<p> To pursue higher education in the United States can be a rewarding opportunity for many Chinese/Taiwanese international students. However, many challenges including acculturative stress may hamper the students&rsquo; ability to succeed in the US. Previous literature about the factors affecting Chinese/Taiwanese international students&rsquo; acculturative stress indicates mixed findings. One of the purposes of this study was to add clarity to this literature base by re-examining the impact of a range of factors noted in the literature, paying close attention to two distinct groups; students from mainland China and peers from Taiwan. Data was collected via an online survey from a predominantly minority serving institution on the West coast of the United States. In all, 112 Chinese/Taiwanese international students completed the survey. The results indicated that age, gender, and years in the United States do not predict Chinese/Taiwanese acculturative stress. However, education level was significantly related to Chinese/Taiwanese acculturative stress. Additionally, graduate Chinese/Taiwanese international students experienced significantly lower acculturative stress than undergraduate. No meaningful differences in terms of acculturative stress patterns were found between mainland Chinese and Taiwanese because of the small Taiwanese sample size.</p><p>

<p> As more opportunities abound for students to accelerate their learning during middle and high school, research is limited in the relationship between accelerated learning and the psychosocial adjustment of adolescents. This explanatory correlational research study provided additional empirical evidence of the relationship between accelerated studies, psychosocial adjustment, and the coping strategies adolescents utilize. Participants were 93 eighth to twelfth grade students enrolled in accelerated learning courses in a northwestern state in the United States. Students were administered instruments measuring their perceptions of: stress, life satisfaction, internalizing and externalizing behaviors, suicidal ideation, academic beliefs and task values, school climate, and coping strategies. Correlation coefficients determined relationships between psychosocial adjustment, age, number of accelerated learning program classes, gender and coping variables of students participating in accelerated learning programs. Results suggest that additional research is needed in the exploration of the relationship between a number of accelerated learning program classes adolescents participate in and their psychosocial adjustment. Gender had few significant relationships to other variables and grade level correlated with psychological factors, life satisfaction, motivation, school climate, and grade point average. There were statistically significant, strong to weak correlations amongst psychosocial adjustment variables; and in particular, an intricate association between psychological indicators of possible mental health issues, stress, life satisfaction, school functioning, age, and coping strategies.</p><p>

<p> Along with the deinstitutionalization movement, supports for persons with Intellectual Disabilities (ID) have shifted to promotion of person-centered supports inclusive in the community. Although successes have occurred regarding physical inclusion, skill building and social inclusion have not fared as well for those with more significant disabilities. This study evaluated a 5-week intensive, behavioral, specialized training and skill-building program for transition-age youth and emerging adults with more significant intellectual disabilities in a community college setting that utilized Applied Behavior Analysis (ABA) and Positive Behavior Support (PBS) strategies. Eighteen persons with significant IDs participated in the study in a mixed methodology research design. Through voluntary sampling, eight participants received the intervention first, in Group 1, and ten participants received the intervention second, in Group 2, through a quantitative switching replications design. Results were analyzed with a sequential explanatory approach for mixed methodology research. The results demonstrated a statistically significant increase when participants were in the intervention group, as compared to acting as the control group, on the Verbal Behavior Milestones Assessment and Program Plan (VB-MAPP), which measures social and communication skills. A similar pattern was trending towards significance on the Assessment of Functional Living Skills (AFLS). No statistically significant difference occurred on the Adaptive Behavior Assessment System (ABAS-3). Subscales on the San Martin Scale (SMS) for Quality of Life demonstrated statistically significant interaction effects for five of six subscales, when individuals were in the intervention group, but the treatment gains did not maintain after the intervention ended. The multiple-probe across-behaviors design demonstrated that participants were able to gain one to three skills while in the intervention, but, again, little carry-over effect was found on skills in baseline until the skill teaching was implemented. Further analysis demonstrated high satisfaction on the part of caregivers. Qualitative focus groups demonstrated a significant dichotomy between Theme 1, <i>Fitting into a System</i>, which did not meet individual needs, and Theme 3, <i>Learning is Meaningful</i>, which described successes and skill increases from the intervention as seen by caregivers. Results provided evidence that a short-term behavioral intervention can be effective in increasing skills, demonstrating satisfaction, and improving quality of life, combining a focus on behavior with one deriving from the disability rights movement.</p><p>

<p> This study sought to understand how students who were enrolled in postsecondary education and received support through special education services understand their identity. It was influenced by developmental theories of identity development and the professional interests of this researcher. It utilized narrative theory as conceived by Dan McAdams (1985, 1993, 2001) as both the methodology and a way of conceiving identity. Data was collected through a series of individual interviews. Participants were found to relate their identity as a series of stories. Their conception of self-identity views special education status as a trait, but not one central to their identity. Their families were viewed as central to how they understand their identities. Individuals outside of their families also had a strong impact on how they viewed themselves. Participants view differences as common both inside and outside of the special education population. Participants indicated a desire to help others heightened by their own struggles. Goals were well-articulated and used for self-motivation during times of academic difficulties. All shared negative school experiences unrelated to identity without prompts about the quality of their educations.</p><p>

<p> Cervical cancer can be detected and successfully treated through recommended Pap screenings, but it remains the second most diagnosed type of cancer among women, due in large part, to lack of participation in recommended screening. Researchers utilize different theories when attempting to predict health behaviors, such as theory of planned behavior (TPB). TPB remains a primary lens through which health studies are conducted. However, TPB does not take into account the affective components that have been shown to influence decision making and behavior, such as fear. Fear of cancer has been shown to influence decision making with respect to preventative healthcare. The purpose of this quantitative, correlational study was to attempt to determine to what extent fear of cancer served as a predictor of Pap screening behaviors, over and above the predictive value of TPB. A convenience sample of women between the ages of 21 - 65 years, with a mean age of 46.6 years, was recruited via social media to participate in an online survey which is the demographic for whom Pap screening is recommended. Independent variables included TPB components (attitudes, subjective norms, and perceived behavior control) and fear of cancer. Demographic variables (age, race, and socioeconomic status) were controlled during hierarchical regression analysis in order to predict the dependent variable - intention to get Pap screenings. Multiple regression analysis showed that TPB components were all significant predictors of pap screen intention. Perceived behavior control (PBC) (<i>t</i> (85) = 4.357, <i> p</i> &lt; .001), attitudes (<i>t</i> (85) = 2.046, <i> p</i> &lt; .05), and subjective norms (SN) (<i>t</i> (85) = 2.550, <i>p</i> &lt; .05) were all significant predictors of PSI. Demographics and fear of cancer (FOC) were not significant within this coefficient model. However, in terms of generalizing results to the larger population of women between 21 &ndash; 65 years, the model summary showed that demographics only accounted for .02% predictability, but when TPB components were added to the model, they accounted for 43% of the variance. Finally, when FOC was subsequently introduced to the model, predictability of pap screen intention increased from 43% to 44.5%. Albeit a small increase, these results suggest that while FOC may not be a better predictor over and above the predictive value of TPB components, a combination of affective components and TPB components may be beneficial for future health care studies.</p><p>

<p> The development of empathy in the healthcare setting is integral to high-quality patient care as empathy provides the ability to connect with patients to gain a better understanding of their emotions and experiences. Empathetic education is a component of medical education and nursing education; however, it is not a required curricular component in most laboratory-based education programs. In laboratory-based education programs, the teaching of empathy is conducted through role modeling, which has been identified as an optimal teaching strategy to assist students with developing their empathetic abilities. Numerous studies have been conducted to examine the role modeling process; however, limited research on instructors&rsquo; experiences with utilizing role modeling to teach empathy has been conducted. The purpose of this study was to examine the experiences instructors in laboratory-based education programs have had utilizing role modeling to develop students&rsquo; empathetic abilities, focusing on instructor successes and challenges. The study utilized Bandura&rsquo;s social learning theory as the theoretical framework. The study was conducted utilizing a basic qualitative study design. The sample comprised eight instructors from the histology technician, cytotechnology, and medical laboratory sciences programs at an academic medical institution in the Midwest. Data analysis was conducted utilizing the constant comparative method. Findings from the study indicated that past experiences provided participants with opportunities to identify and apply positive role modeling skills to elevate their teaching abilities. While challenges were not well-described, the ability to connect with students through role modeling empathy allowed participants to demonstrate how empathy can be beneficial to others. The impact of empathy on student development was observed by the participants as students actively utilized empathy to create a connection to the patient, thereby promoting a higher quality of laboratory services.</p><p>

<p> This study accessed the relationship between race, socioeconomic status, age and the race implicit bias held by middle and high school science teachers in Mobile and Baldwin County Public School Systems. Seventy-nine participants were administered the race Implicit Association Test (race IAT), created by Greenwald, A. G., Nosek, B. A., &amp; Banaji, M. R., (2003) and a demographic survey. Quantitative analysis using analysis of variances, ANOVA and t-tests were used in this study. An ANOVA was performed comparing the race IAT scores of African American science teachers and their Caucasian counterparts. A statically significant difference was found (<i>F</i> = .4.56, <i>p</i> = .01). An ANOVA was also performed using the race IAT scores comparing the age of the participants; the analysis yielded no statistical difference based on age. A t-test was performed comparing the race IAT scores of African American teachers who taught at either Title I or non-Title I schools; no statistical difference was found between groups (<i>t</i> = -17.985, <i> p</i> &lt; .001). A t-test was also performed comparing the race IAT scores of Caucasian teachers who taught at either Title I or non-Title I schools; a statistically significant difference was found between groups (<i> t</i> = 2.44, <i>p</i> > .001). This research examines the implications of the achievement gap among African American and Caucasian students in science.</p><p>

<p> With the concentrated government effort to withdraw U.S. armed forces from the ongoing foreign conflicts, millions of veterans are anticipated to transition back into American culture over the next several years. Once discharged, many veterans turn to the California community college (CCC) system for assistance with initiating their Post-9/11 G.I. Bill benefit and societal reintegration. As a historically disenfranchised student population, countless student veterans arrive at CCCs with physical and emotional traumas stemming from combat, lack college readiness, and have civilian adjustment difficulties. While all students in the CCC system have flexibility with persisting at a pace conducive with their academic skill, readiness, and motivation, student veterans have added internal stressors of transferring at an accelerated rate due to the time limitations of the Post-9/11 G.I. Bill. </p><p> The purpose of this study is to explore the transitional experiences of student veterans who leveraged their Post-9/11 G.I. Bill at a CCC in pursuit of a timely transfer to a university. A qualitative interview was utilized to understand the life transitions CCC student veterans endure and how their experiences may foster or hinder their timely transfer to a university. The sample group included 20 student veteran participants previously enrolled at Rolling Hills Community College (RHCC) and Crescent View Community College (CVCC) located in adjoining counties in Southern California. Purposeful sampling was employed to elicit information rich cases for in-depth study that have experienced the central phenomenon of interest and provide answers to the questions under study. </p><p> Four major themes emerged that describe the experiences that may foster or hinder a timely transfer from a community to four-year college. Themes that fostered a timely transfer included developing self and solidifying personal identity and community of support. Themes that hindered a timely transfer included managing the transition and racing against time. </p><p> Anderson, Goodman, and Schlossberg&rsquo;s (2012) framework of moving in, moving through, and moving out, in conjunction with the 4 S System of support, was the theoretical framework utilized to analyze the findings. Recommendations based on the findings of this study include increasing the Post-9/11 G.I. Bill allotment, establishing a Post-9/11 financial awareness and literacy training program, mandating enrollment in the Veterans Affairs (VA) health care system, streamlining college counseling services, and broadening research efforts to examine the academic outcomes of student veterans.</p>

The purpose of this dissertation, a year-long qualitative study involving action research, was to record and analyze the behavior of both a teacher/researcher and her tenth grade students when she eliminated judgmental language, grades, and punishment in a high school English class. Instead, she provided specific feed-back, engaged students in dialogue concerning their work, and used verbal strategies which did not allow development of the usual classroom roles of "teacher as Rescuer and Persecutor," and "student as powerless Victim." The study describes the initial debilitating anxiety the students experienced as they created their own rules, examined qualities of excellence in writing and speaking, evaluated their own work, engaged in daily class discussion and performed a variety of cooperative learning tasks. The study further describes teacher responses to the students' behaviors, parental and administrative concerns, and the extensive time commitments involved. It concludes that most of the participating students did not know how to take responsibility for their learning, and that the teacher's primary role was to guide them through a process for learning to do so.

Although the research evidence in support of providing phonemic awareness training for young children is substantial, its implementation in kindergarten programs has been limited. The need to bridge the gap between research and practice is clear, given the number of children demonstrating difficulties learning to read and the powerful effects specific training programs have had upon reading. This study's aim was to examine the feasibility of a comprehensive early literacy program linking research-based curricula with innovative assessment procedures in a kindergarten setting. Teachers and support staff from a small urban school system monitored early literacy skills using Dynamic Indicators of Basic Early Literacy Skills (DIBELS). Local normative data was collected to establish standards of performance and to serve as a means of comparing the efficacy of the traditional system of assessment and instruction to the model used by the participating teachers. Both quantitative and qualitative data were collected to address questions regarding the usefulness of DIBELS and the effectiveness of the model. The individual and overall outcomes of students receiving phonemic awareness instruction were evaluated by examining a set of descriptive statistics and conducting a repeated-measures analysis of variance (ANOVA) design. Time series analyses were also employed to illustrate the process used in making programmatic decisions. Staff members were interviewed at regular intervals to obtain feedback about the implementation process. Factors relating to the manageability of data collection and analysis, the feasibility of providing activities for a wide range of students, and the integration of this training into existing curriculum were given special attention. Although restricted by the limitations of design and nature of the data, descriptive and inferential statistics indicate that the formative assessment model was more effective in building phonemic awareness skills than the general curriculum. No significant differences were found in the development of letter naming skills. Participants indicated that DIBELS are effective assessment and teaching tools. They reported that the effectiveness of the training program lay in the high level of student involvement in the lessons. Issues related to time, space, support from personnel, and need for collaboration were raised as important factors in implementation.