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: Spiritual Needs and Practices of Counselor Education Students; This study examined the self‐reported value of spirituality, types of spiritual practices, and values of 69 counselor education students. It also examined counseling students’ ideas for how to increase their comfort with incorporating spirituality into counseling practice. Implications for implementing spirituality training in counselor education programs are addressed., Keywords:, Publication Note: This article was published in Adultspan Journal © 2012 by the American Counseling Association. The publisher's version is available in final form at https://doi.org/10.1002/j.2161-0029.2012.00003.x., Preferred Citation:, Grant Number:

: States' Expressed vs. Assessed Education Goals in the Era of Accountability; This article addresses the shifting educational priorities in the accountability era by examining states' expressed and assessed educational goals in relationship to those goals enjoying historical and popular support. We argue that curricular restriction in response to federally influenced educational priorities limits individual and social growth, concluding that the 2014 NCLB ultimatum provides a ready catalyst for reorienting educational priorities to address more holistic aims grounded in research from positive psychology., Keywords: education, education goals, accountability, positive education, well-being, Citation: Hanley, A., Roehrig, A. D., & Canto, A. States' expressed vs. assessed education goals in the era of accountability: Implications for positive education. The Educational Forum.

: Student Oral Language Observation Matrix (SOLOM); The Student Oral Language Observation Matrix (SOLOM) is an assessment of oral language skills. The aim of this study was to examine psychometric properties for the SOLOM for preschoolers through: (1) use of internal consistency methods to assess the reliability of the scores from the Student Oral Language Observation Matrix (SOLOM), and (2) examination of criterion-related validity by comparing the SOLOM with the Peabody Picture Vocabulary Test—Fourth Edition (PPVT-4; Dunn & Dunn, 2007). SOLOM internal consistency reliability was calculated using coefficient alpha; criterion-related validity was calculated using Pearson product moment correlation coefficients between the SOLOM and PPVT-4 scores of 90 preschool children. Results indicate that the SOLOM exhibits strong internal consistency reliability with criterion-related validity in the low to moderately correlated range. While additional research is necessary, results provide psychometric support for the use of the SOLOM as an informal assessment tool to be used by preschool teachers., Publication Note: This is a pre-print., Preferred Citation: Dennis, L., Krach, S. K., McCreery, M. P., & Navarro, S. (in press). The Student Oral Language Observation Matrix (SOLOM): A psychometric study with preschoolers. Assessment for Effective Intervention. doi: 10.1177/1534508418782624

: Students with disabilities' self-report on perceptions toward disclosing disability and faculty's willingness to provide accommodations.; Perceptions of students with disabilities toward faculty willingness to provide accommodations and students’ willingness to disclose a disability were investigated in a sample of undergraduate and graduate students with disabilities (n=141) at a large mid-Atlantic university. Results revealed that most students felt their professors were willing to provide accommodations. High levels of students perceived instructors’ willingness to provide accommodations were associated with high students’ willingness to disclose a disability. However, the students seemed to be unwilling to disclose their disability. Furthermore, rated past student experiences relative to requesting for accommodations was highly correlated with both perceived instructors’ willingness to provide accommodations and students’ willingness to disclose a disability. Implications for rehabilitation counselors working with students with disabilities and future research are discussed., perceptions, students with disabilities, accommodations, faculty, disability disclosure

: Supporting Transgender College Students; This study examines the experiences of transgender college students in coping with stress in comparison to their cisgender peers. Undergraduate and graduate students from 73 colleges, totaling 26,292 participants, of which 47 identified as transgender completed an online survey. Transgender students reported greater exposure to trauma and higher rates of suicidal experiences, as well as different precipitants to reported stressful periods and sources of support than their cisgender peers. Implications for individual and group counseling as well as outreach and prevention to better support transgender students are explored., Keywords: depression, discrimination, youth, violence, mental-health, suicide, victimization, social support, people, trauma, individuals, transgender, coping, college student, gay, Publication Note: The publisher's version of record is available at https://doi.org/10.1080/87568225.2016.1253441

: Survey of Counselor Education Comprehensive Exam Types and Procedures; Clinical supervisors and faculty within counseling programs have ethical, legal, and professional obligations to ensure students possess comprehensive knowledge of core counseling components. This survey research study examined the types of comprehensive exams used by counselor education programs as well as their remediation and dismissal procedures when students do not pass comprehensive exams. Results show statistically significant differences with programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) requiring multiple-choice exams. Recommendations for clinical supervisors and counseling faculty are discussed., Keywords: Counseling, Comprehensive exam, Clinical supervision, CACREP, Survey, Publication Note: This is a published article of The Clinical Supervisor. The publiser's version of record is available at https://doi.org/10.1080/07325223.2013.780933., Preferred Citation:, Grant Number:

: Synthesizing the Effect of Building Condition Quality on Academic Performance; Since the late 1970s, researchers have examined the relationship between school building condition and student performance. Though many literature reviews have claimed that a relationship exists, no meta-analysis has quantitatively examined this literature. The purpose of this review was to synthesize the existing literature on the relationship between building condition and student performance. Means for the semi-partial ((r) over bar = 0.12) correlations were relatively small but significantly different, supporting the claim that school building condition is related to student performance. Furthermore, results revealed that the magnitude of the correlation varied as a function of a number of moderator variables. For instance, the building condition feature measured, instrument type, subject area measured, and grade level affect the association between school building condition and student performance. Our findings offer useful information for educational leaders, policy makers, and researchers., Keywords: attendance, metaanalysis, Parental involvement, school, student-achievement, Publication Note: The publisher’s version of record is available at http://www.dx.doi.org/10.1162/EDFP_a_00181

: Teacher Praise and Reprimand; This study examined the generalizability and dependability of observational estimates of middle and high school teachers’ use of praise and reprimands. Frequency of behavior-specific praise, general praise, and total reprimands were collected across 67, 20-min observations that took place during class-wide instruction in general education classrooms. Generalizability theory was used to determine the number of observations needed to obtain dependable estimates of teacher behavior. Behavior-specific praise rates were consistently low. General praise rates were slightly higher and reprimand rates were notably higher and slightly more variable. Total reprimands had the strongest generalizability results and general praise had the weakest. Behavior-specific praise reached an acceptable level of dependability after 15 min, whereas general praise required a 35-min observation, and reprimand only required 5 min. Implications and future directions are discussed., Behavior-Specific Praise, Direct Observation, Generalizability Theory, Reprimand

: Teacher-Directed Violence and Stress; Teacher-directed violence (TDV), or violence in schools directed toward teachers, is a growing concern in contemporary schools (Bounds & Jenkins, Contemporary School Psychology, 20, 1–9, 2016; Espelage et al. 2011). Existing research suggests that some teachers are more at risk of TDV (e.g., teachers whom are White, female, homosexual, religious, older, or those teaching high school) but it is unclear if teachers from all school settings (i.e., rural, urban, or suburban) experience similar levels of TDV and stress associated with TDV. Additionally, there has been no research in the USA examining how teachers cope with teacher-directed violence. Little is known about to whom teachers reach out for social support and if that social support is effective in moderating teacher stress. Past research demonstrates that teaching is a high-stress occupation (Fimian, Exceptional Children, 52, 436–442, Fimian 1988), and some of this stress could be related to experiences of violence. The current study examined differences in TDV experiences among 117 rural, urban, and suburban teachers in the Midwest. Analyses revealed that teachers in urban schools experienced the highest levels of TDV, followed by teachers in rural schools, then suburban teachers. A similar result was found when teachers were asked about stress they experienced that was specific to violence at work. Interestingly, when assessing work stress, suburban teachers had the highest levels of work stress, followed by urban, then rural teachers., Teacher victimization, Teacher-directed violence, Teacher stress, The version of record can be found at https://doi.org/10.1007/s40688-018-0180-3

: Teacher-Directed Violence in Relation to Social Support and Work Stress; Teacher-directed violence, or violence found in a school setting that involves teacher victimization (Espelage et al. in The American Psychologist, 68(2), 75–87, 2011), is a relatively new area of study in education. Teacher-directed violence or teacher victimization includes obscene gestures/remarks, harassment, verbal threats, and theft of personal property. Research on the topic began in the past decade, but still there is limited information about teacher-directed violence, particularly in the USA. Researchers need to understand how much and what types of violence teachers are subjected to in order to develop policy reform (Espelage et al. in The American Psychologist, 68(2), 75–87, 2011). Additionally, research has not examined how teachers cope after experiencing violence, such as to whom teachers turn for social support after experiencing violence, and if social support is effective in helping them cope. The current study examined type and frequency of teacher-directed violence, to whom teachers go to for social support, and the frequency of support from different sources, as well as perceived social support of teachers who experience teacher-directed violence compared to teachers who do not experience violence. This study also examined stress related to teacher-directed violence. Results revealed that teachers experience verbal violence most often, teachers go to another teacher or spouse/significant other for support, and there were no significant differences in stress for teachers who did and did not experience teacher-directed violence., Teacher-directed violence, Teacher victimization, Educator social support, Educator victimization, The version of record can be found at https://doi.org/10.1007/s40688-016-0091-0

: Teachers' Learning of Teaching With Multiple Strategies; Viewing teachers as learners of policy reform, this exploratory study examines a group of elementary mathematics teachers as they discussed teaching with multiple strategies as found in the new Mathematics Florida Standards during a lesson study cycle. In particular, it describes how teachers: (1) advance different explanations for teaching with multiple strategies in the new standards, and (2) anticipate or recognize major obstacles to the implementation of these new standards. Considerations of this study’s results to further research on teacher professional development and educational reform are also briefly discussed., Keywords: multiple strategies, mathematics education reform, lesson study, Preferred Citation: Farfan, G., Murata, A., & Roehrig, A. (2019). Teachers’ learning of multiple strategies: Understanding challenges to the Mathematics Florida Standards during a lesson tudy cycle., Grant Number: DRL-1417585

: Teachers' judgments of the academic achievement of children with and without characteristics of inattention, impulsivity, and hyperactivity.; Some evidence suggests that teachers may have a negative bias against and be less accurate in academic judgments of students with behavioral characteristics of attention-deficit/hyperactivity disorder (ADHD). Thus, examining the accuracy of their judgments is an important area of investigation. The current study examined the accuracy of teachers’ judgments on curriculum-based measures (CBM) of reading, math, and writing for students with and without characteristics of inattention, impulsivity, and hyperactivity. Participants included 72 elementary students, 30 with characteristics of inattention, impulsivity, and hyperactivity (IIH group) and 42 without these characteristics (comparison group). Overall, there were no major differences between groups in teachers’ accuracy. Regarding indirect judgments (i.e., ratings of academic skills on a rating scale), teachers’ ratings were positively related to reading- and math-CBM for both groups. There were few significant differences in teacher judgments between the groups of students with and without symptoms of IIH on indirect ratings of achievement, but when examining overestimation and accuracy of direct ratings, a different picture emerged. Teachers overestimated performance on reading for both groups (75 and 43 words, comparison and IIH, respectively); however, this difference was not statistically significant. For math, teachers overestimated for both groups (7.5 and 11.5 points, comparison and IIH, respectively) and they overestimated significantly more for the comparison group., Teacher judgments, Academic achievement, Curriculum-based measurement, ADHD, The version of record can be found at https://doi.org/10.1007/s40688-015-0073-7

: Teaching career theories, career assessments and career information; Summary: Career theories provide a framework for effective career counseling practice. Career development professionals need to be current in their knowledge of established theories and kept abreast of research that further defines existing and emerging theories. Two other tools vital to the career development practitioner are career assessments and career in- formation. The goal of this article is to provide instructors with strategies for effectively teaching these three key components of career counseling., Publication Note: This is the accepted manuscript of an article published in the Career Planning and Adult Development Journal.

: Technology-Savvy Career Counseling; Career counseling professionals help clients make career decisions and develop an job search. Technology, in the form of websites, social media, and apps, has expanded the resources available to today's counselors. This paper explores multiple technological tools that may accompany each step of the career decision-making and job search process., Keywords: Technology, Career counseling, Social media, Apps, Telepsychology, Publication Note: This is the accepted manuscript of an article published in the Canadian Psychology.

: Towards Understanding Online Question & Answer Interactions And Their Effects On Student Performance In Large-scale Stem Classes; Online question & answer (Q & A) is a distinctive type of online interaction that is impactful on student learning. Prior studies on online interaction in large-scale classes mainly focused on online discussion and were conducted mainly in non-STEM fields. This research aims to quantify the effects of online Q & A interactions on student performance in the context of STEM education. 218 computer science students from a large university in the southeastern United States participated in this research. Data of four online Q & A activities was mined from the online Q & A forum for the course, including three student activities (asking questions, answering questions and viewing questions/answers) and one instructor activity (answering questions/providing clarifications). These activities were found to have different effects on student performance. Viewing questions/answers was found to have the greatest effect, while interaction with instructors showed minimum effects. This research fills the gap of lacking research in online Q & A, and the results of this research can inform the effective usage of online Q & A in large-scale STEM courses., knowledge, community, participation, blended learning approach, Computing education, face-to-face, help-seeking, Large-scale classes, Online help-seeking, Online question & answer, q-and-a, social network analysis, Social network analysis, STEM education, The publisher's version of record is availible at https://doi.org/10.1186/s41239-020-00200-7

: Training Culturally Competent Career Counselors; Summary: CACREP and NCDA standards, along with the growing minority popu- lation in the United States, strongly suggest the importance of ensuring future career counselors are culturally competent. Yet, a recent search of the counselor education literature failed to locate any articles describ- ing how to accomplish this. This article addresses this gap by surveying the necessary elements of multicultural learning activities, providing examples used in other areas of counselor education, and describing several ways of incorporating cultural competence in career development courses., Publication Note: This is the accepted manuscript of an article published in the Career Planning and Adult Development Journal.

: Transformational Teaching, Self-presentation Motives, And Identity In Adolescent Female Physical Education; This study examined whether teachers' use of transformational teaching behaviors, as perceived by adolescent girls, in physical education would predict girls' moderate to vigorous physical activity via mediated effects of physical activity self-presentation motives, physical activity identity, and physical education class engagement. Self-report data were acquired from 273 Scottish high school girls in Grades S1-S3 (the equivalent of Grades 7-9 in North America) at 2 time points separated by 1 week. Significant predictive pathways were found from transformational teaching to girls' moderate to vigorous physical activity via mediated effects of acquisitive self-presentation motives and physical activity identity. This preliminary study provides a novel contribution to the research area by showing how previously unrelated psychosocial constructs work together to predict adolescent girls' moderate to vigorous physical activity. Results are discussed in relation to existing literature and future research directions., Keywords: behavior, efficacy, future, multilevel, leadership, engagement, physical activity, girls, exercise identity, impression construction, impression motivation, part, Publication Note: The publisher's version of record is available at https://doi.org/10.1123/jsep.2017-0299

: Understanding The Relationship Between Commitment Anxiety And Career Tension; Many college students experience a degree of anxiety and indecision related to choosing a major or career path. This study examined the relationship between commitment anxiety, as defined by cognitive information processing theory, and career tension in 101 undergraduate college students enrolled in a career planning class. Results of Pearson product-moment correlations showed a significant positive relationship and medium effect size between a student's commitment anxiety and career tension levels. The results suggest that commitment anxiety and career tension are distinct but related constructs and that career counselors can help clients by reducing and managing these emotional concerns that often accompany career concerns., Keywords: choice, stress, thoughts, career tension, Career Thoughts Inventory, cognitive information processing theory, college students, commitment anxiety, decision state, Publication Note: The publisher's version of record is available at https://doi.org/10.1002/joec.12126

: Understanding effective high schools; This article presents findings from a year-long multilevel comparative case study exploring the characteristics of effective urban high schools. We developed a comprehensive framework from the school effectiveness research that guided our data collection and analysis at the four high schools. Using value-added methodology, we identified two higher and two lower performing high schools in Broward County, Florida. We found that the two higher performing high schools in the study had strong and deliberate structures, programs, and practices that attended to both students’ academic and social learning needs, something we call Personalization for Academic and Social Emotional Learning. Because of the study’s inductive focus on effectiveness, we follow our findings with a discussion of theories and prior research that substantiate the importance of schools’ attention to the connection between students’ academic and social emotional learning needs in high schools., Keywords: case studies, educational reform, organizational theory, school effectiveness, social emotional learning, Publication Note: This is the accepted author manuscript and the version of record can be found at https://doi.org/10.3102/0002831215602328., Preferred Citation: Rutledge, S.A., Cohen-Vogel, L., Osborne-Lampkin, L., & Roberts, R. (2015). Understanding effective high schools: Evidence for personalization for academic and social emotional learning. American Educational Research Journal, 52, 1060-1092. https://doi.org/10.3102/0002831215602328 [Ed Leadership]

: Understanding the Influence of Stigma and Medical Mistrust on Engagement in Routine Healthcare Among Black Women Who Have Sex with Women.; For Black women who have sex with women (BWSW), obtaining routine healthcare can be obstructed by a number of psychosocial barriers, including experiences of stigma, related to both sexual orientation and race, and medical mistrust, both race-based and global. Previous research demonstrates that sexual orientation and race-based stigma, as well as global and race-based medical mistrust, each have a negative impact on health outcomes and engagement in care (EIC) independently. This study addresses gaps in the literature by examining the impact of these psychosocial barriers and their interactions among BWSW, an understudied population. Participants (256 BWSW) were surveyed at a Black Gay Pride festival. Separate generalized linear models assessed the independent and multiplicative effects of participants' self-reported sexual orientation stigma, race-based stigma, race-based medical mistrust, and global medical mistrust related to their engagement in routine physical exams and blood pressure screenings. Prevalence rates of both stigma measures were low, but prevalence rates of global and race-based medical mistrust were high. The results show that experiencing sexual orientation stigma or having race-based medical mistrust predicts significantly lower EIC. Furthermore, the frequencies of obtaining recent physical examinations and blood pressure screenings were significantly related to three- and two-way interactions between stigma and medical mistrust, respectively. There is an urgent need to address the intersectionality of these psychosocial barriers in an effort to increase BWSW's EIC., Keywords: Barriers to care, Lesbian, Race/ethnicity/culture, Women who have sex with women (WSW), Grant Number: R01 MH109409, Publication Note: This NIH-funded author manuscript originally appeared in PubMed Central at https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5278794.

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