Thesis (Psy.D.)--Fairleigh Dickinson University, 2001. / Source: Dissertation Abstracts International, Volume: 62-01, Section: B, page: 0597. Chairperson: Judith Kaufman. Available also in print.

Thesis (Psy.D.)--Fairleigh Dickinson University, 2005. / Source: Dissertation Abstracts International, Volume: 66-03, Section: A, page: 0897. Chair: Judith Kaufman. Available also iin print.

Thesis (Ph. D.)--Louisiana State University and Agricultural and Mechanical College, 2004. / Includes bibliographical references.

Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 178-188).

<p> The purpose of this research is to explore similarities and differences of student burnout and student depression through educational (engagement in studying) and personal (personality traits) perspective. Due to the claims in literature considering burnout a popular word for depression, the main research question was whether burnout can be considered an independent nosological entity. The study included 135 undergraduate students in a Midwestern university, who filled out self-report questionnaires to measure burnout, depression, engagement, and Big Five personality traits. Correlational analyses showed moderate correlation between burnout and depression, and a similar correlation pattern of burnout and depression with engagement and personality traits. However, several regressional analyses indicated major burnout-depression differences in predicting engagement and personality. Based on these findings, the moderate relationship between the two constructs assumes that burnout belongs to the category of depressive disorders. At the same time, however, it was concluded that the significant differences in the way burnout and depression relate to engagement and personality may suggest that burnout can be differentiated from depression.</p><p>

This study explored how having a child with a profound or multiple disabilities affects the home school relationship in a multi-cultural Special School for Primary aged children. Research has highlighted the impact upon the family in terms of coping strategies and how families with good and poor coping strategies differ. The purpose of the study was to consider how a model of systemic thinking called the Family illness systems model (Rolland 1994) might be used to understand the context in which a family might be operating, informing how the school might appropriately foster the home/school relationship. The study took a phenomenological approach using Interpretative Phenomenological Analysis (IPA) to explore the impact of having a disabled child upon the family; how this affects coping strategies of the parent, family functioning, and how this feeds into the expectations and experiences with school. 5 mothers were interviewed using semi-structured interviews. Interview data was analysed using IPA and three superordinate themes emerged: ‘making sense of life changing events’, ‘impact on family dynamics’, ‘impact of a child needing a special school’. These finding were discussed in relation to relevant literature and the initial research questions. Strengths and limitations of the research were acknowledged. Finally the findings of the study were considered in relation to educational psychology practise and for further areas of research.

<p> Title IX Coordinators are educational administrators who play a critical role in providing campus environments free of sex discrimination, harassment, and violence. Their work is demanding, highly regulated, and set in an increasingly volatile political context. There is little research on the experiences of these administrators. Utilizing the Professional Quality of Life framework, this qualitative study explored the experiences of 20 Title IX Coordinators to understand their professional quality of life and organizational factors that influence their experiences. Findings revealed participants&rsquo; satisfaction was drawn from passion for &ldquo;the work&rdquo; and making a positive impact in their communities, and fatigue and burnout were tied to an intense and overwhelming workload. While fatigue can lead to a breaking point, moderating influences, e.g., coping strategies and balancing compassion with neutrality, mitigated negative factors. Institutional resistance and lack of understanding across stakeholders contributed to compassion fatigue, while institutional commitment and supportive interpersonal relationships affirmed the Title IX Coordinator&rsquo;s experience. Implications include expanding the Title IX Coordinator&rsquo;s passion for gender equity across the institution, and building institutional capacity to adequately respond to complaints, to benefit both the experience of the Title IX Coordinator and campus communities at large. Recommendations for policy and practice include creating Title IX teams, institutionalizing campus climate surveys, and supervision committed to building supportive working environments. Future research is recommended on how intersecting identities influence the Title IX Coordinator experience, and understanding campus attitudes toward Title IX and other civil-rights based responsibilities among constituent groups.</p><p>

Research has shown that high levels of emotion are associated with lowered academic performance. However, the mechanisms involved in this relationship are as yet unclear. One potentially important process is the disruption of working memory. Building on previous research such as Wine (1971) and Sarason (Sarason, 1984), Eysenck and Calvo (1992) formulated a processing efficiency theory (PET) to account for the disruptive effects of anxiety on cognitive task performance. Briefly, PET suggests that anxiety can have the effect of reducing cognitive storage and processing resources in the working memory system. One effect is a reduction in task effectiveness, or the accuracy of performance. H.C. Ellis and colleagues have proposed a similar model, the resource allocation model, with special reference to depressed mood (e.g. Ellis & Moore, 1999). Under both theoretical frameworks, the negative effects of emotion are assumed to be most clearly seen on complex cognitive tasks. In addition, the negative effects of anxiety on performance are thought to be most pronounced under stressful conditions. This thesis explored the relationship between emotion, working memory and academic performance in an attempt to further understand the processes involved in educational underachievement in anxiety and depression. The first empirical investigation reported in Chapter Three was an initial step in testing the simple relationship between three emotions (trait anxiety, depression and test anxiety) and academic performance measures. Consistent with previous research moderate negative relationships were found between the two constructs. Chapter Four showed that working memory partially mediated the negative trait anxiety-academic performance relationship. Chapter Five replicated the mediation hypothesis also incorporating depression and test anxiety. A moderated mediation hypothesis was also tested. That is, that the negative links between emotion, working memory and academic performance were shown to be most pronounced when stress reactivity was high. Chapter Six replicated these moderated mediation results and tested an emotion x working memory interaction hypothesis that suggested that those with high emotion and low working memory were the poorest academic performers. Chapter Seven evaluated the moderated mediation and interaction hypotheses in a longitudinal study which allowed for some preliminary conclusions to be made concerning causality. It was shown that emotion was negatively associated with academic performance via verbal working memory over time when stress reactivity was high. Over time, high emotion and low working memory in combination were associated with lower academic performance. In Chapter Eight, the implications of the findings in this thesis for theory and practice were discussed.

<p> Prominent Feature Analysis (PFA) is a reliable and valid writing assessment tool, derived from the writing it is used to assess. PFA, used to assess on-demand expository essays in Grades 3&ndash;12, uncovers positive and negative characteristics of a sample. To extend PFA to a new academic level and genre, I assessed scientific writing of 208 undergraduates, identifying 35 linguistic and 20 scientific prominent features. An essay could earn up to 28 positive (24 linguistic and four scientific), and up to 27 negative marks (11 linguistic and 16 scientific). The minimum prominent features number in a paper was 3, the maximum was 25 (<i>M</i> = 12.45, <i>SD</i> = 3.88). The highest positive and negative prominent features numbers noted were 17 (<i>M</i> = 4.11, <i>SD</i> = 3.96), and 16 (<i>M</i> = 8.34, <i> SD</i> = 3.25) respectively. </p><p> Rasch analysis revealed a good data-model fit, with item separation of 5.81 (.97 reliability). The estimated feature difficulty of items spanned over 10 logits; common errors were easier to avoid than &ldquo;good writing&rdquo; characteristics to exhibit. Significant correlations among linguistic, but not between linguistic and scientific features, suggest writing proficiency does not assure excellence in scientific writing in novices. Ten linguistic features significantly strongly and moderately inter-correlated with each other, appearing to represent writing proficiency. Student GPA correlated significantly with the raw prominent features scores (<i>r</i> = .37; <i>p</i> &lt; .01), and negatively with the sum of negative linguistic features (<i>r</i> = &ndash;.40, <i>p</i> &lt; .01), providing support for scale&rsquo;s validity, and suggesting that good students are better at avoiding common writing errors than less able learners. Additionally, PFA scores positively significantly correlated with composite ACT scores. </p><p> To investigate PFA&rsquo;s ability to track change in writing over time, I compared 2 sets of prominent features scores of 25 students. In comparison with earlier essays, later (longer) essays exhibited significantly more positive, <i> and</i> more negative features. Prominent features scores did not correlate significantly between the sets. This suggests, that while PFA is a valid and appropriate tool for analysis of undergraduate scientific writing, it was not suitable for tracking change in writing ability in this small sample.</p><p>

A educação de tempo integral no Brasil tem estado presente nas formulações de educadores de forma crescente. Várias iniciativas foram tomadas em diferentes momentos da vida pública do país, procurando desenvolver projetos de ensino em tempo integral para as escolas, implantando propostas e modelos. O desenvolvimento histórico e atual da escola de tempo integral é marcado por vários programas, projetos e experiências em diversos formatos que são regulamentados por leis e diretrizes norteadoras. Esse estudo teve como finalidade compreender o funcionamento de um estabelecimento de ensino de educação de tempo integral em um município do interior paulista, optando por realizar um estudo qualitativo na modalidade etnográfica, utilizando como instrumentos as observações participantes, entrevistas semiestruturadas e análise documental. Participaram desta pesquisa 15 Professores/Educadores e 17 alunos vinculados ao estabelecimento de ensino de tempo integral do município estudado. Para análise dos dados, as entrevistas foram minuciosamente transcritas, as observações registradas no diário de campo e o Plano Político Pedagógico foi transcrito e organizado. Os resultados obtidos contemplaram a descrição do funcionamento e organização da rotina e das atividades propostas do estabelecimento, possibilitaram ainda a compreensão sob as percepções dos profissionais e alunos frente a Educação de Tempo Integral. O que levou a uma reflexão dos aspectos: físicos e funcionais; da aprendizagem; social e educacional no qual o estabelecimento está agenciado. Revelando ao final que a modalidade de Tempo Integral no estabelecimento estudado, tanto nos aspectos de compreensão como no das execuções curriculares, fundamenta-se no aumento da jornada escolar, com características que forneça o trabalho sobre a visão de conceitos integrais prevista nas diretrizes norteadoras do parâmetro nacional para a modalidade de educação integral, organizando assim as atividades e currículo em um formato formal e informal; compreendendo o período da manhã na oferta de atividades curriculares e no período da tarde, como atividades de complemento, concebidas por extrapedagógicas / The full-time education in Brasil has been present in formulations of the educators increasingly. Many initiatives have been taken at different moments of public life in the country, looking to develop projects of full-time education for school, implementing proposals and models. The historical and actual development of the full-time school is marked by many programs, projects and experiences in various formats than are regulated by laws and guiding guidelines. This study had as purpose to understand the operation of a full-time education establishment in a city in the state of São Paulo, opting to accomplish a qualitative study in the ethnographic modality, using as tools the participant observations, half-structured interviews and documental analysis. In this research, participated 15 professors/educators and 17 students bound to the full-time education establishment of the country studied. For data analysis, the interviews were meticulously transcribed, the observations registered in the diary field and the Pedagogic Political Plan was transcribed and organized. The results obtained complemented the functional description and organization of the routine and activities of the establishment, made possible the understanding under the perceptions of the professionals and students about full-time education. That led to a reflection about aspects physics and functional; of the learning; social and educational in which the establishment is acted. Reveling in the end that the full-time modality in establishment studied, both in the aspects to understand and in the curricular executions, it is based on increasing of the school day hours with characteristics that provide the work on the vision of integral concepts foreseen in the guiding guidelines of the national standard to modality of the integral education, organizing the activities and curriculum in a formal and informal format; understanding the morning period as offers the curricular activities and the afternoon period as offers additional activities, entitle as extra pedagogics