Expelled from Childcare: Suspension and Expulsion Practices in One State’s Community Childcare Centers     

Giordano  Keri  Vega  Vanessa  Gubi  Aaron 《Early Childhood Education Journal》2022,50(1):135-144

Early Childhood Education Journal - Suspension and expulsion, typically thought of as discipline practices for high school students, occur at the early childhood level. In fact, 3- and 4-year old...  相似文献   

Motivation and self‐regulation assessments: Professional practices and needs of school psychologists     

Timothy J. Cleary  Aaron Gubi  Michelle V. Prescott 《Psychology in the schools》2010,47(10):985-1002

The current study examined differences between urban and suburban school psychologists in terms of their motivation and self‐regulation assessment beliefs, practices, and professional development needs. Using a sample of 96 urban and 47 suburban school psychologists sampled from 22 school districts in a Midwestern state, we found that the two groups were not differentiated across most survey items. Of primary practical importance, however, urban and suburban practitioners encountered motivation and self‐regulation referrals on a relatively frequent basis, perceived these processes to be valuable, and were strongly interested in professional development training. Interestingly, both groups of practitioners indicated that they do not routinely evaluate these processes in youth and were unfamiliar with many commercially available and research‐oriented motivation/self‐regulation self‐report scales. These results are consistent with the premise that there is a disconnect between the types of assessments that practitioners perceive to be valuable and the extent to which they actually engage in those practices. © 2010 Wiley Periodicals, Inc.  相似文献   

The impact of video exposure on students entering school psychology     

Joel O. Bocanegra  Aaron A. Gubi  Gregory L. Callan  Emery Clayson 《Psychology in the schools》2019,56(8):1287-1300

School psychology is experiencing a shortages crisis. Within this two‐part study, the Social Cognitive Career Theory was used to examine the impact of video interventions on students' choice and application to school psychology programs. A sub‐sample of participants were followed across 4 years. Findings suggest that, when measured immediately before and after, a short video intervention had a significant impact on participants' perceived knowledge and intentions to apply to a school psychology training program. However, when measured across several years, the video was not found to have a significant impact on actual application to a school psychology training program. Nevertheless, exposure to school psychology from multiple sources was still found to be the best predictor of actually applying to a school psychology program. Study results highlight the importance of concerted efforts throughout the career development pipeline to expose students to the profession of school psychology.  相似文献