultural approach to teaching middle school civics at a dual-language American school in Mexico. Through the illustration of a comparative civics curriculum that incorporates translanguaging practices, the author argues that embracing bilingualism and biculturalism in the social studies can lead to more expansive possibilities for justice-oriented …

Home-Based Parent Child Therapy For Young Traumatized Children Living In Poverty: A Randomized Controlled Trial, Joanna R. Love, Robert Fox

College of Education Faculty Research and Publications

A randomized control trial was used to evaluate the effectiveness of a home-based, parent-and-child therapy program specifically developed for toddlers and preschoolers living in poverty with trauma symptoms. Sixty-four children 5-years of age and younger were referred to a community-based clinic for behavior problems and emotional difficulties. All children had experienced one or more potentially traumatic events and met the DSM-5’s criteria for Post-Traumatic Stress Disorder in Children Six Years of Age and Younger. All families received government assistance indicating that their income met the federal definition for poverty. Participants were randomly assigned to either immediate treatment or wait …

Review Of Culturally Sustaining Pedagogies: Teaching And Learning For Justice In A Changing World By Django Paris & H. Samy Alim, Melissa L. Gibson

College of Education Faculty Research and Publications

No abstract provided.

Ethical And Political Implications Of Reflective Practice Among Preservice Teachers, Jeffrey Labelle

College of Education Faculty Research and Publications

This study investigates the ethical and political implications of reflective practice among preservice teachers. The author reviewed previous research which suggests the need for a more critical analysis of teacher education programs to implement more intensive reflective methodologies that foster authentic, caring, dispositional development as a moral obligation toward socially just practice rather than mere audited compliance with standards-based technical training. This position paper then analyzes preservice teacher education as an interdependent process of methodological development, perceptive development, and cognitive/affective development. Finally, the author makes recommendations for program modification to better prepare preservice teachers to conceptualize their transformative role in …