College of Education

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The collections in this community comprise faculty research works, as well as graduate theses and dissertations..

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Start date: 2000End date: 2019

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Now showing 1 - 10 of 1378
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    Development and Preliminary Validation of the Religious Identity Development Scale
    (2002) Veerasamy, Suthkaran; Hoffman, Mary Ann; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, MD)
    The purpose of this study was to examine the psychometric properties of a new measure of religious identity development, the Religious Identity Development Scale (RIDS). The study also explored the relationship among religious identity development, anxiety and dogmatism to determine convergent and discriminant validity for the RIDS. The concurrent validity for the RIDS was determined by exploring the relationship between intrinsic and extrinsic religious orientations. The religious identity measure that was validated in this study was based on a proposed model of religious identity development, the Experiential/Rational Model of Religious Identity Development. The participants for the study were 211 students and adults from the Midwest and East coast. They completed the Religious Identity Development Scale (RIDS; V. Suthakaran, 2002), the Rokeach Dogmatism Scale (Rokeach, 1960), the State subscale of the State-Trait Anxiety Scale (Spielberger, 1983), Age Universal Intrinsic-Extrinsic Scale (Gorsuch & Venable, 1983), and the Marlowe-Crowne Social Desirability Scale (Crowne & Marlowe, 1960). Exploratory factor analysis supported a six-factor model better than a seven-factor model. Discriminant validity was demonstrated by the negative correlations of the Acceptance status with anxiety and dogmatism, and the negative correlation of the Cognitive-Rationalization status with anxiety. Convergent validity was demonstrated by the positive correlations of the Concrete, Relational and Cognitive - Rationalization statuses with dogmatism, and the positive correlation of the Confusion status with anxiety. Some evidence, albeit modest, was found for concurrent validity, in that the Relational status was positively correlated with extrinsic religious orientation, and the Exploration status was positively correlated with intrinsic religious orientation. The negative correlation of the Cognitive-Rationalization status and the Confusion status with intrinsic religious orientation also provided tentative evidence for concurrent validity. Additional preliminary support for the concurrent validity of the RIDS was provided by examining the relationship of the six statuses with a two-dimensional definition of intrinsic and extrinsic religious orientation. Finally, results appeared to indicate that the internal consistencies and test-retest reliabilities were adequate, except for the Relational status. The methodological limitations of the study and implications for counseling psychology were discussed. Suggestions for future research for refinement of methodology were offered.
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    Improving Science Assessments by Situating Them in a Virtual Environment
    (MDPI, 2013-05-30) Ketelhut, Diane Jass; Nelson, Brian; Schifter, Catherine; Kim, Younsu
    Current science assessments typically present a series of isolated fact-based questions, poorly representing the complexity of how real-world science is constructed. The National Research Council asserts that this needs to change to reflect a more authentic model of science practice. We strongly concur and suggest that good science assessments need to consist of several key factors: integration of science content with scientific inquiry, contextualization of questions, efficiency of grading and statistical validity and reliability.Through our Situated Assessment using Virtual Environments for Science Content and inquiry (SAVE Science) research project, we have developed an immersive virtual environment to assess middle school children’s understanding of science content and processes that they have been taught through typical classroom instruction. In the virtual environment, participants complete a problem-based assessment by exploring a game world, interacting with computer-based characters and objects, collecting and analyzing possible clues to the assessment problem. Students can solve the problems situated in the virtual environment in multiple ways; many of these are equally correct while others uncover misconceptions regarding inference-making. In this paper, we discuss stage one in the design and assessment of our project, focusing on our design strategies for integrating content and inquiry assessment and on early implementation results. We conclude that immersive virtual environments do offer the potential for creating effective science assessments based on our framework and that we need to consider engagement as part of the framework.
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    Framing Engineering: The Role of College Website Descriptions
    (MDPI, 2017-12-31) Da Costa, Romina B.; Stromquist, Nelly P.
    This study contributes to the literature on women in science, technology, engineering, and mathematics (STEM) by examining the framing of engineering on college websites, a major recruitment tool. We take websites to be key sources of textual data that can provide insights into the discourses surrounding the field of engineering. We ask whether women-only institutions (WOIs) frame engineering in ways that appeal more broadly to women. Our sample comprises the full range of WOIs offering engineering degrees in the US (14) and a comparison sample of 14 coeducational universities also offering engineering degrees. We employ established methods for discourse analysis, and both deductive and inductive coding processes in analyzing the textual data. Our main findings indicate that WOIs’ framing of engineering places a greater emphasis on collaboration, supports for students, interdisciplinarity, and the potential for engineering to contribute to improvements for society. In contrast, co-ed institutions tend to place a greater emphasis on the financial returns and job security that result from majoring in engineering. We conclude that co-ed engineering programs should consider a broadening of the descriptions surrounding the engineering field, since the inclusion of a wider set of values could be appealing to women students.
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    CAREER CERTAINTY OF COLLEGE STUDENT ATHLETlCS IN REVENUE VS. NON- REVENUE SPORTS
    (2002) Davtyan, Arman; Adams-Gaston, Javaune; Counseling and Personnel Services; University of Maryland (College Park, Md); Digital Repository at the University of Maryland
    This thesis explored the career certainty of college student-athletes, specifically looking for differences between athletes in revenue and non-revenue sports. The My Vocational Situation survey was administered to a sample of Division I athletes representing both revenue and non-revenue sports to assess their vocational identity, as well as to gain information regarding possible difficulties and barriers against career certainty in student-athletes. Additionally, this thesis sought to find relationships between the following variables: (a) vocational identity and perceived barriers to career decision-making, (b) intent to pursue professional athletics and other non-athletic career aspirations, (c) vocational identity and career aspirations, and (d) sport type and intent to play professionally. Although no significant differences were observed between revenue and non-revenue athletes with respect to career certainty, chi-square analyses revealed significant relationships between all four sets of variables above (a-d). Based on these findings, implications for practice and future research are discussed.
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    Cognitive Processing in Children with Attention-Deficit/Hyperactivity Disorder as Measured by the Thematic Apperception Test
    (2001) Young, William F.; Teglasi, Hedwig; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md)
    The present study attempted to add to the growing body of knowledge of ADHD by using the Thematic Apperception Test (TAT) to measure cognitive processing in children with ADHD. Forty-five Children between the ages of 7 and 13 were evaluated for ADHD through a semi-structured interview and behavioral rating scales. IQ, achievement, visual-motor integration tests as well as a continuous performance test were administered as part of a comprehensive evaluation. Out of the 45 children, 15 were identified as having ADHD ( clinical group), 18 had attention deficit symptoms but were below the threshold for diagnosis (sub-clinical group), and 12 were found to be ineligible. Comparisons were made between the three groups of children referred for evaluation for ADHD and a group of 15 normal-control children taken from archival data who were matched for age and gender with the clinical group. Significant differences were found between all three of the referred groups and the control group for the following four cognitive processing variables from the TAT; Perceptual Integration , Level of Abstraction, Cognitive-Experiential Integration , and Level of Associative Thinking. The three groups of children referred for evaluation did not differ from each other. Gender differences were noted in the clinical group only with girls with ADHD scoring higher on cognitive processing variables than boys with ADHD. Factor analysis of all the measures used revealed four factors; cognitive processing, behavioral performance, hyperactivity, and inattention. Exploratory analysis was conducted on 16 children from the clinical and sub-clinical groups who were retested using behavioral rating scales, the continuous performance test, and the TAT; however, the number of children retested was too few to draw conclusions from the data. These results are discussed along with issues surrounding the diagnosis of ADHD and future directions for research regarding the nature of cognitive processing in children with ADHD.
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    Neuroimaging studies of pediatric social anxiety: paradigms, pitfalls and a new direction for investigating the neural mechanisms
    (Springer Nature, 2013-07-12) Jarcho, Johanna M; Leibenluft, Ellen; Walker, Olga Lydia; Fox, Nathan A; Pine, Daniel S; Nelson, Eric E
    Social Anxiety Disorder (SAD) is a common and debilitating condition that typically manifests in adolescence. Here we describe cognitive factors engaged by brain-imaging tasks, which model the peer-based social interactions that evoke symptoms of SAD. We then present preliminary results from the Virtual School paradigm, a novel peer-based social interaction task. This paradigm is designed to investigate the neural mechanisms mediating individual differences in social response flexibility and in participants’ responses to uncertainty in social contexts. We discuss the utility of this new paradigm for research on brain function and developmental psychopathology.
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    Multivariate Multilevel Value-Added Modeling: Constructing a Teacher Effectiveness Composite
    (2019) Lissitz, Anna; Stapleton, Laura; Measurement, Statistics and Evaluation; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    This simulation study presents a justification for evaluating teacher effectiveness with a multivariate multilevel model. It was hypothesized that the multivariate model leads to more precise effectiveness estimates when compared to separate univariate multilevel models. Then, this study investigated combining the multiple effectiveness estimates that are produced by the multivariate multilevel model and produced by separate univariate multilevel models. Given that the models could produce significantly different effectiveness estimates, it was hypothesized that the composites formed from the results of the multivariate multilevel model differ from the composites formed from the results of the separate univariate models in terms of bias. The correlations between the composites from the different models were very high, providing no evidence that the model choice was impactful. Also, the differences in bias and fit were slight. While the findings do not really support a claim for the use of the more complex multivariate model over the univariate models, the increased theoretical validity from adding outcomes to the VAM does.
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    SHATTERING THE COLLEGIATE GLASS CEILING: UNDERSTANDING THE EXPERIENCES OF WOMEN STUDENT GOVERNMENT PRESIDENTS
    (2019) Davis, Kristen Rupert; Griffin, Kimberly A; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    In the last few decades, leadership skills have arisen as a core part of undergraduate education. The general outcomes associated with leadership skills in college include decision-making skills, increased cognitive complexity, and navigating group dynamics and relationship building (Kouzes & Posner, 2012). While leadership skills are derived from a variety of experiences on campus, positional leadership experiences help students develop concrete and specific outcomes associated with self-confidence, the development of a sense of competence higher levels of psychosocial development, a stronger ability to clarify their purpose in life, and greater aptitude for career planning and life management (Astin & Leland, 1991; Foubert & Grainger, 2006). In particular, serving as the president of a student organization has been associated with increased self-efficacy and growth in perceived leadership ability specifically for women (Bardou, Bryne, Pasternak, Perez, & Rainey, 2003; Dugan, 2006; H. S. Astin & Kent, 1983). However, women less likely to reap these gains, as they are less likely to take on positional leadership roles in college (Stevens, 2011). This is especially apparent in high-ranking leadership role like student government president. The purpose of this study was to better understand women college students’ journey to and through being a student government president, and whether and how gender and sexism influenced their presidential experiences. Case study methodology and a narrative approach to data collection was used to answer four research questions. Participant interviews garnered 5 themes including: (a) Systemic Issues of Diversity and Inclusion on Campus, (b) Catalysts, Influencing Factors, and the Impact of Identity on Running for Office, (c) Impact of Leadership Style, Assumed Biases, and External Feedback on Women Leaders, (d) External Expectations of Image and Presentation, and (e) Relationships with Administrators. Findings from this study suggest that more research on women in leadership in both college and in the workforce is necessary. They also suggest that administrators and campus community members need to be cognizant of bias and stereotypes when engaging with women student leaders. Lastly, findings indicate that issues of inclusion and diversity on campus impact how women engage in leadership roles on campus.
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    INVESTIGATING DISTRIBUTED LEADERSHIP PRACTICES OF ELEMENTARY PRINCIPALS IN A LARGE SCHOOL DISTRICT
    (2019) Williams, LaTonya C.; Eubanks, Segun; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    Over the past few decades, the job of school leadership has become increasingly more demanding, creating a need to further understand how principals utilize leadership practices that support them on the job. The purpose of this study was to identify the extent to which principals report distributing leadership responsibilities and tasks in their schools, the ways in which they distribute these responsibilities and tasks, and the extent to which teacher leaders are afforded opportunities to assume leadership responsibilities and tasks in their schools. The study also explored the barriers and supporting factors that contribute to implementing distributed leadership practices at the school level.  This mixed-methods study utilized a web-based survey and semi-structured interviews to explore the following research questions: (1) To what extent do elementary principals report distributing leadership responsibilities and tasks to others in their schools? (2) What structures, processes, and tools do principals report using to distribute leadership in their schools? (3) To what extent do teacher leaders report assuming leadership responsibilities and tasks in their schools? (4) What do elementary principals perceive as the major barriers and supporting factors of implementing distributed leadership in their schools? During the 20182019 school year, 111 elementary school principals and 115 teacher leaders or Instructional Lead Teachers (ILTs) participated in the study. The principals and teachers were at comprehensive model schools serving grades PreK5 and PreK6. Findings from the study revealed principals distribute leadership to a variety of leaders in their buildings, specifically assistant principals and ILTs. Principals and teacher leaders both describe implementing organizational structures, processes, and tools to support distributed leadership in schools. Principals identified in both the survey and interview portion of the study reported that a lack of time to develop the capacity of teacher leaders, and to allow teacher leaders to practice leadership skills, was a major barrier to distributing leadership in schools. Data from principals showed that district level support was beneficial in helping principals engage in distributed leadership practices by providing professional development and other systemic initiatives that were implemented in their schools.
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    AN INVESTIGATION INTO THE SUBJECTIVE EXCLUSIONARY DISCIPLINE PRACTICES IN A LARGE SCHOOL DISTRICT
    (2019) Walls, Anita C; Snell, Jean; McLaughlin, Margaret; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    The problem investigated for this dissertation was the overuse of exclusionary discipline practices across a large, suburban school district adjacent to a major metropolitan area. The purpose of this descriptive, mixed methods study was to examine within five elementary schools if and how student discipline referrals varied across the subgroups of grade, race/ethnicity, and gender, and the reasons teachers gave for subjective discipline referrals. In addition, this study inquired into principals’ processes for determining when a subjective student discipline referral warrants a suspension, and how their perspectives, beliefs, and experiences influence their use of exclusionary discipline actions. Student discipline referrals and suspension data were collected and reviewed from five elementary schools in Success Public Schools, as well as interviews from the principals in the identified schools. The findings from the examination of the sampling of classroom referrals and suspension data revealed that African American male students had two to three times as many student discipline referrals and suspensions as African American females in each school. Across the total population of all five schools for student discipline referrals, there were 49% for subjective offenses and 51% for objective offenses. In addition to examining the student discipline referrals, this study also investigated the principals’ beliefs. All of the principals who were interviewed for this study reported that they believe that suspensions should be implemented as a last resort and that alternatives should be considered, such as the following: after school detention, positive behavior intervention supports, and restorative practices. This study confirms and highlights that students who are referred for subjective discipline offenses are suspended from school about half of the time. In addition, descriptions of behaviors that triggered a discipline referral for a subjective offense reveal that the interpretation of student behaviors heavily relies on teachers’ judgements and their perceptions of what constitutes disrespect and disruption. Moreover, the study revealed that how administrators respond to subjective student discipline referrals varied from school to school.