Education Commons^™

A Psychometric Analysis Of The Social Anxiety Scale For Adolescents Among Youth With Autism Spectrum Disorder: Caregiver–Adolescent Agreement, Factor Structure, And Validity, Hillary Schiltz, Brooke E. Magnus, Alana J. Mcvey, Angela Haendel, Bridget Dolan, Rachel E. Stanley, Kirsten S. Willar, Sheryl Pleiss, Audrey Meyer Carson, Mary E. Carlson, Christina Murphy, Elisabeth M. Vogt, Brianna D. Yund, Amy V. Van Hecke

College of Education Faculty Research and Publications

Social anxiety is common among adolescents with autism spectrum disorder (ASD). An ongoing challenge for both research and clinical practice in ASD is the assessment of anxious symptomatology. Despite its widespread use in samples of youth with ASD, the Social Anxiety Scale for Adolescents (SAS-A) has not received psychometric evaluation within this population; thus, the validity of its use in research and clinical practice for ASD remains unclear. The present study conducted a psychometric analysis of caregiver and adolescent SAS-A forms in a sample of adolescents with ASD (N = 197). Results revealed (1) poor caregiver–adolescent item-level agreement, (2) …

The Diversity Distraction: A Critical Comparative Analysis Of Discourse In Higher Education Scholarship, Derria Byrd

College of Education Faculty Research and Publications

This critical literature review investigates how "diversity" and "equity" are employed in top-cited higher education scholarship published between 2000 and 2015. No analysis to date has offered such a comparative exploration relative to well-recognized racial disparities in higher education. Findings reveal a divergence with "diversity" largely attending to affirmative action concerns and "equity" to analyses of the pursuit of equity in higher education. The article concludes with advocacy for the equity frame because of its presumption of a normative justice-oriented standard and embedded orientation toward inquiry and action, both of which offer greater promise for policy, practice, and research that …

Doctoral‐Level Counseling Students’ Experiences Of Social Class Microaggressions, Caroline O'Hara, Jennifer M. Cook

College of Education Faculty Research and Publications

The authors recruited 11 doctoral‐level counseling students to participate in a study exploring the lived experiences of people who have encountered social class microaggressions (SCMs). Findings (consisting of 6 themes) suggest that SCMs are a distinct phenomenon arising from interpersonal and environmental exchanges that damage recipients. The authors present implications for counselor education and future research trajectories.

Reframing Understandings Of Cultural Influences On Learning Science, Jill Mcnew-Birren, Jennifer Gaul-Stout

College of Education Faculty Research and Publications

This review essay addresses issues raised in Valerie Frède’s paper entitled: Comprehension of the night and day cycle among French and Cameroonian children aged 7–8 years.

Social Difficulties In Youth With Autism With And Without Anxiety And Adhd Symptoms, Alana J. Mcvey, Hillary Schiltz, Angela D. Haendel, Bridget Kathleen Dolan, Kirsten S. Willar, Sheryl Pleiss, Jeffrey S. Karst, Mary E. Carlson, Wendy Krueger, Christina C. Murphy, Christina L. Casnar, Brianna D. Yund, Amy V. Van Hecke

College of Education Faculty Research and Publications

Social difficulties inherent to autism spectrum disorder are often linked with co‐occurring symptoms of anxiety and attention deficit hyperactivity disorder (ADHD). The present study sought to examine the relation between such co‐occurring symptoms and social challenges. Parents of adolescents with autism (N = 113) reported upon social challenges via the social responsiveness scale (SRS) and anxiety and ADHD symptomatology via the Child Behavior Checklist. Results revealed differences in SRS scores across co‐occurring symptom subgroups (Anxiety, ADHD, Both, Neither)—namely, adolescents with autism and anxiety as well as those with autism, anxiety, and ADHD showed greater scores on the SRS than …

Applying Task Force Recommendations On Integrating Science And Practice In Health Service Psychology Education, Timothy P. Melchert, Sharon Berry, Catherine Grus, Prerna Arora, Andres De Los Reyes, Tammy L. Hughes, Bruce Eugene Moyer, Jennifer Moye, Frederick L. Oswald, Ronald H. Rozensky

College of Education Faculty Research and Publications

The proper role of research skills and training to conduct research in professional psychology education has been controversial throughout the history of the field. An extensive effort was undertaken recently to address that issue and identify ways the field might move forward in a more unified manner. In 2015, the American Psychological Association (APA) Board of Educational Affairs convened a task force to address one of the recommendations made by the Health Service Psychology Education Collaborative in 2013. That recommendation stated that the education and training of health service psychologists (HSPs) include an integrative approach to science and practice that …

Implications For Wellness‐Based Supervision And Professional Quality Of Life, Karisse A. Callender, A. Stephen Lenz

College of Education Faculty Research and Publications

This study evaluated the efficacy of the wellness model of supervision (WELMS; Lenz & Smith, 2010) for promoting changes across the perceptions of counselors‐in‐training (CITs) regarding professional quality of life. Three female participants (1 Caucasian, 2 Hispanic) were enrolled in a program accredited by the Council for Accreditation of Counseling and Related Educational Programs. Results of a single‐case research design with multiple baselines indicated that the WELMS was efficacious across client–CIT interactions on professional quality of life.

Review Of The Cruciform Faculty: The Making Of A Christian Professor, Jody E. Jessup-Anger

College of Education Faculty Research and Publications

No abstract provided.

Making The Invisible Visible: Inviting Persons With Disabilities Into The Life Of The Church, Mary E. Carlson

College of Education Faculty Research and Publications

Christianity espouses the dignity of all humanity and professes welcome for all to the communion of saints. Yet people with disabilities, especially those with more severe or profound physical or psychological disabilities, are largely invisible inside our houses of worship. This article examines the meaning of dignity and inclusion through the lenses of Christian anthropology, disabilities liberation theology, and the lived experience of persons with disabilities. It concludes with some suggestions on how to begin inclusion.

Polycystic Ovary Syndrome Across The Life Span Of Women: A Wellness‐Based Integrative Intervention, Karisse A. Callender

College of Education Faculty Research and Publications

Women diagnosed with polycystic ovary syndrome (PCOS)—an endocrine disorder that affects a woman's physical and psychological functioning—face challenges that affect personal and social functioning. Information about PCOS is provided for counselors, including a description of a wellness‐based integrative intervention to enhance optimal wellness and quality of life.

Writing To Learn In A Mutt Course: How Writing Functions In A Social Justice Living Learning Program Seminar, Jennifer K. Reid

Dissertations (1934 -)

Learning communities, first-year seminars/experiences, writing intensive courses, and diversity/global learning programs are among the high-impact practices (HIP) shown to influence college student learning, retention, and overall experience (Kuh, 2008). Colleges and universities are creating programs and courses that incorporate these and other HIPs. Some of these courses do not fit neatly into particular disciplinary or interdisciplinary categories. The current research refers to such contexts as “mutt courses.”Writing is often used to facilitate learning in mutt courses, yet virtually everything that is known about how writing promotes learning comes from research on writing in traditional disciplinary settings (e.g. history, engineering, …

The Relationship Between Teacher Retention And Original Career Goals, Teacher Efficacy And Empathy: A Study Of Teach For America Alumni, Tyra Norbeck Hildebrand

Dissertations (1934 -)

Retention of urban teachers is important in order for students attending high-poverty schools to achieve significant academic and social gains (Boyd et al., 2008). This quantitative study sought to determine if a relationship existed between teacher retention and original career goals, teachers’ sense of self-efficacy, and self-reported level of empathy. Seven cohorts of Teach for America (TFA) alumni who completed their program between 2011-2017 in the same urban region were surveyed to learn about the TFA experience and specific career decisions after their two-year program ended. Lent, Brown and Hackett’s (2002) Social Cognitive Career Theory (SCCT) was utilized as the …

Editors' Notes, Jody E. Jessup-Anger, Keith E. Edwards

College of Education Faculty Research and Publications

No abstract provided.

History Of Sexual Violence In Higher Education, Jody E. Jessup-Anger, Elise Lopez, Mary P. Koss

College of Education Faculty Research and Publications

In this chapter, we describe the history of sexual violence as it pertains to postsecondary institutions, focusing on social movements, research, and policy, and their implications for higher education.

The Living-Learning Community Pyramid, Karen Kurotsuchi Inkelas, Jody E. Jessup-Anger, Mimi Benjamin, Matthew R. Wawrzynski

College of Education Faculty Research and Publications

When constructing a living-learning community, you can have all the building blocks in place, but without intentional integration your pyramid is missing its point.

A Cultural Context Lens Of Hope, Lisa M. Edwards, Jessica Briana Mcclintock

College of Education Faculty Research and Publications

This chapter explores hope theory, measurement (i.e., Children’s Hope Scale and Adult Dispositional Hope Scale), and research with regard to diverse racial and ethnic groups. Utilizing a cultural context lens, a case study of a Latina adolescent without documentation is used to illustrate how culture influences goals, obstacles, agency, and pathways. Research about the equivalence of hope across groups, including racial and ethnic groups within the United States as well as in other countries, is reviewed. The chapter concludes with a summary of findings regarding hope measurement and hope theory as they apply to various cultural groups and suggestions for …

The Sage Model Of Social Psychological Research, Séamus A. Power, Gabriel M. Velez, Ahmad Qadafi, Joseph Tennant

College of Education Faculty Research and Publications

We propose a SAGE model for social psychological research. Encapsulated in our acronym is a proposal to have a synthetic approach to social psychological research, in which qualitative methods are augmentative to quantitative ones, qualitative methods can be generative of new experimental hypotheses, and qualitative methods can capture experiences that evade experimental reductionism. We remind social psychological researchers that psychology was founded in multiple methods of investigation at multiple levels of analysis. We discuss historical examples and our own research as contemporary examples of how a SAGE model can operate in part or as an integrated whole. The implications of …

Political Activism And Mental Health Among Black And Latinx College Students, Elan C. Hope, Gabriel M. Velez, Carly Offidani-Bertrand, Micere Keels, Myles I. Durkee

College of Education Faculty Research and Publications

Objectives: The current study investigates the utility of political activism as a protective factor against experiences of racial/ethnic (R/E) discrimination that negatively affect stress, anxiety, and depressive symptoms among Black and Latinx college freshmen at predominately White institutions. Method: Data come from the Minority College Cohort Study, a longitudinal investigation of Black and Latinx college students (N = 504; 44% Black). We conducted multiple regression analyses for each mental health indicator and tested for interaction effects. Results: For Black and Latinx students, the relationship between R/E microaggressions and end of freshman year stress varied by political activism. For Black students, …

Professional Practice Guidelines For Occupationally Mandated Psychological Evaluations, American Psychological Association, Timothy P. Melchert

College of Education Faculty Research and Publications

Psychological evaluations are relied on by employers, professional licensing boards, and civil service commissions to make hiring and employment decisions affecting individuals, organizations, and the public. To promote best practices, these professional practice guidelines were developed for use by psychologists who perform clinical evaluations of individuals for occupational purposes, regardless of whether the evaluation is intended to obtain employment, to achieve licensure/certification, or to maintain either. These guidelines were created by the Committee on Professional Practice and Standards (COPPS) to educate and inform the practice of psychologists who conduct occupationally mandated psychological evaluations (OMPEs), as well as to stimulate debate …

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, …

The Mediating Effects Of Positive Thinking And Social Support On Suicide Resilience Among Undergraduate Students, Denise Marie Matel-Anderson

Dissertations (1934 -)

Suicide has been the 2nd leading cause of death for 18-24-year-olds in the US since 2011. The stress experienced by undergraduate college students has the potential to increase ones’ risk for suicide. Resilience theory was used as a theoretical framework to examine the interplay between risk and protective factors. A cross-sectional and correlational design was used to assess the mediating effects of positive thinking and/or social support on suicide resilience in 131 college students 18-24 years old who completed an online survey. An indirect effect of self-esteem on suicide resilience was found through positive thinking and social support indicating that …

Let My People In: A Comparative Study Of Diversity Rhetoric To Reality In Institutions Of Higher Education, Darvelle Hutchins

Master's Theses (2009 -)

Due to longstanding structures that have failed to provide an academic climate that is inclusive of the many dimensions of difference that exist among all people, institutions of higher education are under increased pressure to not only communicate but to live out a commitment to diversity as a means for business survival. By conducting this two-step research study at one private, Midwestern university, I examined the extent to which Black faculty members identified with their institutional rhetoric on diversity. In the first step, I completed a rhetorical analysis on four official texts to fully understand the extent to which Saint …

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.

Development Of Kinematic Templates For Automatic Pronunciation Assessment Using Acoustic-To-Articulatory Inversion, Deriq K. Jones

Master's Theses (2009 -)

Computer-aided pronunciation training (CAPT) is a subcategory of computer-aided language learning (CALL) that deals with the correction of mispronunciation during language learning. For a CAPT system to be effective, it must provide useful and informative feedback that is comprehensive, qualitative, quantitative, and corrective. While the majority of modern systems address the first 3 aspects of feedback, most of these systems do not provide corrective feedback. As part of the National Science Foundation (NSF) funded study “RI: Small: Speaker Independent Acoustic-Articulator Inversion for Pronunciation Assessment”, the Marquette Speech and Swallowing Lab and Marquette Speech and Signal Processing Lab are conducting a …

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.

Conflicts Based On Race/Ethnicity Among Latina/O Students In Schools, Michael James Martinez

Dissertations (1934 -)

Conflicts based on race/ethnicity continue to occur today in a wide range of settings. Of particular interest are racial/ethnic conflicts that occur in schools due to the impact they can have on students’ emotional well-being, academic achievement and the overall and racial school climate. Evidence exists that indicates the occurrence of racial/ethnic conflicts in schools but little attention has been specifically given to within-group or intra-racial/ethnic conflicts. Latina/o students are particularly fitting for such an examination given the clear within group diversity that exists within the population. This study sought to gain a better understanding of conflicts based on race/ethnicity …

Work-Family Balance: A Narrative Analysis Of The Personal And Professional Histories Of Female Superintendents, Nicole White

Dissertations (1934 -)

According to the Wisconsin Department of Public Instruction (2014), 74 percent of Wisconsin’s teachers are women, while only 26 percent of Wisconsin’s superintendents are women indicating a significant disparity among the educational ranks. Studies have claimed that women are obtaining their superintendent credentials at the same rate as men, yet in the state of Wisconsin, women account for a mere 22 percent of licensed candidates. Much of the previous literature identifies this problem and rationalizes it with the gender biases that have plagued women for centuries. This study went beyond that and focused on women in the 26 percent who …

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 …