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: Impacts of school structural factors and student factors on employment outcomes for youth with disabilities in transition; This study aimed to examine school structural factors (i.e., free/reduced lunch percentage, proportion of minority student enrollment, and student–teacher ratio) that may contribute to employment outcomes for transitioning youth with disabilities beyond individual student factors through hierarchical linear modeling (HLM) analyses. The secondary data for 3,289 students were obtained from the Bridges From School to Work Program, and the school structural data for 121 schools were drawn from the Common Core of Data. The major types of disabilities for the student participants included learning disabilities (73.1%), emotional and behavioral disabilities (4.7%), sensory disabilities (2%), and others (20.2%). Around 41% of participants were female. The study found that employment outcomes (i.e., whether a participant secured a paid job and weekly job earnings) were primarily attributed to student individual factors rather than school structural factors, particularly prior paid work experience. The finding suggests the potential importance of effective transition interventions to improve employment outcomes for all youth with disabilities. Implications for rehabilitation professionals are discussed., school structural factors, youth, transition, employment outcomes

: Indirect effects in the peer victimization-academic achievement relation; Peer victimization is a concern because victimized youth are more likely to have social, emotional, and academic difficulties. The current study examined the link between peer victimization and academic achievement by exploring the indirect effect of academic self-concept on two variables. The sample consisted of 140 middle school students (40% male, 60% female). Using structural equation modeling, a mediation model revealed a significant indirect effect of victimization on academic achievement through academic self-concept; however, when tested for gender differences, the indirect effect was only significant for girls. Interpretation of these results and suggestions for future studies are discussed., peer victimization, youth, emotional, social, effect, The version of record can be found at https://doi.org/10.1002/pits.21824

: Informing theory and practice; Student veterans often encounter unique challenges related to career development. The significant number of student veterans entering postsecondary environments requires career-development professionals addressing the needs of this population to decide upon appropriate career intervention topics. This study utilized a career-needs assessment survey to determine the appropriate needs of student veterans in a university setting. Student veterans indicated a desire to focus on the following topics within career intervention: transitioning military experience to civilian work, developing skills in résumé-building and networking, and negotiating job offers. Results of the needs survey can be used in the development of a career-related assessment., student veterans, career development, needs assessment, military, career-related assessment

: Initial development and validation of the multidimensional teacher victimization scale among Chinese teachers; The Multidimensional Teacher Victimization Scale (MTVS) was developed to provide schools with a comprehensive and psychometrically sound self-report scale to assess teachers’ perceptions of teacher-targeted aggressive and violent behaviors perpetrated by students. Using a cross-sectional survey-based research design, data were collected on a sample of 1,711 teachers (seventh to twelfth grade) from 58 schools in China. Confirmatory factor analysis showed that a second-order model with one general Teacher Victimization (TV) factor and six lower-order factors (i.e., Physical TV, Social TV, Verbal TV, Cyber TV, Sexual Harassment, and Personal Property Offenses) best represented the data. Measurement invariance tests showed that the scale’s factor structure was consistent across middle and high schools and across gender. Latent mean comparisons suggested that similar levels of teacher victimization were reported across male and female teachers and across middle school and high school teachers. As evidence of the scale’s concurrent validity, the total teacher victimization score correlated significantly with teachers’ self-reported total burnout score and 3 subscale scores, including emotional exhaustion, accomplishment, and depersonalization. Adequate internal consistency reliability and test–retest reliability were achieved in both the total scale and subscales. Implications for using MTVS as a school-wide violence assessment tool in Chinese schools and other cultural groups are discussed., teacher victimization, burnout, Chinese schools, measurement invariance, psychometric property, The version of record can be found at https://doi.org/10.1037/spq0000307.supp

: Integer comparisons across the grades; This study is an investigation of students’ reasoning about integer comparisons—a topic that is often counterintuitive for students because negative numbers of smaller absolute value are considered greater (e.g., −5 > − 6). We posed integer-comparison tasks to 40 students each in Grades 2, 4, and 7, as well as to 11th graders on a successful mathematics track. We coded for correctness and for students’ justifications, which we categorized in terms of 3 ways of reasoning: magnitude-based, order-based, and developmental/other. The 7th graders used order-based reasoning more often than did the younger students, and it more often led to correct answers; however, the college-track 11th graders, who responded correctly to almost every problem, used a more balanced distribution of order-and magnitude-based reasoning. We present a framework for students’ ways of reasoning about integer comparisons, report performance trends, rank integer-comparison tasks by relative difficulty, and discuss implications for integer instruction., Keywords: Integers, Negative numbers, Children’s mathematical thinking, Order, Magnitude, Publication Note: https://doi.org/10.1016/j.jmathb.2016.11.001, Preferred Citation: Whitacre, I., Azuz, B., Lamb, L. L., Bishop, J. P., Schappelle, B. P., & Philipp, R. A. (2017). Integer comparisons across the grades: Students' justifications and ways of reasoning. Journal of Mathematical Behavior, 45, 47-62. [Teacher Ed]

: Integrating Assessments into the Career Decision-Making Conversation; Career assessments play a key role in helping individuals inform their career decisions, whether through clarifying interests, values, and skills, identifying barriers to decision making, or in expanding one's options. We have found that many career counseling clients, often within minutes of initially engaging with a career practitioner, make a statement to the effect of, "I want to take that test that will tell me what I should be." In the sections that follow, we present an argument that career assessments should be part of the overall process of career counseling, not a standalone activity. We present a model of incorporating career assessments into the overall career counseling process, and demonstrate that model through use of a case study. In addition, we discuss implications for career service practitioners - but first, we will begin with a review of the purpose/utility of career assessments., Publication Note: This is the accepted manuscript of an article that was published in the Career Planning and Adult Development Journal., Preferred Citation: Osborn, D., Finklea, J. T., & Belle, J. G. (2015). Integrating Assessments into the Career Decision-Making Conversation. Career Planning and Adult Development Journal, 30 (4), 144-155.

: Integrating Theory, Research, and Practice in Vocational Psychology; This publication is based on the 2016 Society for Vocational Psychology (SVP) Biennial Conference, that was held at the Florida State University on May 16-17, 2016. The conference theme was "Integrating Theory, Research, and Practice in Vocational Psychology." The conference content and the resulting edited book are based on the assumption that the science and practice of vocational psychology are more successful with the integration of theory, research, and practice. This book's purpose is to examine the challenges and opportunities for integrating theory, research, and practice in vocational psychology from the perspectives of theorists, researchers, practitioners, and journal editors, with the hope that this knowledge will lead to improved science and career interventions. Following a Foreword by Saba Rasheed Ali and a Preface by James P. Sampson, Jr., Emily Bullock-Yowell, V. Casey Dozier, Debra S. Osborn, and Janet G. Lenz, this book contains three sections and twenty chapters. Section 1, Challenges and Opportunities for Integrating Theory, Research, and Practice in Vocational Psychology, contains: (1) Integration of Theory, Research, and Practice: A Social Cognitive Perspective (Robert W. Lent); (2) Holland's Integration of Career Theory, Research, and Practice (Robert C. Reardon); (3) Counseling for Work and Relationship:A Practice-Driven Theoretical Approach (Mary Sue Richardson); (4) The Systems Theory Framework of Career Development (Wendy Patton, Mary McMahon); (5) A Cognitive Information Processing Theory for Career Choices: Challenges and Opportunities for Integrating Theory, Research, and Practice (James P. Sampson, Jr.); and (6) Integration of Theory, Research, and Practice: Using Our Tools to Address Challenging Times (Saba Rasheed Ali, Samantha D. Brown). Section 2, Using Theory and Research to Improve Evidence-Based Practice, contains: (7) The Role of Theory in Improving Evidence-Based Career Interventions (Nadya A. Fouad); (8) Meta-Analysis and Evidence-Based Career Practice: Current Status and Future Directions (Steven D. Brown); (9) Conducting General Versus Population and Setting-Specific Meta-Analyses (Susan C. Whiston); (10) Improving the Design and Use of Meta-Analyses of Career Interventions (Betsy Jane Becker); (11) Personal Reflections on a Career Spent Creating and Sustaining Researcher-Practitioner Collaborations (V. Scott H. Solberg); and (12) Summary of Key Elements in Using Theory and Research to Improve Evidence-Based Practice (Patrick J. Rottinghaus). Section 3, A View from the Editor's Desk: Ensuring Quality in Theory, Research, and Practice contains: (13) Ensuring Quality in Theory, Research, and Practice: "The Career Development Quarterly" (Ryan D. Duffy); (14) Integrating Theory, Research, and Practice: A Viewpoint from a Member of the Editorial Board of the "Journal of Career Assessment" (Itamar Gati); (15) "Journal of Career Development": Recommendations for Future Journal Practices for Integrating Career Theory, Research, and Practice (Lisa Y. Flores); (16) Ensuring Quality in Theory, Research, and Practice: "Journal of Employment Counseling" (Dale Furbish, Angie Smith); (17) Integrating Theory, Research, and Practice in Vocational Psychology: Perspectives of a "Journal of Vocational Behavior" Editorial Board Member (Donna E. Schultheiss); (18) The Role of Refereed Journals in Integrating Theory, Research, and Practice (Kimberly A. S. Howard); (19) Integrating Theory, Research, and Practice: Lessons Learned from the Evolution of Vocational Psychology (David L. Blustein); and (20) The State of the Art in Integrating Theory, Research, and Practice in Vocational Psychology (James P. Sampson, Jr., Emily Bullock-Yowell, V. Casey Dozier, Debra S. Osborn, Janet G. Lenz, Nathan T. Ross). A keyword index and an author index are included., Keywords: theory, research, practice, career, vocational psychology, integration, industrial-organizational psychology, research-practice gap, translational research, Publication Note: Copyright for the Forward, Preface, and individual chapters are held by the individual authors. © 2017, Preferred Citation: Sampson, J. P., Bullock-Yowell, E., Dozier, V. C., Osborn, D. S., & Lenz, J. G. (Eds.). (2017). Integrating theory, research, and practice in vocational psychology: Current status and future directions. Tallahassee, FL: Florida State University Libraries. Retrieved from http://journals.fcla.edu/svp2016/

: Investigating the Behaviors of and RMSEA in Fitting a Unidimensional Model to Multidimensional Data.; It has been widely known that the Type I error rates of goodness-of-fit tests using full information test statistics, such as Pearson's test statistic χ and the likelihood ratio test statistic , are problematic when data are sparse. Under such conditions, the limited information goodness-of-fit test statistic is recommended in model fit assessment for models with binary response data. A simulation study was conducted to investigate the power and Type I error rate of in fitting unidimensional models to many different types of multidimensional data. As an additional interest, the behavior of RMSEA was also examined, which is the root mean square error approximation (RMSEA) based on . Findings from the current study showed that and RMSEA are sensitive in detecting the misfits due to varying slope parameters, the bifactor structure, and the partially (or completely) simple structure for multidimensional data, but not the misfits due to the within-item multidimensional structures., Keywords: M2, Item response theory, Limited information statistic, Multidimensional structures, Publication Note: This NIH-funded author manuscript originally appeared in PubMed Central at https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5978478.

: Investigation of Relations between Academic Enablers and Reading Outcomes; The current study examined the link between academic enablers and different types of reading achievement measures. Academic enablers are skills and behaviors that support, or enable, students to perform well academically, such as engagement, interpersonal skills, motivation, and study skills. The sample in this study consisted of 61 third-, fourth-, and fifth-grade students (54% male). Academic enablers were rated by classroom teachers via the Academic Competence Evaluation Scales (ACES; DiPerna & Elliott, 2000). Four different measures of reading achievement were included: classroom grades, global ratings of reading skills, standardized test scores, and Reading CBM scores. Results indicated that academic enablers were significantly related to each type of reading outcome. Academic enablers accounted for the greatest amount of variance for classroom grades (45%) and the least amount of variance in standardized test scores (11%). Results suggest that academic enablers are an important part of academic success in reading, particularly classroom grades, but when considering the variance accounted for by academic enablers, they alone are not likely to improve Reading CBM scores or standardized test scores., This is the accepted manuscript, and the version of record can be found at https://doi.org/10.1002/pits.21830

: Joint Contributions of Teacher's Pedagogical Content Knowledge and Book Reading to Preschooler's Growth in Language Skill.; In the context of the critical need to support children’s early language development, teacher knowledge may enhance children’s opportunities to build linguistic skills. In this study we explored how early childhood teachers’ (n = 86) pedagogical content knowledge for language and vocabulary, and their book-reading implementation across the school year independently and jointly predicted children’s (n = 582; mean age = 49.76 months, SD = 7.06) growth and spring status on five standardized measures of vocabulary and syntax. Results indicated modest book-reading durations, on average, but also variability across teachers. Whereas there were limited or no main effects for book reading or teacher knowledge there were significant moderation effects in 6 of 10 models when predicting spring status and in 5 of 10 models when predicting growth. Findings suggest that longer fall book readings may be especially beneficial when teachers have low pedagogical knowledge, but that this pattern does not apply later in the school year. We discuss implications for future research, for understanding the constructs of knowledge and their role in authentic classroom practices and for professional development., Pedagogical content knowledge, Language development, Preschool, Shared book reading, Spencer Foundation Lyle Spencer Grant

: Linking Career and Mental Health Concerns Through Technology; Publication Note: This is the accepted manuscript of an article published in the Career Planning and Adult Development Journal.

: Meeting Ugandan University Students’ Career Needs Using Cognitive Information Processing Model; Career practitioners in Uganda are challenged to help students achieve personal agency in designing and implementing preferred career paths when faced with the increased uncertainty. The need for services vastly exceeds the supply of practitioners. Cognitive information processing (CIP) theory describes key elements required for informed decision making and a decision-making approach that considers the context of internal and external influences. CIP also offers an innovative delivery model designed to increase access while optimizing resources. In this article, we describe the applicability of CIP theory in meeting the career needs of students seeking career services at a university in Uganda. We discuss program integration challenges faced such as limited staff and resources, as well as specific student characteristics that act as barriers to seeing the value of personally engaging career problem-solving. Results from a workshop survey and anecdotal comments about the integration of CIP into career service delivery are provided., Uganda, cognitive information processing theory, international career development, career services, program design, This is the pre-peer reviewed version of the following article: Nsubuga, H., Osborn, D. S., & Brookens, Q. S. (2023). Meeting Ugandan University Students' Career Needs Using Cognitive Information Processing Model. Career Development Quarterly. https://doi.org/10.1002/cdq.12329, which has been published in final form at https://doi.org/10.1002/cdq.12329. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions.

: Mind the gaps; Mindfulness has emerged as an important construct in the mental health ﬁeld. Although evidence suggests beneﬁts, it also appears that excitement over the clinical applications of mindfulness has largely suspended concentrated efforts to clarify fundamental elements of the construct. This article explores conceptual confusion and contrasts primary mindfulness-based techniques before investigating attrition factors, adverse effects of mindfulness practices, and populations contraindicated for mindfulness-based techniques. Implications for practice are provided., mindfulness meditation, mindfulness-based interventions, attrition factors, adverse effects, contraindicated populations, This is the accepted manuscript. The version of record can be found at https://doi.org/10.1002/jcad.12066, Hanley, A., Abell, N., Osborn, D., Roehrig, A., & Canto, A. (2016). Mind the gaps: Why conclusions about mindfulness may not be entirely conclusive. Journal of Counseling and Development, 94, 103-113. doi:10.1002/jcad.12066

: Mindfulness, motivation and intercultural competency among faculty and staff; There is a great need to foster the intercultural competence of faculty and staff within higher education. Faculty and staff need to provide opportunities for holistic engagement to international students in order to enhance diversity benefits; however, the factors that elucidate intercultural competence warrant investigation. This article discusses in detail a study examining the correlations of motivation, mindfulness, and intercultural competence among faculty and staff through the framework of self-determination theory. Participants included 18 faculty and staff who completed Global Partner Certificate workshops offered at a large public university in the southeastern United States. The workshops included a 12-hour training across four sessions. Results of the study suggested that mindfulness and intrinsic motivation may have a positive impact on intercultural competence. Participants who had a higher level of intrinsic motivation demonstrated relatively higher intercultural competence after the training. Notably, participants who completed the training sessions demonstrated significant increased levels of mindfulness. The article discusses implications of the current study in light of incorporating motivational and mindfulness strategies in intercultural trainings as well as considerations for increasing the timeframe of the intercultural training workshops., intercultural competence, intercultural training, mindfulness, motivation, faculty and staff

: Mindfulness, openness to diversity, and color-blind racial attitudes among White undergraduate students; Despite negative outcomes associated with color-blind racial ideology (CBRI), limited research has explored the contributing factors associated with CBRI. This study explored associations of mindfulness and openness to diversity with CBRI above and beyond pre-college and college diversity experiences among 221 White undergraduate students recruited from two public universities in the Southeastern United States. The study revealed seven statistically significant predictors for CBRI: four factors (i.e., openness to diversity, mindfulness describing, college quality of interracial contact, and college formal diversity experiences) were negatively associated with CBRI, while three factors (i.e., mindfulness nonjudging, mindfulness nonreactivity, pre-college perceived emphasis on diversity) were positively associated with CBRI. The study offers practical implications in addressing CBRI among White college students. Keywords: color-blind racial ideology, mindfulness, openness to diversity, pre-college diversity experiences, college diversity experiences, college students

: Modeling Associations of English Proficiency and Working Memory with Mathematics Growth; Using kindergarten to fourth-grade data from the Early Childhood Longitudinal Study (2010-2011 cohort), we investigated systematic variability in English language learners’ (ELLs; n = 303) mathematics growth as well as relations of kindergarten language growth and working memory (WM) to ELLs’ mathematics growth. Using growth mixture modeling, only one class of growth emerged from ELLs’ English mathematics growth from first through fourth grades. WM related to ELLs’ English mathematics growth from Grades 1 to 4, as did kindergarten growth in English early literacy. We also investigated kindergarten to Grade 4 mathematics growth between ELLs and English-proficient students (EPSs; n = 4,711) using latent change score models and whether WM differentially predicted growth patterns. ELLs and EPSs did not exhibit markedly different growth patterns, and WM similarly predicted these patterns. Implications for future research as well as practical implications and limitations are discussed., R305B150003

: Modeling how incoming knowledge, persistence, affective states, and in-game progress influence student learning from an educational game; This study investigated the relationships among incoming knowledge, persistence, affective states, in-game progress, and consequently learning outcomes for students using the game Physics Playground. We used structural equation modeling to examine these relations. We tested three models, obtaining a model with good fit to the data. We found evidence that both the pretest and the in-game measure of student performance significantly predicted learning outcome, while the in-game measure of performance was predicted by pretest data, frustration, and engaged concentration. Moreover, we found evidence for two indirect paths from engaged concentration and frustration to learning, via the in-game progress measure. We discuss the importance of these findings, and consider viable next steps concerning the design of effective learning supports within game environments., Keywords: Affective states, Learning, Physics, Persistence, Engagement, Publication Note: This is the accepted manuscript and the version of record can be found at https://doi.org/10.1016/j.compedu.2015.08.001, Preferred Citation: Shute, V. J., D'Mello, S. K., Baker, R., Bosch, N., Ocumpaugh, J., Ventura, M., & Almeda, V. (2015). Modeling how incoming knowledge, persistence, affective states, and in-game progress influence student learning from an educational game. Computers & Education, 86, 224-235. https://doi.org/10.1016/j.compedu.2015.08.001 [EPLS]

: Mood States as Predictors of Characteristics and Precipitants of Suicidality Among College Students; This article examines college students’ self-reported mood states during a suicidal crisis and the relationship between mood and indicators of suicidality. Multilevel modeling demonstrated that the moods of hopelessness and anger predicted stronger intent; anxiety/worry predicted weaker thoughts of suicide; hopelessness increased the odds of receiving professional help, having a specific plan and having contemplated methods; and guilt decreased the odds of having made preparations for an attempt. The associations between mood and precipitants of suicidal ideation are presented. Implications of these findings for increasing collaboration during the course of risk assessment and treatment are also discussed., Suicide, Mood states, College students, Suicidal ideation, Suicide intervention, Address correspondence to Elaine A. Hess, The University of Texas at Austin, Department of Educational Psychology, College of Education, 1 University Station D5800, Austin, TX 78712-1296, USA. E-mail: ehess@mail.utexas.edu

: Motivating Primary-Grade Students; What is that intangible force that makes some classrooms positively buzz with interest, attention, and excitement about learning? While motivation can't easily be quantified, few would dispute its essential role in promoting academic engagement and achievement. This uniquely practical book is the first how-to guide on motivating students in grades K-3. Presented are research-based strategies and techniques that are brought to life in three extended case studies of highly successful motivators. Vividly demonstrating how these exemplary teachers flood their classrooms with motivation, the book provides inspiration and practical ideas that readers can implement in their own work. It also guides teachers in recognizing and avoiding key pitfalls--the attitudes, instructional methods, and classroom management approaches that may inadvertently undermine student motivation., Keywords: Education, Educational psychology, Primary school

: Moving qualitative synthesis research forward in education

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