The grade-point average (GPA) of 4 groups of college sophomores, representing high and low scores on the CPI Ac and Ai scales, was analyzed to test the hypothesis that conforming and independent achievement motivation (as measured by the CPI) is related to scholastic achievement reflective of conforming or independent behavior. Specific hypotheses regarding differential achievement as a function of Ac and Ai scores were tested and, in general, supported. From this study, it was found that the CPI Ac and Ai scales do provide a basis for differentially predicting the scholastic achievement of students in settings rewarding dependent and/or independent behavior.

The research regarding the benefits and outcomes associated with parental involvement is expansive. However, there is a dearth of empirical research that critically examines interventions that increase parental involvement in schools where participation is limited. This study enhances the research on parental involvement by exploring the barriers that exist for minority families in high need public schools and examining the effect of school newsletters (grounded in Hoover-Dempsey and Sandler's (1995, 1997, 2005) theoretical model of the parental involvement process) on parents' perceptions regarding school outreach efforts. In addition, a subsidiary analysis examines teachers' perceptions regarding the presence of parental involvement at their school and the frequency in which teachers encouraged involvement from their parents. Data from an experimental and control group parent and teacher sample was collected. In addition, a repeated measures ANOVA was conducted to determine if parent perceptions and their motivation to become involved were influenced by the bi-weekly distribution of the school newsletter. Teacher perceptions were analyzed using a t-test, followed by a repeated measures ANOVA for significant interactions. Informal surveys were administered to parents and teachers at the end of the study to assess their reaction to the school newsletters. Results showed that parents and teachers favored school newsletters and found the newsletters readable, informative, and enjoyable. Further, school newsletters can be used as a practical tool to influence parent perceptions, as significant increases in parents' perceptions regarding the school's general outreach efforts were indicated. However, increases in parent perceptions were greater in the control school location without the newsletter as an intervention, but with an established system in place for communicating with parents. Similarly, significant increases in teachers' reports of parental involvement behaviors were found, but also in the control school. Using one practical and feasible method for transmitting information to parents and promoting outreach was identified as a method to increase parent involvement. Implications for schools attempting to examine interventions to increase parental involvement in urban school settings are discussed. / School Psychology

Lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) students report higher levels of harassment and assault, exposure to prejudiced language, and diminished feelings of safety at school compared to their non-LGBTQ counterparts. Due to the difficulties these young people experience at school as well as their increased risk for psychological distress and suicidality, these students may need additional support to be successful. Although professional organizations support school psychologists acting as advocates to support LGBTQ students, research suggests that practitioners’ knowledge about issues faced by LGBTQ students as well as training related to their needs may lag behind this appeal for best practice. Given this information, it is valuable to investigate how well school psychologists believe themselves capable of fulfilling responsibilities related to working with and advocating for LGBTQ youth in schools. The purpose of this project was to create a comprehensive scale measuring school psychology practitioners’ self-efficacy in working with LGBTQ youth. The proposed scale was created by reviewing existing scales and literature related to LGBTQ student needs. The proposed scale was then sent to three expert panelists who provided feedback that was incorporated to make revisions to the original scale. A finalized scale is presented, which may assist in expanding the knowledge base regarding school psychologists’ self-efficacy in working with this vulnerable student population.

The purpose of this study was to review the literature on English Language Learners and written expression curriculum-based measurement. In recent years, there has been little research completed in the area of curriculum based measurement for writing for English Language Learners. A systematic review of the literature was conducted and all available literature on the use of written expression curriculum-based measurement since 2006 was identified and reviewed. Given the increasing diversity in our schools, particularly non-native English speakers, this review focused on studies including this group. There were differences in some of the technical features such as sample durations, writing tasks, and scoring procedures within the schools they were conducted in. Remaining gaps in the literature are discussed in addition to future directions and limitations.

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In this study it was hypothesized that the ability to mentally solve II story type" problems, those presented in the form of sentences, is significantly related to one's spatial reasoning ability and that a weakness in this ability, when tested by the "story type" problems, could be compensated for by training in and utilization of overt "paper and pencil" manipulations. To test the hypothesis, three measures were used. These were the DAT Verbal Reasoning test--used to control the factor of verbal reasoning, the DAT Space Relations test--used to measure spatial reasoning ability, and two forms of a test composed of "story type" problems--used to measure problem-solving ability. A large group of college students (146) were first tested on the DAT tests and then 18 pairs were selected which were matched as nearly as possible on verbal reasoning abilities while keeping their spatial reasoning abilities as diverse as possible. The 18 pairs were then tested and retested on the problem-solving tests with half of the pairs receiving problem-solving instructions prior to the retest. Statistical analysis of the results confirmed the hypothesis in that it revealed a substantial positive correlation between spatial reasoning ability and the ability to solve "story type" problems. Also, an analysis of the results showed, to a significant degree, that a weakness in spatial reasoning ability, when used to solve the type of problems considered, can be compensated for by using "paper and pencil" manipulations involving graphic procedures.

Thesis (Ph.D.)--University of North Carolina at Greensboro, 2007. / Title from PDF t.p. (viewed Feb. 29, 2008). Directed by Susan P. Keane; submitted to the Dept. of Psychology. Includes bibliographical references (p. 86-102).

Thesis (Ed. Spec.)--University of Wisconsin--Stout, 2008. / Includes bibliographical references.

Theses (Ed.S.)--Marshall University, 2003. / Title from document title page. Includes abstract. Document formatted into pages: contains iii, 54 p. Bibliography: p. 35-40.