MEASURING SCHOOL PSYCHOLOGY TRAINEE SELF‐EFFICACY          下载免费PDF全文

Adam B. Lockwood  John Mcclure  Karen Sealander  Courtney N. Baker 《Psychology in the schools》2017,54(6):655-670

There is an ever‐increasing need for school psychology training programs to demonstrate their ability to produce competent practitioners. One method of addressing this need is through the assessment of self‐efficacy. However, little research on self‐efficacy in school psychology exists likely due to the lack of a psychometrically sound measure of this construct. To address this gap, we examined the construct validity of the Huber Inventory of Self‐Efficacy for School Psychologists Research Version (HIS‐SP‐RV), a preexisting measure of self‐efficacy, with a sample of 520 school psychology graduate students. Results suggest that the HIS‐SP‐RV is not a valid measure of trainee self‐efficacy. We then created and conducted a psychometric evaluation of a shortened measure, the Huber Inventory of Trainee Self‐Efficacy (HITS). Results supported the validity of a five‐factor model. Implications for the use of the HITS for program evaluation, to improve trainee competence, and for future research are discussed.  相似文献   

An Immersion Approach to Teaching Food Science     

W.J. Harper  P.D. Courtney  G.W. Chism III 《Journal of Food Science Education》2003,2(3):53-56

ABSTRACT: Introductory Food Science courses are most often lecture-based courses, but some include limited laboratory experiences. As described in this paper, the course minimizes lecture and maximizes experiential or "hands-on" learning by using an immersion approach to teach basic concepts of food science. Additionally, it requires students to work in groups to accomplish tasks, thus providing valuable experience in working cooperatively. The course has been taught in this basic manner at Ohio State for 10 y. Analysis of pre-test and post-test results shows that none of the students pass the pre-test and 92% pass the post-test. In 2002, the average increase in scores from the pre-test to the post-test was 65.7 ± 14.7 (n = 22).  相似文献   

Gaining ‘Raw Insider Knowledge’: The Benefits and Challenges of International Study Tours for Creative Industries Students     

Mark Pennings  Debra Flanders Cushing  Rafael Gomez  Clare Dyson  Courtney Coombs 《The International Journal of Art & Design Education》2019,38(2):539-554

International short‐term study tours are a fast‐growing format for outbound education and provide exciting experiential learning opportunities for students in the creative industries disciplines. This success has encouraged researchers to seek a comprehensive view of the various concrete experiences that contribute to student learning during study tours. To that end, this article presents evidence from a qualitative online post‐tour questionnaire administered with students studying various art and design disciplines who participated in short‐term international study tours at a large Australian university in 2015. Using Kolb's Experiential Learning Theory as a framework, data collected explored student perceptions of which concrete experiences on a study tour are most impactful and which may actually hinder learning. Findings revealed: experiencing key industry venues are the most significant aspects of a study tour, rather than networking or personal growth; poor itinerary planning and travel issues are the least liked aspects of a tour, yet are often the most easily addressed with better tour management and planning; and students were positively impacted by unexpected gains in knowledge about their creative industries discipline. This study, therefore, provides unique insights into which concrete experiences may be most impactful as part of the experiential learning cycle within an international study tour for creative industries students.  相似文献   

How teachers' perceptions of the parent–teacher relationship affect children's risk for early childhood expulsion     

Courtney A. Zulauf‐McCurdy  Katherine M. Zinsser 《Psychology in the schools》2021,58(1):69-88

Rates of expulsion from early care and education settings (e.g., childcare and preschool programs) exceed those in K‐12, and relatively little is known of how to prevent such disciplinary decisions. In addition, expulsion disproportionately affects children of color, especially boys. The present study explores a potential protective strategy existent in all early care and education settings, the parent–teacher relationship. Surveys with early childhood teachers (N = 295) outline the association between teachers' perceptions of the parent–teacher relationship and a child's risk for expulsion. Findings indicate that teachers' perceptions of high‐quality parent–teacher relationships are related to a lower risk for expulsion for children who have not been expelled, with the strongest association found for Black children. In contrast, for children identified as previously expelled, we found no association between teachers' perceptions of the parent–teacher relationship and future expulsion risk. Each finding will be described in detail with an eye towards implications and intervention.  相似文献   

Editorial     

Sharon Dyas-Correia  Courtney McAllister 《期刊图书馆员》2019,75(1-4)

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What makes the difference? An analysis of a reading intervention programme implemented in rural schools in Cambodia     

Jane Courtney 《Compare》2014,44(3):416-434

This article compares the existing single-strategy approach towards the teaching of early literacy in schools in rural Cambodia with a multiple-strategy approach introduced as part of a reading intervention programme. Classroom observations, questionnaires and in-depth interviews with teachers were used to explore teachers’ practices and attitudes. Research was also conducted into the nature of the Khmer language. These preparations informed the design of the programme implemented in 127 rural schools. The success of the intervention was evaluated through classroom observations and a survey of teachers. Pupils’ reading was assessed in a sample of the intervention schools and compared with a sample of pupils in schools without the intervention. Results showed that most teachers in Cambodia use a one-strategy approach to teaching reading but that reading competence remains poor. In comparison, the assessment of pupils following the training of teachers in a multiple-strategy approach showed a marked improvement in their reading.  相似文献   

Support,belonging, motivation,and engagement in the college classroom: a mixed method study     

Sharon Zumbrunn  Courtney McKim  Eric Buhs  Leslie R. Hawley 《Instructional Science》2014,42(5):661-684

This explanatory sequential mixed methods study examined how belonging perceptions, academic motivation, and engagement might mediate the relationship between academic contextual characteristics and achievement using structural equation modeling and qualitative follow-up interviews with college students from a large, Midwestern university. In the first, quantitative phase, two hypothesized models of student belonging and motivation were tested. In line with the Self-System Model of Classroom Support for Motivation (Connell and Wellborn, in: Gunnar and Sroufe (eds.) Minnesota Symposium on Child Psychology: Self-processes and Development, 1991), Model 1 hypothesized student belonging and motivation to be directly predicted by supportive classroom environment perceptions, and to directly predict engagement, which was hypothesized to predict achievement. Model 2 elaborated on the traditional self-system model and hypothesized student belonging to mediate the relationship between supportive classroom environment perceptions and student motivation. Quantitative findings revealed support for Model 2. Supportive classroom environment perceptions predicted students’ belonging beliefs, which in turn predicted students’ motivation, engagement, and achievement in the course. The second, follow-up qualitative phase suggested ways in which contextual characteristics might influence student belonging beliefs in the classroom. Taken together, the quantitative and qualitative data illustrate the influential role of classroom contextual characteristics on student outcomes, as well as the role student belonging plays in college student motivation and success.  相似文献   

National call to action: Working toward the elimination of child maltreatment. The economics     

Courtney ME 《Child abuse & neglect》1999,23(10):975-986

No reliable estimates exist of the overall costs to society of child maltreatment that will withstand serious examination. Arguably some of the most important human costs of maltreatment are unquantifiable. Moreover, in many cases it is difficult if not impossible to separate the economics of child abuse and neglect from the economics of a host of other problems facing families. Still, even conservative estimates of government spending on behalf of abused and neglected children and their families illustrate that child maltreatment costs society a great deal, with much of that expense going for deep-end intervention rather than family support and prevention. Government expenditures directed at this social problem have grown rapidly since the rediscovery of child abuse in the 1960s and now exceed spending for a number of essential supports for children and families. Moreover, the new era of continuing commitment to child protection in the context of a revised social contract with the nation's poor raises serious questions about the economics of child maltreatment in the future.  相似文献   

The Politics of Terror: Rereading Harry Potter     

Courtney B. Strimel 《Children‘s Literature in Education》2004,35(1):35-52

This article claims that J. K. Rowling's Harry Potter series, with its use of magic, frightening storylines, and character ambiguity is beneficial to children who are dealing with issues related to terror and terrorism. The author explains that the scenarios presented in Rowling's series teach children strategies for coping with both physical and psychological victimization, and argues that the series explores morality issues, allowing child readers to analyze terror-related questions such as why some people are considered evil, why difference is often believed to be bad, and why good people do bad things. It is acknowledged that many critics believe that the same elements claimed as beneficial in the essay are actually immoral and dangerous to child readers. These critics' evaluations are countered in two ways: first, the author uses expert evidence to demonstrate that children are capable of distinguishing between fantasy and reality by the age of 5, making fantasy the most viable means for children to cope with terror; and second, the author examines and interprets specific passages within the series to demonstrate how various scenes lead children to explore important, yet frightening issues while remaining in an emotionally safe state. The author concludes that the series has proven to be more beneficial than harmful by presenting evidence gathered from actual child readers who state that the Harry Potter series has allowed them to confront and cope with terror and terrorism in their own lives.  相似文献   

Developing grass roots writing resources: a novel approach to writing within the social work discipline     

Christopher D. Kilgore  Courtney Cronley  Beth Amey 《Teaching in Higher Education》2013,18(8):920-932

In this case study, we report on the development of a writing-specialist position, the ‘Writing Resource Coordinator (WRC)’, in a school of social work at a large state university in the southern USA. Such programs are facing increasing budgetary pressures at the same time as their growing enrollments strain available resources. Students who arrive under-prepared or un-acculturated to the discipline often suffer high writing-related anxiety, putting them at risk for low performance, or dropping out altogether. The WRC provides discipline-specific ‘grass roots’ writing assistance to the most at-risk students through a program aimed at both students and faculty, providing a two-pronged service strategy including: (a) individual consultations and (b) group-oriented seminars and workshops. We describe the implementation of this resource and offer recommendations for improving upon and adopting this approach in social science programs at comparable institutions.  相似文献