<p> Increased awareness regarding the effectiveness of educational programs has been generated from recent legislative mandates. Given the significance of kindergarten as the foundation for academic learning, it is critical to evaluate whether district-created programs for entering students who are identified as at-risk are effectively meeting their needs. The current program evaluation study investigated the immediate and long-term effects of an extended-day intervention for kindergarten students identified as at-risk in one school district. Through archival data analysis, students who participated in the extended-day kindergarten (EDK; <i>n</i>=26) intervention beginning in the fall of 2000 and 2001 were compared with a control group of gender- and age-matched students who attended half-day kindergarten (HDK; <i> n</i>=26) on a number of school-related measures, including academic achievement, IQ, behavior ratings, attendance, and referral to and participation in additional school supports. The intervention incorporated some evidence-based strategies for students who are at-risk, such as lower student to teacher ratio and small group reading support with a phonics-focus. Findings indicate that students who participated in the intervention were not significantly different from comparison students on the majority of academic achievement and behavior variables. Differences, however, emerged on group achievement test scores across short-term (ITBS reading and language, NYS ELA), intermediate (ELA and math), and long-term outcomes (ELA and science) on which the intervention group scored lower. A significantly higher percentage of intervention students received remediation in reading during the early and intermediate grades, remediation in math during middle and high school, special education services, and were classified as students with learning disabilities. On group IQ tests, the intervention group scored lower on verbal and quantitative scales, but no differences emerged on nonverbal scales. The district's kindergarten screening appears to be effectively identifying students who are at-risk for learning difficulties. Future research might address limitations of this study by including a matched, at-risk comparison group and more specific behavioral ratings. Implications for the district highlight the predictive validity of kindergarten screening and early intervention effectiveness. Implications for the field of school psychology focus on data-based decision making, training in program evaluation, screening, and service delivery for this population.</p>

<p> U.S. schools teach predominately to the analytical, left-brain, which has foundations in behaviorism, and uses a mechanistic paradigm that influences epistemic beliefs of how learning takes place. This result is that learning is impeded. Using discourse analysis of a set of Piagetian children, this study re-analyzed Piaget's work. This study found that, although the participating children answered from both an intuitive and an analytical perspective, Piaget's analysis of the interviews ignored the value in the intuitive, right-brain answers; Piaget essentially stated that the children were only doing valuable thinking when they were analytical and logical. Using other comparable re-analysis as the yardstick, this study extended Piaget's original interpretations. Implications for teaching and learning are also described. This study also extends a call for research into a pedagogical balance between analytic and intuitive teaching. </p>

No description available.

<p> In order to remain effective in an increasingly digital workplace, many organizations have shifted towards the automatic and electronic collection of employee performance data. For example, employees completing computer-based training may be monitored to collect objective performance information for either developmental or administrative purposes. Though this allows for more objective employee feedback and evaluation, little remains known about the effect of pervasive electronic monitoring on key self-regulatory processes which underlie learning. This study was designed with this gap in mind and explores the relationship between electronic monitoring type (developmental or administrative), goals, and feedback perceptions, feedback usage, and learning. In order to understand this relationship, the current study extends classical theories of performance management and self-regulation to supplement emerging research on electronic monitoring. Results of this experiment suggest that monitoring purpose does not have a strong impact on state goals. Monitoring purpose, however, may affect feedback perceptions. Using the results of this study, evidence-based recommendations can be made for the theoretical understanding and practical of monitored training.</p>

<p> The purpose of this dissertation is to describe a doctoral research study designed to implement Self-Regulated Strategy Development (SRSD) writing revision strategies, delivered in a completely online format, for college students. There is an insignificant amount of empirical research that has been conducted supporting writing interventions for college students. Self-Regulated Strategy Development (SRSD) is a writing intervention for which a significant amount of empirical research has been conducted in regards to its efficacy in elementary, middle, and high schools, with results showing positive effects for students of all ages. SRSD has features that lend itself to web-based interventions as well. Research on web-based interventions for students of all ages is on the rise, and is significant in regard to the methods of communication in which students today function. This study investigated the efficacy of a web-based version of SRSD provided to college students in freshman writing classes. The three SRSD revision strategies chosen to investigate were REVISE, SCAN, and Compare, Diagnose, Operate. The results indicated those SRSD participants who reported using at least one of the revision strategies at some point during the semester received higher course grades in their writing classes, in comparison to those participants who did not use the strategies; secondary analysis indicated that although the SRSD students' grades were higher, when group size was controlled, the difference in grades was not statistically significant. Qualitative analyses indicate that students felt as though the REVISE and SCAN strategies were most effective, and may be the most socially valid. The findings are discussed in the context of the procedures necessary for creating effective evidence-based writing interventions in the college setting.</p>

<p> Therapist self-awareness is widely regarded by educators and clinicians as an essential factor that allows psychotherapists to treat clients effectively (Ridley, Mollen, &amp; Kelly, 2011b). Accordingly, a central goal of therapist training is to increase self-awareness, which is believed to lead to important training outcomes, such as stronger trainee self-efficacy in clinical abilities (e.g., Barnes, 2004; Daniel, Roysircar, Abeles, &amp; Boyd, 2004). Despite this common belief, there is a scarcity of theory and research on the role of self-awareness in affecting therapist training outcomes (Pieterse, Lee, Ritmeester, &amp; Collins, 2013). Using a Social Cognitive Model of Counselor Training (SCMCT; Larson, 1998) as a guiding theoretical framework, the present study examined therapist trainees' self-awareness as a mediator in the relations of trainees' person variable (self-compassion) and training variables (clinical experience and supervisory rapport) to trainees' counseling self-efficacy (CSE). </p><p> Path analysis was conducted to analyze data from a sample of 466 graduate-level therapist trainees. Results showed that self-awareness partially mediated the relations of clinical experience and self-compassion to CSE. The mediation effect was not significant for supervisory rapport, although supervisory rapport did directly predict CSE. Post-hoc moderation analyses suggested that self-awareness might play a more significant mediational role for trainees with more clinical experience compared to trainees with less experience, and for trainees with more supervisory rapport versus trainees with less supervisory rapport. These findings provide valuable empirical support for self-awareness as a crucial factor in facilitating desirable training outcomes in therapist trainees. The importance of advancing theory and research in this area is highlighted. </p>

<p> The aim of this study was to examine children's reasoning about the fairness of differential treatment by teachers and to determine if there were circumstances under which children may consider differential treatment to be acceptable. Participants (n = 76), ages 6 to 11 years, evaluated hypothetical stories entailing unequal distributions of different educational goods: quantity of work, turns to read aloud, and individual attention from the teacher. The teacher's rationale for the differential treatment was systematically varied in order to determine whether it altered participants' evaluations. In addition to a condition in which no rationale was given, four different rationales were proposed to underlie the differential treatment: differentiating instruction for high achieving students, differentiating instruction for struggling students, preferential treatment for favored students, and preferential treatment for boys. </p><p> The findings showed that differential treatment in the form of individual teacher attention was most acceptable to students, followed by differential assigned work, and lastly differential turns to read aloud. Children drew a distinction between the condition in which no rationale for the differential treatment was provided and the conditions in which they were. When a rationale was not presented to explain the teacher's behavior, the majority of participants rejected the differential treatment. When rationales were introduced, participants were significantly more likely to endorse differential treatment for struggling and high achieving students than for favorite students or boys. Participants were also significantly more likely to endorse differential treatment for struggling students than for high-achieving students. Analysis of justifications supporting children's evaluations of differential treatment indicated that children drew a distinction between differentiated instruction and preferential treatment. </p><p> The presence of age differences in children's judgments of differential treatment depended upon the particular educational good at stake and the teacher's rationale. When no rationale for the differential treatment was provided, 6-7 year old participants were significantly less likely to endorse differential treatment than either 8-9 year old or 10-11 year old participants. When a rationale for differential treatment was presented, there were only two conditions (out of twelve) in which significant age differences emerged. Although the majority of participants favored modified work for high achieving students, 6-7 year old participants were significantly less likely to favor it for high achievers than 10-11 year old participants. Further, 10-11 year old participants were significantly less likely to favor extra turns for struggling readers than 8-9 year old participants. </p><p> Previous research had not yet examined justice reasoning as applied to the distribution of educational opportunities in the form of differential treatment. The present study found evidence that children as young as 6 years did not equate fairness with simple equality of treatment, but recognized that special needs may warrant an unequal distribution of the teacher's individual attention, extra opportunities to read aloud, or a modification of assignments. The findings add complexity to the view that the justice concept of equality emerges earlier in ontogeny than the justice concept of merit or need. In this study, participants across ages 6 to 11 years considered claims to equality, merit, and need (i.e., the acceptability of differential treatment for high achievers and struggling students). The results present a more nuanced picture of children's justice conceptions than has been discussed in earlier work. </p>

<p> The purpose of this qualitative research study was to explore the essence and underlining structure of a hybrid identity development process among undergraduate students who lived a transborder lifestyle in the U.S.-Mexico border region by identifying the factors that influenced the phenomenon. In the 1990s transnational and transborder individuals were identified by scholars as part of a new understanding for the movement of populations. Today researchers state that this phenomenon is ever most prevalent at the world's busiest international border shared between the cities of San Diego, California and Tijuana, Mexico. Part of the transborder phenomenon is college students who collaborate internationally between San Diego, California and Tijuana, Mexico because they reside in both sides of the U.S.-Mexico border while attending higher education institutions in San Diego, California. Currently there is no information about how many students live a transborder lifestyle in the San Diego, California and Tijuana, Mexico border region and few researchers have explored the understanding of their experiences. As a result, the lack of research about the development of this student population called for further investigation. Semi-structured one-on-one interviews were conducted with twelve undergraduate students who lived a transborder lifestyle in the San Diego, California and Tijuana, Mexico border region; they took place at a higher education institution in San Diego, California. The central finding of this study is the illustration of the developmental process of a Hybrid Identity; therefore, a conceptual framework for the systematic understanding of the phenomenon was created. The stories which participants shared as part of their interview illustrate how their hybrid identity development was influenced by the transborder lifestyle they lived through the transborder context in the U.S.-Mexico border region. The influential factors of their hybrid identity development are identified as the obstacles they faced through the transborder context and the different ways they coped with and adapted to the barriers of their milieu.</p>

<p> Research examining success in college and career suggests that success in college, when measured by GPA, may not be a strong predictor of success in work, including salary and career satisfaction. This study examined how individual person variables, such as personality, motivation and drive, may better the predictive value of GPA. Predictors of college success, extrinsic career success and intrinsic career success as measured by GPA, salary and job satisfaction, respectively, were examined. Three models were developed and analyzed using structural equation modeling. In the models, demographic variables, personality, work motivation and work drive were assessed. Participants included 64 male and female undergraduate participants from a small private university and 107 male and female graduates of the same university. Those with higher GPAs tended to be female and to show more Conscientiousness, work motivation and work drive. Higher salaries were associated with being male, having obtained a higher educational degree and being less neurotic. Higher career satisfaction was associated with being male, White, having obtained a higher educational degree, having a higher undergraduate GPA, being less neurotic and less open. Results highlight the incongruencies between the personal attributes that tend to be associated with success at school and those that tend to be associated with work.</p>

<p> This study investigated middle and late adolescents&rsquo; judgments of and reasoning about an incident of homophobic harassment in four conditions, where the genders of the victim and perpetrator were varied (N = 104). Participants were asked whether they thought the victim in their scenario was upset, as well as whether or not the perpetrator had a negative intention. Social cognitive domain theory served as the framework for coding adolescents&rsquo; reasoning. In addition, adolescents&rsquo; endorsement of gender stereotypes was measured. As expected, having had a male victim, as opposed to a female victim, was related to lesser odds of believing the harassment was completely wrong among tenth graders, and lesser odds of believing the victim was upset. Participants in tenth grade were also more likely to use conventional reasoning in justifying their judgments about harassment than those in twelfth grade. Participants in the male victim/ perpetrator condition were less likely to believe the perpetrator had a negative intention than those in the female victim/ perpetrator condition. Contrary to expectations, endorsement of gender stereotypes was unrelated to the use of conventional reasoning. The effects of endorsement of gender stereotypes and use of moral reasoning in relation to judgments of harassment were significant among participants in the male victim condition, but non-significant among participants in the female victim condition.</p>