Counseling, Higher Education & Special Education Research Works

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Now showing 1 - 5 of 9
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    A Natural History of the Development of Talent: Illustrations from the Career of John L. Holland (1919 – 2008)
    (2020-03-08) Gottfredson, Gary D.
    A pdf version of a slide presentation about the life and contributions to career psychology, counseling and higher education of John L. Holland. Includes biographical material describing his life, education, and work from college days throughout his life. Includes information about the nature of his research and professional contributions, his work settings, the influence of others on his life and work, and his influence on others. The slides may be useful in graduate seminars or courses on career development, career assessment, history of psychology or counseling, or theory development. One file contains only the slides for use when making a presentation and a second file contains slides with notes pages that provide instructors with hints for making a presentation as well as guidance on reading material for instructors and students. This presentation evolved from an invited address to the Maryland Career Development Association a few years after Holland’s death. The topic of the presentation was expanded into a book containing an autobiography of Holland as well as other material. The present slides refer to the book as well as other ancillary sources for graduate courses or seminars.
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    Undoing disparities in faculty workloads: A randomized trial experiment
    (PLoS, 2018-12-19) O'Meara, KerryAnn; Jaeger, Audrey; Misra, Joya; Lennartz, Courtney; Kuvaeva, Alexandra
    We conducted a randomized control study to improve equity in how work is taken up, assigned and rewarded in academic departments. We used a four-part intervention targeting routine work practices, department conditions, and the readiness of faculty to intervene to shape more equitable outcomes over an 18-month period. Our goal was to (a) increase the number of routine work practices that department faculty could enact to ensure equity, (b) enhance conditions within the department known to positively enhance equity, and (c) improve the action readiness of department faculty to ensure equity in division of labor. Post intervention faculty in participating departments were more likely than before the intervention to report work practices and conditions that support equity and action readiness in their department, and that teaching and service work in their department is fair. Participating departments were significantly more likely than control departments to report practices and conditions that support equity and greater action readiness to address issues of workload equity in their department. Finally, participating department faculty were more likely than control department faculty to report increased self-advocacy and were more likely than control department faculty to report that the distribution of teaching and service work in their department is fair.
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    Parental Autonomy Granting and School Functioning among Chinese Adolescents: The Moderating Role of Adolescents’ Cultural Values
    (Frontiers, 2017-12-13) Wang, Cixin; Do, Kieu Anh; Bao, Leiping; Xia, Yan R.; Wu, Chaorong
    School adjustment and achievement are important indicators of adolescents’ wellbeing; however, few studies have examined the risk and protective factors predicting students’ school adjustment and achievement at the individual, familial, and cultural level. The present study examined the influences of individual and familial factors and cultural values on Chinese adolescents’ school functioning (e.g., school adjustment and grades). It also tested whether cultural values moderated the relationship between parenting and adolescents’ school functioning. Self-report data were collected from a stratified random sample of 2,864 adolescents (51.5% female, mean age = 15.52 years, grade 6th – 12th) from 55 classrooms, in 13 schools in Shanghai, China. The findings suggest that cultural values may influence adolescents’ appraisal of parental autonomy granting, which then impacts their school functioning.
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    Self-concepts of adolescents with learning disabilities: A large-scale database study
    (2005-08-20) Strein, William; Signor-Buhl, Sara
    Using the ELS: 2002 national database, we compared the self-concepts in reading, math, and general academic areas for students with and without identified learning disabilities. Unlike most similar research, students’ measured achievement in reading and math was controlled, thereby effectively comparing students at similar levels of achievement. When controlling for achievement, academic self-concepts were not lower for the students with LD. Similar to other studies, students with LD tended to statistically over-predict their achievement compared to the non-LD group.
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    Urbanicity and Academic Self-Concept
    (2009-02-27) Strein, William; Pickering, Cyril; Grossman, Julie
    The main focus of this study was the relationships between school urbanicity (size of community in which the school is located) and fifth-grade students’ academic self-concepts. Using multi-level modeling methodology (HLM) we were able to investigate “school effects”, net of individual students’ characteristics. School urbanicity had no effect on reading, math, or general academic self-concept. School-level effects were found consistently for aggregate school achievement in reading and math, congruent with Marsh’s Big-Fish-Little-Pond effect. Less consistent school-level effects were found for proportion of minority students and school-average SES. Individual level effects mirrored those reported in other literature with tested achievement having the greatest effect