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1.
This study investigates Historically Black Colleges and University (HBCU) students' and faculties' knowledge related to school psychology. A total of 165 students and 14 faculty members completed inventories that assessed the understanding and views of various psychological disciplines. Results indicated that HBCU students rated their perceived knowledge of school psychology significantly lower than all psychological disciplines. In addition, these students have significantly fewer sources of information for school psychology than comparable disciplines. Although more than 90% of students stated that they would attend graduate school, the majority was only somewhat interested in school psychology as a career choice. Furthermore, HBCU psychology faculty members stated that the American Psychological Association and the National Association of School Psychologists do not actively recruit or provide information to their students. Results are discussed in terms of increasing the number of African American school psychologists. © 2009 Wiley Periodicals, Inc. 相似文献
2.
Lack of racial and ethnic diversity in the school psychology workforce has been a concern since the profession's inception. One solution is to graduate more racially and ethnically diverse individuals from school psychology programs. This structured review explored the characteristics of studies published from 1994 to 2017 that investigated graduate student retention and school psychology. An electronic search that included specified databases, subject terms, and study inclusion criteria along with a manual search of 10 school psychology journals yielded two published, peer‐reviewed studies focused primarily on graduate student retention and school psychology over the 23‐year span. Two researchers coded the studies using a rigorous coding process with high inter‐rater reliability. Findings suggest that mostly Black and White individuals served as participants, undergraduate students represented the largest group sampled, and key school psychology stakeholders’ views were missing. Additionally, programs interested in retaining racially and ethnically diverse students should have a commitment to multicultural issues, expose students to diverse professional networks and mentorship, and cultivate an inclusive program environment. Implications point to a need for more studies focused on school psychology graduate student retention in general and in specific relation to retaining racial and ethnic minoritized students. 相似文献
3.
Since the mid 1960s, there has been a noticeable decrease in the percentage of African American educators. Although a sizeable literature is dedicated to understanding how to recruit African American teachers, fewer studies focus on recruiting and retaining African American school psychologists. Therefore, this exploratory qualitative study investigated factors important to African American school psychologists when they were selecting a school psychology graduate program to attend and their perspectives on strategies that might facilitate an increase in their numbers. Four major themes of Location, Raise Awareness, Recruit, and Support emerged. Based on the results, a three-prong approach for recruiting African Americans into school psychology graduate education is presented. 相似文献
4.
Eileen Carlton Parsons 《科学教学研究杂志》2008,45(6):665-683
As other countries vigorously promote rapid advancement in science, optimizing the participation of all students in the United States in science is imperative. This study focused on African American students and examined their science achievement in relation to Black Cultural Ethos (BCE), a construct rooted in psychology. Via qualitative and quantitative data obtained from a non‐random control group design, the study addressed three questions: (1) With respect to BCE, what characterizes the natural instructional contexts of two middle school science teachers? (2) What characterizes the achievement of African American students in contexts that incorporate BCE and contexts that do not? (3) What achievement patterns, if any, exist in BCE and non‐BCE instructional contexts? With regard to the natural contexts, the teachers did not incorporate BCE even when the opportunities were available to do so. Within these non‐BCE contexts, the group's mean scores on the study‐specific test that aligned with instruction decreased from pretest to posttest with approximately one‐third of the students' scores improving. When a context was altered with a moderate effect size of 0.47 to include BCE, the group's mean scores on the aforementioned test increased from pretest to posttest with two‐thirds of the students' scores improving. An illustration of the interplay between BCE and context and a consideration of the interplay as a mediating factor in research involving African American students encapsulate the significance and implications of the study's findings. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 665–683, 2008 相似文献
5.
Emerging from the Pipeline: African American Students,Socioeconomic Status,and College Experiences and Outcomes 总被引：1，自引：0，他引：1
MaryBeth Walpole 《Research in higher education》2008,49(3):237-255
This study focuses on how social class affects the college experiences and outcomes for African American students in 4-year
colleges and universities. Using a national, longitudinal data base, the findings indicate that low SES African American students
have less contact with faculty, study less, are less involved with student organizations, work more, and have lower grades
than do their high SES peers or all African American students. Furthermore, 9 years after entering college, low SES students
report lower incomes, lower rates of degree attainment and lower aspirations than their high SES peers, and were less likely
to have attended graduate school. Logistic regression results indicate that sex, college GPA, and plans following college
significantly affect the likelihood that a student will attend graduate school.
相似文献
| MaryBeth WalpoleEmail: |
6.
Eileen Carlton Parsons Rhea Miles Michael Petersen 《Research in Science & Technological Education》2013,31(3):257-274
Background: Research has primarily concentrated on adults’ implicit theories about high quality science education for all students. Little work has considered the students’ perspective. This study investigated high school students’ implicit theories about what helped them learn science. Purpose: This study addressed (1) What characterizes high school students’ implicit theories of what facilitates their learning of science?; (2) With respect to students’ self-classifications as African American or European American and female or male, do differences exist in the students’ implicit theories? Sample, design and methods: Students in an urban high school located in south-eastern United States were surveyed in 2006 about their thoughts on what helps them learn science. To confirm or disconfirm any differences, data from two different samples were analyzed. Responses of 112 African American and 118 European American students and responses from 297 European American students comprised the data for sample one and two, respectively. Results: Seven categories emerged from the deductive and inductive analyses of data: personal responsibility, learning arrangements, interest and knowledge, communication, student mastery, environmental responsiveness, and instructional strategies. Instructional strategies captured 82% and 80% of the data from sample one and two, respectively; consequently, this category was further subjected to Mann-Whitney statistical analysis at p < .05 to ascertain ethnic differences. Significant differences did not exist for ethnicity but differences between females and males in sample one and sample two emerged. Conclusions: African American and European American students’ implicit theories about instructional strategies that facilitated their science learning did not significantly differ but female and male students’ implicit theories about instructional strategies that helped them learn science significantly differed. Because students attend and respond to what they think and perceive to be important, addressing students’ implicit theories may be one way to enhance science education reform. 相似文献
7.
Greg Wiggan 《The Urban Review》2008,40(4):317-349
Influential research on African American students has examined their school failure in terms of students’ opposition to school
achievement. Only a few studies have explored school engagement and success among these students, and even fewer have examined
the experiences of high achieving black students. This study illustrates the school context and school processes that high
achieving African American students identify as contributing to their academic success. The findings reveal three main school
effects impacting the students’ performance: 1) teacher practices, engaging pedagogy versus disengaging pedagogy; 2) participation
in extracurricular activities and; 3) the state scholarship as performance incentive. According to the students, teacher practices
were the most instrumental school effect benefiting their outcomes. Recognizing the processes that promote high achievement
among African American students can help to improve our understanding of student performance, while promoting success among
these students.
The author wishes to thank Ron DePeter and Tekla Johnson for their comments on a previous draft of this article 相似文献
8.
Cheryl Anagnopoulos 《Educational gerontology》2013,39(7):517-525
Studies have established the beneficial role of engaging students in research at both the graduate and undergraduate level. Authentic research experiences serve as a tool for instruction where students are actively involved in the process of discovery, the scientific method, and advancing existing fields with scientific data. Further, students report that they enjoy such experiences, making them more likely to pursue and maintain active careers in the sciences. Engaging minority students as active partners in faculty research not only involves them in the scientific process, but also enables others to gain access to minority participants in a culturally-appropriate manner. This paper focuses on the mutually beneficial role of American Indian students as active partners in faculty research on aging, where they played a vital role in the development and completion of the project. The benefits for the students included high retention rates for a typically at-risk group of college students, a mentoring relationship with a faculty member, and opportunities to blend their cultural background with the college experience. 相似文献
9.
David Hulac Natalie D. Johnson Shiho C. Ushijima Maryia M. Schneider 《Psychology in the schools》2016,53(10):1085-1093
Many school psychology faculty are required to publish for purposes of retention and promotion. It is useful to have an understanding of the different outlets for scholarly publications. In the present study, we investigated the peer‐reviewed journals in which school psychology faculty were published between 2010 and 2015, the number of articles in each journal, and the acceptance rates and impact estimates for each journal. We identified school psychology faculty using the National Association of School Psychologists website and conducted a search of the publications using EBSCO databases. Results indicated that there were a total of 3,675 articles and a total of 832 peer‐reviewed journals in which school psychology faculty were published during the 6‐year span. Among the peer‐reviewed journals, Psychology in the Schools, School Psychology Quarterly, School Psychology Review, and Journal of School Psychology were the journals in which school psychology faculty members most frequently published. Acceptance rates ranged from less than 5% to 98%, with an average of 29.7%. H‐indexes ranged from 1 to 890, with an average of 52. These results illustrate the variety of journals that publish works from school psychology faculty and the need for school psychology faculty and other authors to consider a variety of options when seeking publication. 相似文献
10.
Harold P. Mason 《Community College Journal of Research & Practice》2013,37(8):751-760
A considerable amount of effort is expended encouraging students to enroll in higher education programs. It is, therefore, disappointing to all concerned when students fail to complete their programs. It is even more distressing when one particular group of enrollees is identified as failing to persist with their studies at a disproportionately high rate. This was the issue faced by Kennedy‐King College during the early 1990s. The African American male, nontraditional student (either more than 24 years old, or part‐time enrollee, or live off campus), was identified in this category with the withdrawal/departure behavior becoming a serious and increasing problem. Kennedy‐King College is a non‐residential, two‐year community college located in a neighborhood of Chicago that is predominantly African American (97%), low income (70% below the poverty level), with a comparatively high crime rate and a public school system that has been described as “somewhat ineffective.” More than 30% of the students are residents of this community. The study consisted of a literature review; consideration of the variables identified from the review that had previously been thought to affect student persistence; quantitative and qualitative data collection and analysis carried out with the African American male students; the development and testing of a persistence model incorporating previous and newly identified variables; and the development of a college strategy designed to increase the persistence of these students. 相似文献
11.
Concerns regarding whether a sufficient supply of school psychologists exists have been evident for decades. Studies have predicted that school psychology would face a critical personnel shortage that would peak in 2010, but continue into the foreseeable future. The current study is a 10‐year follow‐up investigation based on previously published personnel shortage projections. Data derived from the National Association of School Psychologists 2009–2010 national study were used to examine current personnel shortages as well as to project the extent to which personnel shortages are likely to continue. Findings indicate that the field of school psychology continues to experience a personnel shortage that will continue through 2025. Additionally, greater rates of retirements are projected for the field for school psychologists who are males, who possess a doctoral degree, and for university faculty. Analyses based on the U.S. Census Regions indicate that notable differences are likely to occur in the match between the supply of and demand for school psychologists based on geographical location. Implications are discussed relating to the recruitment and retention of school psychologists and to the services they deliver. 相似文献
12.
With the rapidly increasing racial and ethnic diversity of the school-aged population, school psychologists must be properly trained to engage in culturally competent practice; however, little is known about how school psychology programs prepare their trainees to serve diverse populations. The purpose of this study was to update Rogers et al.'s study on multicultural training by examining the extent to which school psychology programs use multicultural training recommendations noted in the literature. Thirty-eight school psychology program coordinators completed the Multicultural Environmental Inventory-Revised (MEI) to assess their perceptions of their program's multicultural environment. Participants were also asked about their training in multicultural and diversity issues and how their program conducts multicultural training. Findings suggest that programs most frequently used the integration and separate course models for multicultural training along with clinical experiences serving diverse students. In addition, multicultural coursework was associated with higher scores on the MEI Curriculum and MEI Research subscales. With regard to program environment, the percentage of racial and ethnic minoritized (REM) students was positively correlated to the percentage of REM faculty and the number of required multicultural courses. However, programs lacked specific strategies to recruit and retain diverse students. Findings and implications for training programs are discussed. 相似文献
13.
《Journal of Marketing for HIGHER EDUCATION》2013,23(4):73-85
ABSTRACT The study surveyed (questionnaire) 222 doctoral business students from private and public universities in Northeastern United States. The objective was to identity important criteria used to select a university. In addition, this study compared the responses of students from these schools to determine whether selection criteria differ. Using a Likert scale of important to unimportant, students from these universities rated ten of the 52 criteria important to their selection. They included: programs, academic reputation, degree marketability, faculty contact time, accreditations, assistantship/campus employment, financial aids, placement reputation, completion time, and library size. However, they rated academic reputation and completion time significantly different. The private school students rated academic reputation significantly (0.00) more important, whereas the public school students rated completion time significantly (0.03) more important. To attract prospective private school students to public schools, public school administrators would benefit by emphasizing the quality and reputation of its faculty and programs. Private school administrators are likely to attract more students if they are able to improve the quality and increase the quantity of computer facilities. Moreover, they would profit from designing flexible programs and classes that would allow for a more rapid completion time. 相似文献
14.
This study examined data from a random sample of 500 White students and 500 African American students who have taken the Community College Student Experiences Questionnaire to determine which factors in the environment impact their career preparation. The results showed that interaction with faculty had the strongest impact on career preparation for all students. Counseling services were significant for African American students. The African American students indicated they put more effort into student-faculty interactions and peer interactions than White students, and they reported greater gains in career preparation. 相似文献
15.
Charles Bleiker Ph.D. 《Journal of Early Childhood Teacher Education》2013,34(3):235-243
Abstract This distance degree program was specifically designed to meet the needs of Head Start teachers working with children from birth through 5 years of age and to raise the professional standards of these multicultural, non‐traditional students. Using electronic technologies and traditional learning methods, a partnership of university faculty and Head Start partners designed and evaluated the 3‐year program (1997–2000) of professional education distinguished by tailored instruction, work site mentoring and consultation, active self‐directed study, reflection and cooperative learning. Evaluative outcomes of program quality included learning success, relevance and practicability of curricula, efficacy of retention efforts, completion rates, quality of delivery strategies, instruction and mentoring. Evidence of program success was supported by these outcomes using multiple sources, including participating Head Start teachers, their supervisors, and university faculty. 相似文献
16.
Aaron Upton 《Equity & Excellence in Education》2013,46(1):49-54
African American students and former students from a predominantly white institution (PWI) were interviewed to understand their perceptions regarding the impact of their families on their academic achievement and persistence. The characteristics of families that students perceived to support and hinder their academic success at college are described along with implications for improving African American college student retention theory and practice. 相似文献
17.
Pedro Rosrio Jennifer Cunha Ana Rita Nunes Tnia Moreira Jos Carlos Núez Jianzhong Xu 《Psychology in the schools》2019,56(1):92-108
Teachers’ homework follow‐up practices, the in‐class strategies teachers use to monitor their students’ homework assignments, have an impact on their students’ homework behaviors and academic achievement. The current study explored the perspectives of middle school mathematics teachers on the three domains of homework follow‐up: the practices used in class, the purposes of each practice, and the aspects that may influence this process. Data were collected from two data sources (i.e., focus groups and classroom observations) and were analyzed using thematic analysis. The findings showed that teachers monitored homework either using a single strategy or a combination of strategies (e.g., checking homework completion and providing individual feedback) linked to a specific purpose (e.g., promote students’ involvement). The teachers also reported that they were under certain constraints when they delivered homework follow‐up practices (e.g., pressure to follow the curriculum), so their practices’ effectiveness sometimes can be compromised. Implications for practice are discussed. 相似文献
18.
19.
This two‐year school‐wide initiative to improve teachers’ pedagogical skills in inquiry‐based science instruction using a constructivist sociocultural professional development model involved 30 elementary teachers from one school, three university faculty, and two central office content supervisors. Research was conducted for investigating the impact of the professional development activities on teachers’ practices, documenting changes in their philosophies, instruction, and the learning environment. This report includes teachers’ accounts of philosophical as well as instructional changes and how these changes shaped the learning environment. For the teachers in this study, examining their teaching practices in learner‐centered collaborative group settings encouraged them to critically analyze their instructional practices, challenging their preconceived ideas on inquiry‐based strategies. Additionally, other factors affecting teachers’ understanding and use of inquiry‐based strategies were highlighted, such as self‐efficacy beliefs, prior experiences as students in science classrooms, teacher preparation programs, and expectations due to federal, state, and local mandates. These factors were discussed and reconciled, as they constructed new understandings and adapted their strategies to become more student‐centered and inquiry‐based. 相似文献
20.
Jianzhong Xu 《教育心理学》2010,30(7):755-770
The present study linked gender and grade level to homework management strategies and homework completion behaviours. The participants were 685 African American students in the south‐eastern USA, including 370 eighth graders and 315 eleventh graders. Gender appeared related to the majority of homework measures examined in the present study. Specifically, compared with boys, girls reported more frequently working to manage their workspace, monitor motivation and control negative emotion. In addition, girls reported that they were more likely to complete their assigned homework and were less likely to come to class without their homework. On the other hand, grade level (eighth graders vs. 11th graders) did not relate to homework management strategies and homework completion behaviours. 相似文献