This qualitative study examined 17 school counselors’ pandemic‐related experiences to identify demands, resources, and consequences to well‐being. Among the main demands were increases in student social‐emotional impairment, role confusion, and top‐down policy modifications that made it more challenging to do their jobs. The top resources were support from colleagues and individual limit‐setting. Consequences to well‐being were mixed, but exhaustion and recommitments to self‐care were the most frequently reported. Implications for retention of school counselors and training are discussed.
{"title":"Pandemic‐related stressors of school counselors: Implications for resilience and retention","authors":"Elizabeth M. Vera, Amy J. Heineke","doi":"10.1002/pits.23282","DOIUrl":"https://doi.org/10.1002/pits.23282","url":null,"abstract":"This qualitative study examined 17 school counselors’ pandemic‐related experiences to identify demands, resources, and consequences to well‐being. Among the main demands were increases in student social‐emotional impairment, role confusion, and top‐down policy modifications that made it more challenging to do their jobs. The top resources were support from colleagues and individual limit‐setting. Consequences to well‐being were mixed, but exhaustion and recommitments to self‐care were the most frequently reported. Implications for retention of school counselors and training are discussed.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"62 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142209680","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Vanessa Pederiva, Ilana Andretta, Priscila G. Brust‐Renck
The development of social skills (SS) and creative potential is of great interest to researchers in educational and organizational contexts. The present study aimed to understand the relationship between SS and the use of creative strategies to solve problems in the work environment of college teachers. The study included 386 faculty members of Brazilian colleges who were teaching during the first year of the COVID‐19 pandemic. Participants answered an online survey including the Social Skills Questionnaire and the Strategies to Create at Work Scale. The results showed that the SS were predictors of the development of creative strategies in college teachers, with greater emphasis on the ability to maintain calm in the face of criticism, which significantly predicted all strategies to create at work. The development and search for solutions to problems in a creative way in the work environment can be a result of frequent interactions with students, teachers, managers, other employees of the institution. Such interactions can also help improve repertoire of SS.
社会技能（SS）和创造潜能的发展是教育和组织背景下研究人员非常感兴趣的问题。本研究旨在了解在高校教师的工作环境中，社交技能与使用创造性策略解决问题之间的关系。研究对象包括在 COVID-19 大流行第一年任教的 386 名巴西高校教师。参与者回答了一项在线调查，包括社交技能问卷和工作创造策略量表。结果表明，社会技能量表可预测高校教师创造性策略的发展，其中更强调的是面对批评时保持冷静的能力，这种能力可显著预测所有工作创造策略。在工作环境中以创造性的方式发展和寻求解决问题的方法，可以是与学生、教师、管理人员、机构其他员工频繁互动的结果。这种互动也有助于提高 SS 的再现能力。
{"title":"Social skills predict the development of creative strategies in college teachers during the COVID‐19 pandemic","authors":"Vanessa Pederiva, Ilana Andretta, Priscila G. Brust‐Renck","doi":"10.1002/pits.23284","DOIUrl":"https://doi.org/10.1002/pits.23284","url":null,"abstract":"The development of social skills (SS) and creative potential is of great interest to researchers in educational and organizational contexts. The present study aimed to understand the relationship between SS and the use of creative strategies to solve problems in the work environment of college teachers. The study included 386 faculty members of Brazilian colleges who were teaching during the first year of the COVID‐19 pandemic. Participants answered an online survey including the Social Skills Questionnaire and the Strategies to Create at Work Scale. The results showed that the SS were predictors of the development of creative strategies in college teachers, with greater emphasis on the ability to maintain calm in the face of criticism, which significantly predicted all strategies to create at work. The development and search for solutions to problems in a creative way in the work environment can be a result of frequent interactions with students, teachers, managers, other employees of the institution. Such interactions can also help improve repertoire of SS.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"58 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142209681","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of this study is to evaluate the feasibility and acceptability of a newly developed online psychoeducation intervention on childhood anxiety for school staff using a within groups pre‐post design. The intervention is informed by cognitive behavioural therapy principles. Seventy six participants volunteered to attend a brief online training, and complete two brief questionnaires pre and post the training. Following the intervention, school staff reported that they were significantly less likely to respond to children's anxious behaviours with anxiety‐promoting responses (i.e., sanctions, avoidance reinforcement and overprotection), and were more likely to respond with autonomy‐promoting responses in line with cognitive behavioural theory (i.e., problem‐solving, reward and encouragement). On average, participants found the intervention engaging, useful, suitable, appropriate and easy‐to‐access. Participants also reported that they felt more confident in understanding childhood anxiety and implementing anxiety strategies in their work following the intervention. Areas of development were noted regarding the drop‐out rates of the online intervention. Overall, the novel, online intervention appears to be a feasible and acceptable method for those who participated. In addition, the preliminary outcomes show promise and warrant further investigation. Limitations of the study are discussed with suggestions for future research and areas for improvement.
{"title":"A cognitive‐behavioural psychoeducation intervention on childhood anxiety for school staff: A quantitative feasibility study","authors":"Elene Nicola, Kiki Mastroyannopoulou, Laura Pass","doi":"10.1002/pits.23287","DOIUrl":"https://doi.org/10.1002/pits.23287","url":null,"abstract":"The aim of this study is to evaluate the feasibility and acceptability of a newly developed online psychoeducation intervention on childhood anxiety for school staff using a within groups pre‐post design. The intervention is informed by cognitive behavioural therapy principles. Seventy six participants volunteered to attend a brief online training, and complete two brief questionnaires pre and post the training. Following the intervention, school staff reported that they were significantly less likely to respond to children's anxious behaviours with anxiety‐promoting responses (i.e., sanctions, avoidance reinforcement and overprotection), and were more likely to respond with autonomy‐promoting responses in line with cognitive behavioural theory (i.e., problem‐solving, reward and encouragement). On average, participants found the intervention engaging, useful, suitable, appropriate and easy‐to‐access. Participants also reported that they felt more confident in understanding childhood anxiety and implementing anxiety strategies in their work following the intervention. Areas of development were noted regarding the drop‐out rates of the online intervention. Overall, the novel, online intervention appears to be a feasible and acceptable method for those who participated. In addition, the preliminary outcomes show promise and warrant further investigation. Limitations of the study are discussed with suggestions for future research and areas for improvement.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"104 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142209682","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Kathleen B. Aspiranti, Daniel F. McCleary, Sara Ebner, Jessica Blake, Lauren E. Biggs, Reggie N. Rios
Creating a plan for crisis prevention, intervention, and postvention procedures allows schools to prepare for the traumatic consequences when a crisis inevitably occurs. The comprehensive crisis plan checklist—second edition (CCPC‐2; McCleary & Aspiranti, 2020) is a 102‐item tool created for evaluating individual school and district crisis plans. The current study examined existing crisis plans from school districts across the United States to determine the amount and type of CCPC‐2 items that are present within school crisis plans. The number of CCPC‐2 items represented on the 73 plans evaluated ranged from 0 to 67 with a mean of 22.29 items. The average number of plans that included a single item on the CCPC‐2 was 16. There were no significant differences in the number of CCPC‐2 items represented across different geographic locations, urbanicity (urban, suburban, rural), or district/school‐level plan type. Discussion focuses on how crisis teams within the schools can use the CCPC‐2 when creating, reviewing, or revising their district‐ or school‐level crisis plan.
{"title":"Examining school crisis plan components using the comprehensive crisis plan checklist—Second edition","authors":"Kathleen B. Aspiranti, Daniel F. McCleary, Sara Ebner, Jessica Blake, Lauren E. Biggs, Reggie N. Rios","doi":"10.1002/pits.23276","DOIUrl":"https://doi.org/10.1002/pits.23276","url":null,"abstract":"Creating a plan for crisis prevention, intervention, and postvention procedures allows schools to prepare for the traumatic consequences when a crisis inevitably occurs. The comprehensive crisis plan checklist—second edition (CCPC‐2; McCleary & Aspiranti, 2020) is a 102‐item tool created for evaluating individual school and district crisis plans. The current study examined existing crisis plans from school districts across the United States to determine the amount and type of CCPC‐2 items that are present within school crisis plans. The number of CCPC‐2 items represented on the 73 plans evaluated ranged from 0 to 67 with a mean of 22.29 items. The average number of plans that included a single item on the CCPC‐2 was 16. There were no significant differences in the number of CCPC‐2 items represented across different geographic locations, urbanicity (urban, suburban, rural), or district/school‐level plan type. Discussion focuses on how crisis teams within the schools can use the CCPC‐2 when creating, reviewing, or revising their district‐ or school‐level crisis plan.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"8 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141783087","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Joelle Fingerhut, Linda A. Reddy, Adam Lekwa, Christopher Dudek
Limited research has been conducted on coaching of paraprofessionals who serve students with disruptive behaviors. This study builds upon a randomized controlled trial investigating the intervention effects of the Behavior Support Coaching for Paraprofessionals model by examining the specific behavior concerns, coaching goals, and interventions used during behavior support coaching implementation. This study consists of 83 elementary school paraprofessionals who received behavior support coaching and served 163 elementary school students from 27 schools. Behavior support coaches used observational data to identify student behavior needs, set goals, prioritize intervention supports, and monitor progress toward goals. Results revealed inappropriate physical and verbal behaviors were most often targeted as behavior goals. Coaches and paraprofessionals and classroom teachers utilized a broad range of research‐based behavior interventions, with token economy and behavioral contract most often implemented. Results indicated significant change in observed student nonengagement and inappropriate physical behaviors when these are targeted as behavior goals. Implications of these findings for research and school practice are presented.
{"title":"Implementation of paraprofessional behavior support coaching: A study of behavior concerns and interventions used in elementary schools","authors":"Joelle Fingerhut, Linda A. Reddy, Adam Lekwa, Christopher Dudek","doi":"10.1002/pits.23256","DOIUrl":"https://doi.org/10.1002/pits.23256","url":null,"abstract":"Limited research has been conducted on coaching of paraprofessionals who serve students with disruptive behaviors. This study builds upon a randomized controlled trial investigating the intervention effects of the Behavior Support Coaching for Paraprofessionals model by examining the specific behavior concerns, coaching goals, and interventions used during behavior support coaching implementation. This study consists of 83 elementary school paraprofessionals who received behavior support coaching and served 163 elementary school students from 27 schools. Behavior support coaches used observational data to identify student behavior needs, set goals, prioritize intervention supports, and monitor progress toward goals. Results revealed inappropriate physical and verbal behaviors were most often targeted as behavior goals. Coaches and paraprofessionals and classroom teachers utilized a broad range of research‐based behavior interventions, with token economy and behavioral contract most often implemented. Results indicated significant change in observed student nonengagement and inappropriate physical behaviors when these are targeted as behavior goals. Implications of these findings for research and school practice are presented.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"8 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141613830","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Michelle Jancaric, Patricia Jewett, Iris W. Borowsky
School resource officer (SRO) programs were expanded to improve school safety, but limited research has assessed factors impacting students' perspectives on and intended utilization of SROs. We analyzed the relationships of students' experiences with law enforcement and school discipline with views and intended use of SROs. We used multilevel logistic regression models based on the 2019 Minnesota Student Survey to estimate odds ratios of negative attitudes toward SROs. Among all students, 94.4% agreed having an SRO at school was a good idea, 62.1% said they would feel comfortable going to their SRO with a problem, and 68.1% that they would tell their SRO if they saw something unsafe. Among students with recent suspensions, a parent/guardian who was ever in prison, or attending alternative learning centers, there was still widespread support for SROs, albeit lower support for SROs. Furthermore, only about half of students with recent suspensions or impacted by parental incarceration stated they would utilize SROs. These findings highlight discrepancies in students' attitudes toward versus utilization of SROs, especially for those disproportionately impacted by law enforcement or school discipline. This is relevant, as having trusted adults to turn to with problems has been identified as a cornerstone of school safety.
{"title":"Students' perspectives and utilization of school resource officers after experiences with school discipline or law enforcement","authors":"Michelle Jancaric, Patricia Jewett, Iris W. Borowsky","doi":"10.1002/pits.23280","DOIUrl":"https://doi.org/10.1002/pits.23280","url":null,"abstract":"School resource officer (SRO) programs were expanded to improve school safety, but limited research has assessed factors impacting students' perspectives on and intended utilization of SROs. We analyzed the relationships of students' experiences with law enforcement and school discipline with views and intended use of SROs. We used multilevel logistic regression models based on the 2019 Minnesota Student Survey to estimate odds ratios of negative attitudes toward SROs. Among all students, 94.4% agreed having an SRO at school was a good idea, 62.1% said they would feel comfortable going to their SRO with a problem, and 68.1% that they would tell their SRO if they saw something unsafe. Among students with recent suspensions, a parent/guardian who was ever in prison, or attending alternative learning centers, there was still widespread support for SROs, albeit lower support for SROs. Furthermore, only about half of students with recent suspensions or impacted by parental incarceration stated they would utilize SROs. These findings highlight discrepancies in students' attitudes toward versus utilization of SROs, especially for those disproportionately impacted by law enforcement or school discipline. This is relevant, as having trusted adults to turn to with problems has been identified as a cornerstone of school safety.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"17 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141584591","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Despite extensive research on antecedents and consequences of counterproductive work behavior (CWB), factors contributing to it in educational settings and teachers have not been adequately addressed. With participants of secondary school teachers working in public schools (270), private schools (302), and other educational institutions (319) in Iran, this study explored factors associated with CWB at the individual (age, gender, and perceived justice), occupational (interpersonal conflicts and working hours), and organizational (job content, class size, and teaching context) levels. Significant relationships, with small effect sizes, were found between CWB and younger male teachers with low perceived justice. The results also indicated a linear trend with occupational variables and CWB in the public sector. An escalation in CWB engagement was observed with an increase in working hours and class size. There was a strong positive correlation between psychological demands and CWB, and negative associations were found for social support and decision latitude with significant differences in teacher categories. Hierarchal regression analysis confirmed the significant contributions of these variables to the variances in CWB. The implications have been discussed in light of study results by recommending policies and strategies to be used by school psychologists, administrators, and teacher educators to curtail dysfunctional behaviors and ultimately create school environments that promote teachers' job commitment and the delivery of high‐quality education.
{"title":"Understanding teacher counterproductive work behavior: Tracing individual, occupational, and organizational factors","authors":"Farshad Ghasemi, Keith C. Herman","doi":"10.1002/pits.23279","DOIUrl":"https://doi.org/10.1002/pits.23279","url":null,"abstract":"Despite extensive research on antecedents and consequences of counterproductive work behavior (CWB), factors contributing to it in educational settings and teachers have not been adequately addressed. With participants of secondary school teachers working in public schools (270), private schools (302), and other educational institutions (319) in Iran, this study explored factors associated with CWB at the individual (age, gender, and perceived justice), occupational (interpersonal conflicts and working hours), and organizational (job content, class size, and teaching context) levels. Significant relationships, with small effect sizes, were found between CWB and younger male teachers with low perceived justice. The results also indicated a linear trend with occupational variables and CWB in the public sector. An escalation in CWB engagement was observed with an increase in working hours and class size. There was a strong positive correlation between psychological demands and CWB, and negative associations were found for social support and decision latitude with significant differences in teacher categories. Hierarchal regression analysis confirmed the significant contributions of these variables to the variances in CWB. The implications have been discussed in light of study results by recommending policies and strategies to be used by school psychologists, administrators, and teacher educators to curtail dysfunctional behaviors and ultimately create school environments that promote teachers' job commitment and the delivery of high‐quality education.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"62 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141575172","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
María Pérez‐Marco, Carolina Gonzálvez, Andrea Fuster‐Rico, María Vicent, Aitana Fernández‐Sogorb, María Del Pilar Aparicio‐Flores
School refusal is a serious problem that negatively affects academic performance, connection to school, and socioemotional well‐being of students. Numerous scientific works have suggested that school refusal is associated with internalizing problems. However, it is necessary to determine how this condition may affect certain academic variables, such as perceived academic self‐efficacy. This study has three objectives: to identify school refusal profiles according to the Kearney and Silverman functional model (1990); to analyze differences in means based on the identified profiles of perceived academic self‐efficacy; and to determine the predictive capacity of school refusal on perceived academic self‐efficacy. Participants consisted of 2357 Spanish students (56.8% girls), aged 13–17 (M = 15.24, SD = 1.26). They were administered the School Refusal Assessment Scale‐Revised (SRAS‐R) and the Academic Situation‐Specific Perceived Self‐Efficacy Scale (ASSPSE). Three profiles of school refusal were identified using Latent Profile Analysis, and the differential functioning of these profiles was determined using the academic self‐efficacy dimension. Mixed profiles of school refusal obtained the lowest mean scores on the academic self‐efficacy dimension. The findings are discussed with regard to the importance of enhancing perceived academic self‐efficacy to prevent school attendance problems in adolescents and young children.
{"title":"Adolescent school refusal and academic self‐efficacy: A latent profile and regression analysis","authors":"María Pérez‐Marco, Carolina Gonzálvez, Andrea Fuster‐Rico, María Vicent, Aitana Fernández‐Sogorb, María Del Pilar Aparicio‐Flores","doi":"10.1002/pits.23263","DOIUrl":"https://doi.org/10.1002/pits.23263","url":null,"abstract":"School refusal is a serious problem that negatively affects academic performance, connection to school, and socioemotional well‐being of students. Numerous scientific works have suggested that school refusal is associated with internalizing problems. However, it is necessary to determine how this condition may affect certain academic variables, such as perceived academic self‐efficacy. This study has three objectives: to identify school refusal profiles according to the Kearney and Silverman functional model (1990); to analyze differences in means based on the identified profiles of perceived academic self‐efficacy; and to determine the predictive capacity of school refusal on perceived academic self‐efficacy. Participants consisted of 2357 Spanish students (56.8% girls), aged 13–17 (<jats:italic>M</jats:italic> = 15.24, SD = 1.26). They were administered the School Refusal Assessment Scale‐Revised (SRAS‐R) and the Academic Situation‐Specific Perceived Self‐Efficacy Scale (ASSPSE). Three profiles of school refusal were identified using Latent Profile Analysis, and the differential functioning of these profiles was determined using the academic self‐efficacy dimension. Mixed profiles of school refusal obtained the lowest mean scores on the academic self‐efficacy dimension. The findings are discussed with regard to the importance of enhancing perceived academic self‐efficacy to prevent school attendance problems in adolescents and young children.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"66 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141575173","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Larissa M. Gaias, Mylien T. Duong, Catherine M. Corbin, Clayton R. Cook, Mark Deveau, Priscilla Kyoyetera, Olivia Wood
Teachers' racial biases can impact disparities in their perceptions and expectations of students and contribute to inequitable student outcomes. Therefore, interventions that train teachers on strategies for reducing racial biases may hold promise for mitigating inequities. However, research on bias‐reduction interventions in applied contexts is limited and has not focused on examining the implementation of specific strategies or the implementation context. In this study, we used mixed methodology to examine the extent to which teachers (n = 43) use four bias‐reduction strategies, called equity levers (i.e., seeking commonalities, gaining perspective, gathering facts to disprove assumptions, and knowing your vulnerabilities), which are embedded into a student–teacher relationship intervention called Equity‐Explicit Establish‐Maintain‐Restore. In addition, we explored whether any features of the school context support or hinder their implementation of these strategies. We found that teachers implemented the four equity levers and reported increased implementation of these strategies over time. We found quantitative and qualitative evidence of the importance of a strong implementation climate for supporting teachers' use of the equity levers, where teachers collectively value implementing the program and collaborating with one another. This study has implications for both the promise of four specific strategies that can be incorporated into other teacher training to reduce racial bias as well as the importance of establishing strong contextual supports to ensure the successful implementation of equity‐focused strategies.
{"title":"A mixed methods examination of teachers' use of bias‐reduction strategies to increase relational equity and the role of the implementation context","authors":"Larissa M. Gaias, Mylien T. Duong, Catherine M. Corbin, Clayton R. Cook, Mark Deveau, Priscilla Kyoyetera, Olivia Wood","doi":"10.1002/pits.23251","DOIUrl":"https://doi.org/10.1002/pits.23251","url":null,"abstract":"Teachers' racial biases can impact disparities in their perceptions and expectations of students and contribute to inequitable student outcomes. Therefore, interventions that train teachers on strategies for reducing racial biases may hold promise for mitigating inequities. However, research on bias‐reduction interventions in applied contexts is limited and has not focused on examining the implementation of specific strategies or the implementation context. In this study, we used mixed methodology to examine the extent to which teachers (<jats:italic>n</jats:italic> = 43) use four bias‐reduction strategies, called equity levers (i.e., seeking commonalities, gaining perspective, gathering facts to disprove assumptions, and knowing your vulnerabilities), which are embedded into a student–teacher relationship intervention called Equity‐Explicit Establish‐Maintain‐Restore. In addition, we explored whether any features of the school context support or hinder their implementation of these strategies. We found that teachers implemented the four equity levers and reported increased implementation of these strategies over time. We found quantitative and qualitative evidence of the importance of a strong implementation climate for supporting teachers' use of the equity levers, where teachers collectively value implementing the program and collaborating with one another. This study has implications for both the promise of four specific strategies that can be incorporated into other teacher training to reduce racial bias as well as the importance of establishing strong contextual supports to ensure the successful implementation of equity‐focused strategies.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"23 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141547267","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Extended time is frequently recommended for students with disabilities (SWD) with an intent to remove barriers to accurate measurement of their underlying knowledge and skills. However, empirical findings have varied in terms of whether extended time conditions are an appropriate method for doing so, raising questions of whether frequent recommendation is warranted. Existing score comparability studies have not carefully attended to whether students for whom the extended time accommodation has been recommended truly need, use, and benefit from extended time. In the current study, math test process data from the National Assessment of Educational Progress were used to explore and compare score comparability, as determined via analysis of differential item functioning, for SWD specifically deemed by school teams to need extended time. Score comparability was evident regardless of whether or not the students actually used extended time, begging the question of whether, for many SWD, extended time is truly necessary for score comparability to be achieved. Implications for practice, including methods for more specifically identifying who indeed needs extended time, as well as options for alternative accommodations and interventions that may better target the needs of students who don't truly need and/or use it are offered.
{"title":"Extended time test accommodations: Does use correspond to score comparability for students with disabilities deemed in need?","authors":"Sara E. Witmer, Nathalie Marinho","doi":"10.1002/pits.23275","DOIUrl":"https://doi.org/10.1002/pits.23275","url":null,"abstract":"Extended time is frequently recommended for students with disabilities (SWD) with an intent to remove barriers to accurate measurement of their underlying knowledge and skills. However, empirical findings have varied in terms of whether extended time conditions are an appropriate method for doing so, raising questions of whether frequent recommendation is warranted. Existing score comparability studies have not carefully attended to whether students for whom the extended time accommodation has been recommended truly need, use, and benefit from extended time. In the current study, math test process data from the National Assessment of Educational Progress were used to explore and compare score comparability, as determined via analysis of differential item functioning, for SWD specifically deemed by school teams to need extended time. Score comparability was evident regardless of whether or not the students actually used extended time, begging the question of whether, for many SWD, extended time is truly necessary for score comparability to be achieved. Implications for practice, including methods for more specifically identifying who indeed needs extended time, as well as options for alternative accommodations and interventions that may better target the needs of students who don't truly need and/or use it are offered.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"27 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141505919","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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