Counseling, Higher Education & Special Education Research Works

Permanent URI for this collectionhttp://hdl.handle.net/1903/1648

Browse

Start date: 2010End date: 2018

Search Results

Now showing 1 - 3 of 3
  • Thumbnail Image
    Item
    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.
  • Thumbnail Image
    Item
    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.
  • Thumbnail Image
    Item
    Big Fish and Other School Effects on Academic Self-Concept
    (2010-08-14) Strein, William; Grossman, Juliie
    A substantial amount of research indicates that academic self-concept is a function of both individual characteristics, and school effects that impact on the development of self-perceptions. Few studies have studied a cohort of students as they progress through the transition from elementary to middle school. The present study uses multi-level modeling to examine school effects on students’ academic self-concept in reading and math as they transition from elementary to middle school. Data come from the ECLS-K data set. Few school effects were found, but students’ SES was found to be a strong moderator of the relationship between reading achievement and self-perceptions of students’ ability and interest in reading.