Counseling, Higher Education & Special Education
Permanent URI for this communityhttp://hdl.handle.net/1903/2226
The departments within the College of Education were reorganized and renamed as of July 1, 2011. This department incorporates the former departments of Counseling & Personnel Services; Education Leadership, Higher Education & International Education (excluding Organizational Leadership & Policy Studies); and Special Education.
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Item Relations Among Peer Victimization, Aggression, And School Climate in Elementary School Students(2019) Sullivan, Kathryn; Wang, CIxin; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Peer victimization in schools is a growing concern in China, where prevalence rates range from 22-26.1% (Han, Zhang, & Zhang, 2017; Cheng et al., 2010). Peer victimization is linked to many negative outcomes, including increased aggression (Arsenault et al., 2006; Averdijk et al., 2016). A positive school climate, which includes factors that support learning, physical and emotional safety, connection, support, and engagement, may serve as a protective factor against both peer victimization and its negative outcomes. This study examined the longitudinal relations between peer victimization, aggression, and school climate by examining self-report survey data collected from 800 3rd to 6th-grade students in China. Results indicated that a positive school climate was a significant moderator of the positive relationship between peer victimization and later aggression. These findings have important implications for the role of school climate as protective against later behavioral difficulties for victimized students.Item PARENT PERSPECTIVES ON DIAGNOSIS OF AND SERVICES FOR CHILDREN WITH CORTICAL VISUAL IMPAIRMENT(2019) Kempler, Sara Kathleen; Beckman, Paula J; Special Education; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Medical advances in recent years have increased survival rates of infants born prematurely and/or infants and children that present with life-threatening conditions (Good et al., 1994; Khetpal & Donahue, 2007; Murphy & Carbone, 2011). These increased survival rates are associated with an increase in the number of children who have severe and/or multiple disabilities, including those conditions that are associated with cortical visual impairment. Children with typical or nearly typical eye exams, but having observable visual impairment are those generally diagnosed with cortical visual impairment, or CVI (Jan, Groenveld, Sykanda, & Hoyt, 1987). Delayed or lack of diagnosis of CVI can lead to missed opportunities for learning, and especially missed sensitive periods during which recovery can occur faster (Hubel & Wiesel, 1970; Roman-Lantzy, 2018). Without diagnosis, children may not be eligible for funding assistance for educational materials (American Printing House for the Blind, n.d.b). The purpose of this study was to explore parents’ experiences in getting a diagnosis of CVI for their children. For example, whether there were lapses in time between suspected vision difficulties and diagnosis, and what information was provided when diagnosis was obtained. The research questions guiding this investigation included: What are parents’ experiences in seeking a diagnosis for their child’s suspected vision challenges? What needs do parents recall related to information and supports while seeking a diagnosis for their child’s suspected vision challenges? What kind of information is offered or readily available to parents upon diagnosis of CVI? The primary data source for this study was interviews with parents of children having diagnosed CVI. Secondary data sources included interviews with ophthalmologists, teachers of the visually impaired, and records review.Item Predictors of Disproportionate Use of Suspensions and Expulsions(2019) Williams, Alisa; Strein, William; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This study used the nation-wide U.S. Department of Education’s Office of Civil Rights dataset to investigate the school characteristics that influence disproportionate rates of harsh discipline in public schools. At the individual student level, research indicates that racial minority students receive suspensions and expulsions at rates that are greater than their membership in their schools’ population. However, there is little research investigating whether school-level variables (i.e., school characteristics) can predict disproportional discipline and how predictors may differ between groups. This study used school-level discipline data from schools in all fifty states as well as the District of Columbia with a minimum enrollment of 15 each of African American, Hispanic and White students to investigate potential school characteristics that predict disproportional discipline as well as whether the effect sizes of these predictors vary for disproportionality with regard to African American and Hispanic students. Predictors were school-level and included student body size, diversity and poverty level; school level and typology; student: teacher ratio and percentage of new teachers, and the presence of school resource officers, while states were used as a clustering variable and controlled for state-level effects such as state discipline policies. Results indicated that on average, disproportional discipline continues to affect both African American and Hispanic students, but that the degree of disproportionality varied considerably between schools. Few of the included variables predicted disparities in African American discipline. However, several variables, including the percentage of minority student enrollment, percentage of Hispanic student enrollment and being a middle school, high school or rural school, predicted disparities in Hispanic discipline. Results are interpreted and discussed in the context of existing, relevant research literature.Item STORIES OF A TAIWANESE DIASPORA: A NARRATIVE INQUIRY ON THE EXPERIENCES OF TAIWANESE AMERICAN STUDENTS(2018) Chang, Stephanie Hsiao-Sho; Park, Julie J; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)There is a growing emphasis on students’ cultural experiences on campus. As such, the purpose of this study was to explore Taiwanese American students and their connection to Taiwanese culture. As a critical-cultural narrative inquiry this study (a) brought attention to Taiwanese American students and their engagement with Taiwanese culture, (b) expanded upon notions of home and experiences of bicultural integration, and (c) utilized diaspora as a theoretical perspective in a student development and higher education context. Research questions guiding this exploration included the following: (1) What do Taiwanese American students identify as significant and meaningful components of Taiwanese culture? (2) How and where do Taiwanese American students connect to Taiwanese culture on campus? (3) In what ways do the experiences of Taiwanese American students contribute to the existence of Taiwanese diaspora? Eight Taiwanese American students from a Mid-Atlantic University participated in this study. Each participant engaged in two interviews. The outcome of this study included individual participant narratives and a grand narrative encompassing four themes: recognizing their parents’ influence, navigating multiple cultural contexts, finding meaningful connections in non-Taiwanese American settings, and making decisions to move closer to Taiwanese culture. This study explored the importance of Taiwanese American students’ connectedness to their ethnic cultural background.Item Examining the Multidimensional Nature of Engagement: The Development of the Multidimensional Engagement Rubric (MER)(2018) Smith, Patricia; Taboada Barber, Ana M.; Special Education; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The current literature on the construct of engagement lacks clarity in how it defined, the dimensions associated with engagement, and the way it has been measured. Establishing agreement on how engagement is conceptualized and operationalized will inform the development of instruments that measure this construct accurately. Engagement is an important topic of study given its relationship to students’ reading achievement. Understanding the engagement needs of growing populations of students in K-12 schools, such as English Learners (ELs), is vital to their academic success. Therefore, the purpose of this dissertation is to clarify the conceptual and operational problems with the construct of engagement, assess the content validity of a newly developed engagement instrument through experts’ judgements, and test the reliability and criterion-related validity of this instrument with a small sample of ELs. Chapter 2 is a research synthesis that examined the discrepancies surrounding the construct of engagement using instruments that measure engagement for upper elementary and middle school students. Two empirical studies comprise Chapters 3 and 4 of this dissertation. Study 1 assessed the content validity of the items included in the Multidimensional Engagement Rubric (MER) through expert opinion. Study 2 explored the reliability and validity of this instrument when used to measure the engagement of 6th grade English Learners (ELs) participating in literacy instruction. The results from these three papers have uncovered several findings. First, the instruments used to measure student engagement have been constructed using a confounded body of literature which may, in turn, have led to the development of measures that may not have assessed this construct with precision. Next, the MER was developed after synthesizing the engagement literature and eliciting feedback from experts on engagement and motivation, which revealed a need for revising indicators included in the MER. Evidence of high reliability was revealed through weighted Kappa analysis, while criterion-related validity of the MER, when correlated with time on task scores, revealed moderate positive correlations. Finally, correlations between engagement and participants’ ages revealed mostly weak relations despite the small sample size.Item Understanding Teacher Stress: Relations of Implicit and Explicit Coping Processes with Teaching Outcomes(2017) Kim, Margaret Jordan; Teglasi, Hedwig; Special Education; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Teacher attrition within the first three years is a growing problem in the US. The current study focuses on teacher stress from a novel perspective by assessing how teachers cope with stresses of the profession at the earliest point in their careers – during their training. Coping is defined as a transaction between a person and their environment, influenced by conscious choices and automatic processes. Research relies on explicit measures (self-report on Likert scales) to assess coping, but critics note this approach is limited and does not assess the whole process. In addition to Likert scales, this study incorporates implicit measures (narratives, the Thematic Apperception Test), to examine the implicit processes of coping. As predicted, significant correlations were identified within, but not across methods of measurement. Implicit but not explicit measures were significantly correlated with external evaluations of teacher effectiveness. Implications for coping theory and measurement are discussed.Item Which Skills Predict School Success? Socioemotional Skills and the Achievement Gap(2016) Boyars, Michal Y.; O'Neal, Colleen R; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This cross-sectional study examined the relations of four socioemotional skills with academic achievement among ethnic minority (e.g., Asian, Black, Latino/a, and multiethnic) and White elementary school students. Method: Participants included public school upper elementary students (N = 257; Mage = 9.71; 58% female; 10% Black, 5% Asian, 6% Latino/a, 12% multiracial; 61% White). Measures included student-reported grit, growth mindset, engagement, and emotion regulation, in addition to a student literacy achievement performance task (Test of Silent Reading Efficiency and Comprehension, TOSREC) and student reading achievement scores (Measures of Academic Progress in Reading; MAP-R). Results: Across all analyses, socioemotional skills were more related to literacy achievement for ethnic minority students than for White students. While simple regressions supported several skills’ relation to achievement for both groups of students, multiple regressions suggested that grit was the sole significant predictor of achievement, and it was only predictive of minority students’ achievement. Although literacy achievement differed between the full samples of ethnic minority and White students, moderation analyses indicated that this achievement gap disappeared among high grit students. Yet, while these regression and moderation results suggested grit’s unique role as a predictor, SEM analyses suggested that the magnitude of all of the socioemotional skills’ prediction of achievement were more similar than different. These findings support a novel but cautious approach to research on socioemotional skills and the achievement gap: results suggest that the skills operate differently in students of different ethnicities, with grit playing a uniquely predictive role for minority students. The skills, however, may be more similar than not in the strength of their association with literacy achievement.Item Cultivating Collaborative Relationships: A Case Study of Teacher Collaboration and Professional Development(2016) Jorisch, Renee; Rosenfield, Sylvia; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Students often receive instruction from specialists, professionals other than their general educators, such as special educators, reading specialists, and ESOL (English Speakers of Other Languages) teachers. The purpose of this study was to examine how general educators and specialists develop collaborative relationships over time within the context of receiving professional development. While collaboration is considered essential to increasing student achievement, improving teachers’ practice, and creating comprehensive school reform, collaborative partnerships take time to develop and require multiple sources of support. Additionally, both practitioners and researchers often conflate collaboration with structural reforms such as co-teaching. This study used a retrospective single case study with a grounded theory approach to analysis. Data were collected through semi-structured interviews with thirteen teachers and an administrator after three workshops were conducted throughout the school year. The theory, Cultivating Interprofessional Collaboration, describes how interprofessional relationships grow as teachers engage in a cycle of learning, constructing partnership, and reflecting. As relationships deepen some partners experience a seamless dimension to their work. A variety of intrapersonal, interpersonal, and external factors work in concert to promote this growth, which is strengthened through professional development. In this theory, professional development provides a common ground for strengthening relationships, knowledge about the collaborative process, and a reflective space to create new collaborative practices. Effective collaborative practice can lead to aligned instruction and teachers’ own professional growth. This study has implications for school interventions, professional development, and future research on collaboration in schools.Item A Social Cognitive Approach to Coping with Acculturative Stress in International Students(2015) Ezeofor, Ijeoma; Lent, Robert W; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The present study employed a cross-sectional design to test a model of coping with acculturative stress in an international student sample. Drawing from Lent’s (2004) social cognitive model of restorative well-being, several direct and mediated paths were hypothesized to predict (negatively) acculturative stress and (positively) life satisfaction. Behavioral acculturation and behavioral enculturation (Kim & Omizo, 2006) were also examined as predictors of coping with acculturative stress among international students. Using a self-report survey, participants’ ratings of acculturative stress, life satisfaction, social support, behavioral acculturation, behavioral enculturation, and coping self-efficacy were assessed. The results revealed that the variables of the model explained 16% of the variance in acculturative stress and 27% of the variance in life satisfaction. A final model, including the use of modification indices, provided good fit to the data. Findings also suggested that coping self-efficacy was a direct predictor of acculturative stress, and that behavioral acculturation and coping self-efficacy were direct predictors of students’ life satisfaction. Limitations, future research, and practical implications are discussed.Item Grit and Engagement as Mediators of the Relation between Academic Support and Literacy Achievement in Ethnic Minority Elementary School Students(2015) Atapattu, Ranga; O'Neal, Colleen R; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The relation of academic support from teachers and peers with later literacy achievement in ethnic minority elementary school students is not well defined in previous literature. Earlier theoretical models suggest that other socioemotional constructs, such as engagement and motivation, may act as mediators in this link. In this study, the model is updated with grit, a new motivational construct that has been tied to positive academic outcomes. This study uses a multi-method, longitudinal design (N = 144; ethnic minority 3rd-5th grade students) and mediation analyses to investigate four models where the link between academic support (from teachers or peers) and academic achievement is mediated by either engagement or grit. While earlier studies suggested that teacher academic support is positively correlated with academic achievement among students, this study did not find that correlation. However, both grit and emotional engagement acted as significant mediators between peer academic support and literacy achievement.