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EXAMINATION OF OBTAINED AND EXPECTED COGNITIVE PERFORMANCE OF ENGLISH LEARNERS: AN EVALUATION OF BROAD ABILITY COMPOSITES VERSUS AGGREGATE MEAN SCORES
Get PDFThe United States population continues to shift towards a majority rich in cultural, ethnic, and linguistic minorities (Rhodes et al., 2005). Within the education system, school psychologists are challenged with the task of conducting nondiscriminatory assessment of English Learners (ELs), while also adhering to the standards for ethical practice. In recent years, minority students have too frequently been placed in special education settings without sufficient support to signify need of a classification. To provide equitable and fair assessments to ELs in schools, clinicians require the knowledge necessary to understand the influence of cultural and linguistic developmental factors that affect performance. The Culture-Language Interpretive Matrix (C-LIM) and its respective test classifications were developed as an interpretation tool to promote an understanding of the degree of cultural and linguistic loading present in standardized assessments. Most recently, the development of the Diverse-Student Normal Ability Performance (D-SNAP; Ortiz & Pristo, 2023) provides a new framework that builds upon the principles of the C-LIM and allows practitioners to evaluate the impact of cultural and linguistic differences on test score validity at the composite and broad ability level. The current study seeks to evaluate the degree of consistency between expected scores from the D-SNAP and the actual scores obtained from the cognitive assessment of ELs
UNDERSTANDING THE INEQUITIES OF ACADEMIC PROGRAMS AND STUDENT ACHIEVEMENT IN POST-COVID NEW YORK STATE
Get PDFThe Covid-19 pandemic revealed the reality of learning loss which caused an extended period of online and hybrid learning. Questions about socioeconomic inequities between school districts also manifested. Through the guidance of the theoretical frameworks of John Rawls’ Theory of Justice nd the Hanover Research Toolkit for Systemic Implementation of Equity, this non-experimental study compared the demographics, academic programs, opportunities, and instructional practices of school districts at various socioeconomic levels in New York State. The methods used for this study included simple and multiple linear regressions. The study found that students who are economically disadvantaged, students with disabilities, needs resource indexes, districts’ ability to raise funds, per pupil expenditures, and suspension rates were all related with 8th grade ELA proficiency scores. The study also found that students who are economically disadvantaged, students with disabilities, needs resource indexes, districts’ ability to raise funds, suspension rates, experienced teachers, and advanced educational programs associated with the districts’ high school graduation rates. The study shed light onto how students fared in the current system, where districts in areas where their needs resource index was better equipped along with their ability to raise funds outside of taxpayer dollars showed higher proficiency scores and graduation rates, while the opposite was the case for districts whose needs were higher along with the inability to raise funds from outside sources
Teachers\u27 Perceptions of Pandemic Learning Losses among English Language Learners: Effects of Language Proficiencies and Language Modalities
Get PDFPracticing teachers (n=95) completed a survey in correlational research conducted to determine the extent to which, and the ways in which, they reported learning losses among English Language Learners stemming from the Covid-19 pandemic. Two candidate factors were examined: language proficiencies (L1 and L2) and language modalities (listening, speaking, reading, writing). Students weak in both languages showed the largest losses, and students strong in both, the smallest. Low L-2 students suffered larger losses than high-L2 students regardless of L1 proficiency. In speaking skills, when L2 is weak, low-L1 students had larger losses than high-L1 students. Teachers reported no significant differences across language modalities for any language-proficiency group. Proficiency in L2 was the crucial factor in losses, although L1 proficiency operated as a mitigating factor in speaking skills. Low-L2 students are at an additional risk due to Covid-19 and might well be the focus of pandemic-recovery interventions, especially for students also weak in L1. These interventions may also benefit from leveraging ELLs\u27 L1 skills in remedial initiatives in speaking and perhaps also writing and other language modalities. Research evaluating these interventions is needed, in part for course corrections, since the pandemic recovery is likely to be protracted
SCHOOL MENTAL HEALTH PARTNERSHIPS: A CASE STUDY
Get PDFEducation in the United States continues to evolve in response to technological advancements, such as the widespread use of the iPhone, and societal changes in a post-COVID-19 world. Youth mental health challenges are at an all-time high, impacting students’ ability to succeed academically and socially (CDC, 2023). Schools are in a unique position to address these challenges, yet untreated or unidentified mental health issues can hinder students’ progress (Sanchez et al., 2018). This study examines the potential of school mental health partnerships to provide educators with the tools, training, and resources necessary to support students with diverse and complex mental health needs. This qualitative case study was conducted in two school districts that utilize school-hospital mental health partnerships. Participants included 12 school-based mental health providers and 3 hospital-affiliated clinicians. Semi-structured interviews and document reviews were used to collect data, and thematic analysis was employed to identify patterns and insights. Findings were organized around four key research questions, focusing on participants\u27 perceptions of the partnerships’ effectiveness and the components that enhance mental health support. The study identified care coordination, linkage to care, and case management as critical factors for effective partnership models. Additionally, the integration of a multi-tiered system of supports (MTSS) framework was highlighted as a method to ensure equitable access to mental health interventions. These findings underscore the importance of collaborative approaches between schools and external providers to address the mental health needs of students effectively. The implications of this research are significant for educators, mental health professionals, and policymakers. By leveraging school mental health partnerships within an MTSS framework, schools can create inclusive environments that support the holistic well-being of all students, fostering equity and improving educational outcomes. This study contributes to the growing body of literature on innovative strategies to address the mental health crisis in educational settings
IT’S COMPLEX: TEACHER PRAXIS AND CRITICAL PEDAGOGIES
Get PDFThis feminist, critical research uses a bricolage of case study, principles of phenomenology, and autoethnography to examine teachers’ and researchers’ praxis with engaging in critical pedagogies. Through a case study with principles of phenomenology, this research examines two public school kindergarten teachers’ experiences with using critical pedagogies—namely culturally responsive teaching and social justice education—in their classrooms, and offers portraits of their praxis. Through the autoethnography, this research examines the researcher’s experiences with engaging in a critical feminist research with friends-as-participants, and shares reflections on ways to examine and share examples of teacher praxis with engaging in different approaches to critical pedagogies. This research also provides a review of the most recent literature on critical pedagogies, along with a discussion of how critical pedagogies evolved in education in the United States. It also includes a discussion of the two teachers’ praxis alongside portraits of their beliefs about and experiences with teaching and rich, thick, descriptions of classroom observations, or examples of their teaching practice. It also includes a discussion of the researchers’ positionality and praxis in the context of this research study. Through these explorations of praxis, this study yielded connections between culturally responsive teaching, social justice education, social emotional learning, and expectations for high academic achievement, and the teachers’ beliefs that all of these approaches are interconnected and interdependent. Finally, this research provides frameworks for discussing teacher praxis and critical pedagogies, and offers recommendations for researchers who wish engage in critical, feminist research and provide examples of researcher and teacher praxis
EMOTIONAL FLOODING: EXAMINING ASSOCIATIONS WITH FAMILY OF ORIGIN VIOLENCE AND THE MEDIATING ROLE OF ATTENTIONAL BIAS TO THREAT
Get PDFEmotional flooding, or the experience of partner negative affect as intensely disorganizing and overwhelming, has recently emerged as an important variable in predicting maladaptive relationship behaviors, including intimate partner violence (IPV). However, not much is known about risk factors for flooding beyond qualities of the interpersonal interaction. While flooding depends on the experience of intense partner negative emotion, some individuals may vary regarding their propensities to feel flooded in a relatively stable way, and therefore may be more likely to engage in destructive relationship behaviors. Theory and research suggest that family violence negatively impacts emotional processing by increasing emotional arousal and heightening sensitivities to anger, impacts that would theoretically predict emotional flooding and can be explained by the construct of attentional bias (AB) to threat. Further, Gottman’s (1993) theory of flooding suggests that negative interpretation biases, which are thought to stem from AB to threat, may play an important role in maintaining tendencies toward flooding. Therefore, the current study examined the impact of family violence on propensities toward flooding in intimate relationships and the mediating role of AB to threat on this relation. It was hypothesized that family violence would be positively associated with emotional flooding and AB to threat would mediate this link. A sample of 71 undergraduate students (ages 18 to 22) currently in a romantic relationship completed a task measure of AB to threat followed by self-report questionnaires of family violence and emotional flooding. The hypotheses were partially supported; family violence was significantly positively associated with intimate partner flooding, but AB to threat did not mediate this link. Post hoc analyses included AB to neutral vs. happy faces as a measure of AB to threat based on previous research. Post hoc results revealed that aggression between parents was significantly associated with emotional flooding and AB to threat (neutral faces) approached significance as a moderator of the link between aggression between parents and feeling overwhelmed by partner negative affect. The implications of these results are discussed
ROLE OF SELF-FORGIVENESS, SELF-COMPASSION, AND SELF-ACCEPTANCE ON PSYCHOLOGICAL WELL-BEING AND ADJUSTMENT IN DIVORCED PEOPLE
Get PDFDivorce is becoming a new normal, yet individuals may question their self-worth. Existing research reveals that divorce and separation are associated with negative psychological and physical consequences. This study investigated the relationship between self-constructs (self-forgiveness, self-acceptance/self-condemnation, self-compassion) and Psychological well-being among divorced people. Each of these aspects of the self is thought to lead to disturbance. However, the relationship of these concepts to each other, which has a unique influence on psychopathology and well-being, was tested. The current study sampled 270 adults from social media/online and prolific platforms, who completed scales measuring each of the self-constructs and depression, anger at self, and well-being. The results mainly indicated weak and moderate correlational relationships between self-acceptance, self-compassion, self-forgiveness and depression, anger at self, and well-being. Results also showed that in hierarchical regression, self-compassion accounted for the unique variance in predicting depression, anger at self, and well-being. At the same time, self-forgiveness was inconsistent in its association with depression, anger at self, and well-being. The interplay of the self-constructs leads to a strong sense of self, evidenced by decreased psychopathology and increased well-being. These findings should inform future therapeutic treatment plans and interventions, especially among divorced people.
Keywords: self-forgiveness, self-acceptance, self-compassion, divorce, well-bein
EXAMINING HOW TASK FORCES UTILIZE INTELLIGENCE METHODS DURING ANTI-HUMAN TRAFFICKING OPERATIONS: MITIGATING THE THREAT OF HUMAN TRAFFICKING AMONG NATIVE AMERICAN WOMEN AND GIRLS
Get PDFNative American women and girls, including First Nations people, have been disproportionately targeted due to centuries of marginalization, severe maltreatment, and gender inequality. To mitigate these violent acts, law enforcement and intelligence agencies should use various intelligence methods to identify and locate traffickers, victims, and high-risk locations. The intelligence methods that are analyzed in this study include open-source, geospatial and human intelligence. The lack of utilizing these methods can hinder the ability to mitigate human trafficking effectively. According to a study conducted through Northwestern University, Farrell et al. (2019) provided evidence showing that the Uniform Crime Reporting program continuously displays an undercount of human trafficking victims, which could be due to lack of knowledge and skills with applying intelligence methods. Routine activity theory explains the mentality of traffickers, the techniques used to target victims, and specific vulnerabilities that are attractive to perpetrators (Cohen & Felson, 1979). The 3P paradigm is also applied in this study through the lens of routine activity theory to provide a micro-level approach to combat human trafficking (U.S. Department of State, 2012). This framework focuses on three main components: 1) encouraging governments to protect victims of human trafficking by developing rehabilitation programs to improve their mental and physical health; 2) preventing traffickers from targeting vulnerable populations; and 3) prosecuting, convicting, and sentencing individuals responsible for facilitating human trafficking (U.S. Department of State, 2012). However, due to the unique history of Native Americans, the researcher created a more comprehensive integrated theoretical framework to understand why they are being targeted. Using this framework and intelligence methods will facilitate more successful investigative operations. In this study, forty-five employees from federal, state, and local law enforcement agencies, military, academia, and non-governmental organizations were interviewed or surveyed on their experiences applying open-source, geospatial, and human intelligence methods in their field operations. Questions regarding the impact of race, ethnicity, and cultural sensitivity on investigative practices were also posed. This research aims to encourage the prioritization of human trafficking and provide various agencies with the knowledge to mitigate the threat of human trafficking, particularly among Native American women and girls