Georgia Educational Researcher最新文献

Evaluating the Student Training Equity Project: An Upstream Recruitment Approach to Diversifying Clinical Psychology Graduate Programs 评估学生培养公平计划:临床心理学研究生多元化的上游招聘途径

Georgia Educational Researcher Pub Date : 2022-08-01 DOI: 10.20429/ger.2022.190203

H. Joseph, M. Fernandes, Meghan Goyer, M. Arce, Ciera Lewis, Claudia A. Delbasso, S. Lawry, Corey M. Walker, Omolade Amole, Mikael Sampson, Erin B Tone

{"title":"Evaluating the Student Training Equity Project: An Upstream Recruitment Approach to Diversifying Clinical Psychology Graduate Programs","authors":"H. Joseph, M. Fernandes, Meghan Goyer, M. Arce, Ciera Lewis, Claudia A. Delbasso, S. Lawry, Corey M. Walker, Omolade Amole, Mikael Sampson, Erin B Tone","doi":"10.20429/ger.2022.190203","DOIUrl":"https://doi.org/10.20429/ger.2022.190203","url":null,"abstract":"The U.S. psychology workforce is considerably less diverse than the population that it serves. While several recruitment and admission practices are effective for diversifying psychology training programs, upstream recruitment of underrepresented candidates is particularly promising. Aiming to diversify the clinical psychology graduate program applicant pool, the Student Training Equity Project (STEP) was developed to promote and evaluate upstream recruitment of undergraduate students of color interested in psychology graduate studies. This study used a mixed-method design to evaluate immediate outcomes for three STEP programmatic strategies. Survey results suggest that STEP networking events were associated with undergraduate research and mentorship opportunities. Findings suggest that STEP funding supported students in producing research products (e.g., manuscripts) that might bolster graduate application materials. STEP website engagement data showed over 1,000 views per year, and highlighted ways to improve outreach. More controlled evaluation is needed to determine whether STEP contributed to diversification of the applicant pool.","PeriodicalId":280226,"journal":{"name":"Georgia Educational Researcher","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124084529","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Differentiated Instruction and Kindergarten through 5th Grade Teachers 从幼儿园到五年级教师的差异化教学

Georgia Educational Researcher Pub Date : 2022-08-01 DOI: 10.20429/ger.2022.190202

Aslihan Unal, Zafer Unal, Yasar Bodur

引用次数: 0

Learning to Teach: Narratives and Counter-narratives about Preservice Teachers 学习教学:职前教师的叙述与反叙述

Georgia Educational Researcher Pub Date : 2022-08-01 DOI: 10.20429/ger.2022.190201

Meenakshi Sharma

引用次数: 0

Early Detection of Mental Health Through Universal Screening at Schools 通过学校普遍筛查及早发现心理健康问题

Georgia Educational Researcher Pub Date : 2022-01-01 DOI: 10.20429/ger.2022.190104

Jihye Kim, Dong-gook Kim, R. Kamphaus

{"title":"Early Detection of Mental Health Through Universal Screening at Schools","authors":"Jihye Kim, Dong-gook Kim, R. Kamphaus","doi":"10.20429/ger.2022.190104","DOIUrl":"https://doi.org/10.20429/ger.2022.190104","url":null,"abstract":"Depression, anxiety, and stress are common mental health problems among adolescents. Cross-sectional and longitudinal studies have found that students who suffer from mental health problems (e.g., ADHD, anxiety, or depression) tend to manifest school and social problems. It is urgent to identify and intervene early to help children with mental health problems to improve their life outcomes. Unfortunately, research has shown that a significant proportion of children who suffer from behavioral or emotional problems remain unidentified because their symptoms are too mild to be noticed through casual observation by caregivers and teachers. As a result, their symptoms continue to develop gradually and eventually become mental illnesses. When mild to moderate symptoms become a noticeable mental illness, treatment becomes long-term, more invasive, and expensive. Early detection of children who are at risk of behavioral or emotional problems is possible through universal mental health screening in the school setting. The present study focused on the Behavioral and Emotional Screening System (BESS; Kamphaus & Reynolds, 2007) to identify students who were at mild risk of mental health problems and to examine their academic trajectories over four years. The findings suggest that students at mild risk of behavioral and emotional problems showed similar academic performance as other students. As a result, students with mild to moderate symptoms can be easily overlooked if academic performance were relied on as an indicator of mental health risk. The current results lend support for conducting universal behavioral and emotional risk screening at schools. A brief screener, applied universally, appears to be an effective solution for identifying students at mild risk of behavioral and emotional problems and acting early to prevent these problems from worsening.","PeriodicalId":280226,"journal":{"name":"Georgia Educational Researcher","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130137794","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Peer-coaching Based Professional Development: A Sample of a School of Foreign Languages 基于同侪辅导的专业发展:以一所外国语学校为例

Georgia Educational Researcher Pub Date : 2022-01-01 DOI: 10.20429/ger.2022.190102

Sinem Arslan Dönmez, A. Şahin

引用次数: 2

Providing Virtual Mathematics Feedback: Connecting Research to Practice 提供虚拟数学反馈:将研究与实践联系起来

Georgia Educational Researcher Pub Date : 2022-01-01 DOI: 10.20429/ger.2022.190103

David Glassmeyer, Mary Colclasure, Laura Alevy

引用次数: 1

Making Connections to Address Mathematics Anxiety: A Case Study of the Instructional Triangle and Remedial College Instructors 建立联系解决数学焦虑:教学三角与大学补习教师的个案研究

Georgia Educational Researcher Pub Date : 2022-01-01 DOI: 10.20429/ger.2022.190101

Njeri M Pringle, Jamie Workman, M. Arrastia-Chisholm

{"title":"Making Connections to Address Mathematics Anxiety: A Case Study of the Instructional Triangle and Remedial College Instructors","authors":"Njeri M Pringle, Jamie Workman, M. Arrastia-Chisholm","doi":"10.20429/ger.2022.190101","DOIUrl":"https://doi.org/10.20429/ger.2022.190101","url":null,"abstract":"Mathematics anxiety is a reality for many students as a number of community college and four-year university students feel disconnected from math and struggle to pass mathematics courses. Using a case study and grounded theory approach, six remedial mathematics instructors were interviewed and observed to examine their instructional strategies and practices. During the interviews, participants expounded upon the changes in strategies and practices implemented when aiding students struggling with anxiety. The Instructional Triangle was applied across participants to compare and contrast their experiences. The analysis focused on environmental factors that could increase or exacerbate mathematics anxiety. In particular, a theme of creating connections emerged from how teachers assess for and adjust their strategies and practices to support remedial mathematics students struggling with anxiety. Based on the findings, interventions for assisting educators and students in mediating anxiety promoting perspective-taking and empathy are recommended. Such intervention could inform future strategy and practice development, implementation, and evaluation.","PeriodicalId":280226,"journal":{"name":"Georgia Educational Researcher","volume":"106 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124840644","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Student Discipline and Teacher Job Satisfaction: A Dual District Analysis 学生纪律与教师工作满意度:双区域分析

Georgia Educational Researcher Pub Date : 2021-07-01 DOI: 10.20429/ger.2021.180202

David G. Buckman, J. Pittman

引用次数: 2

A Comparative Examination of Two Online Programs 两个在线课程的比较研究

Georgia Educational Researcher Pub Date : 2021-07-01 DOI: 10.20429/ger.2021.180205

Jennifer L. Brown, Dawn Frazier, M. Dentzau, A. Hawkins, Tugce Gul, Sherika P. Derico, I. Saltiel

引用次数: 0

Observation of Field Practice Rubric: Establishing Content Validity and Reliability 实地实习细则的观察:内容效度和信度的建立

Georgia Educational Researcher Pub Date : 2021-07-01 DOI: 10.20429/ger.2021.180201

R. Bhatnagar, Carla L. Tanguay, Caroline C. Sullivan, Joyce E. Many

引用次数: 1