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: Seeing Career Counseling-Related Websites Through the Eyes of Counselor Ed Students; 284 career-related websites were evaluated by 68 graduate students (54 females, 14 males) enrolled in two sections of a Master’s level Career Development course. Results suggest that overwhelmingly, students rate these websites positively, with little discrimination among sites being evidenced. Site organization, information provided and links were the most often factors considered. Students’ knowledge of specific web-sites increased nearly 100% over a semester. Limitations and suggestions for future research are provided.

: Self-Efficacy, Outcome Expectations, Affect and Workplace Accommodations

: Self-regulated learning strategies and academic achievement in South Korean 6th-graders: A two-level hierarchical linear modeling analysis; The aim of the study was to explain the relationships between self-regulated learning strategy use and academic achievement of 6th-grade students in South Korea. An existing database (i.e., the Korean Educational Longitudinal Study; KELS) with 6th-grade students (n = 7,065) from 446 schools was used to run a series of 2-level hierarchical linear models (HLM). This large dataset enabled us to consider how the relationship between learners’ self-regulated learning strategy use and academic achievement may differ at individual and school levels. We found that students’ metacognition and effort regulation positively predicted their literacy and math achievement both within and across schools. The average literacy and math achievement were significantly higher in private schools than in public schools. Also, the math achievement of urban schools was significantly higher than in nonurban schools when controlling other cognitive and behavioral learning strategies. This study on 6th-grade learners’ self-regulated learning (SRL) on academic achievement explores how their SRL strategies may be different from the features of successful adult learners from the previous findings, offering new insights into the development of SRL in elementary education., Self-regulation, academic achievement, HLM

: Service system collaboration in transition; Inter-agency collaboration is one of the most highly recommended practices in transition from school to adult life for youth with disabilities. However, among best practices in transition, service system collaboration is the least well supported by empirical evidence demonstrating its effectiveness on youth transition outcomes. The purpose of this study was to explore the effect of inter-agency collaboration on student vocational rehabilitation outcomes in a statewide model demonstration project for youth with disabilities. Using two different measures of perceptions of collaboration among inter-agency teams, results of the study were paradoxical, finding that instrumental or task-oriented perceptions of collaboration had a positive effect on vocational rehabilitation outcomes, while perceptions of team ‘synergy’ had a slight, but negative effect on vocational rehabilitation outcomes. The author (s) discuss the meaning of the construct of collaboration, and its implications for transition and rehabilitation personnel.

: Shifting Pedagogy in an AP US Government & Politics Classroom; This paper presents a longitudinal case study of a teacher, over four years, as he participated in a design-based implementation research (DBIR) project aimed at implementing a rigorous project-based learning (PBL) Advanced Placement U.S. Government and Politics (APGOV) course in an urban school district. Teacher interviews, professional development sessions, and classroom observations offer a window into how DBIR afforded the teacher unique opportunities to adapt and shift his pedagogical practices and beliefs around PBL in the classroom. Findings suggest the iterative nature of DBIR can serve as an important conduit to study what supports teacher learning over time., Keywords: Teacher learning Professional development Design-based implementation research, Publication Note: This is the accepted manuscript, and the original published version can be found at https://doi.org/10.1016/j.tate.2017.01.011., Preferred Citation: Adams, C. M., Lo, J. C., Goodell, A., & Nachtigal, S. (2017). Shifting pedagogy in an AP US government & politics classroom: A DBIR exploration of teacher growth. Teaching and Teacher Education, 64, 79–92. https://doi.org/10.1016/j.tate.2017.01.011 [Teacher Ed]

: Social Capital and Bystander Behavior in Bullying; Theory and research suggests that individuals with greater social capital (i.e., resources and benefits gained from relationships, experiences, and social interactions) may be more likely to be active, prosocial bystanders in bullying situations. Therefore, the goal of the current study was to examine the association of social capital (social support and social skills) with prosocial bystander behavior, and the role of internalizing problems as a potential barrier to this relation among 299 students (45.8% girls, 95% White) in sixth, seventh, and eighth grades. Results indicate a positive relation between social capital and prosocial bystander behavior. In addition, internalizing problems were a significant risk factor that may hinder youth-particularly girls-from engaging in defending behavior. Prosocial bystanders are an essential component to prevent and reduce bullying and further research is needed to better understand how to foster prosocial behavior in bullying situations, perhaps by utilizing social capital, related to school bullying., Bystander behavior; Defending; Social capital; Social skills; Social support, The version of record can be found at https://doi.org/10.1007/s10964-017-0637-0

: Social Identities and Cognitive Information Processing Theory; Social identities impact the way individuals see themselves and their career options but career theories have been slow to the call in exploring how social identities interface with theoretical assumptions. The purpose of this study was to examine how social identities affect and inform specific dimensions identified by cognitive information processing (CIP) theory as being essential for effective career decision-making, that is, self-knowledge, options knowledge, decision-making process and skills, career beliefs, and overall career decision. Seventy-six students across ten sections of an undergraduate CIP-based career development course answered questions on an anonymous survey related to how their social identities impacted aspects of their career decision- making. Frequencies for social identities were calculated for each CIP dimension, and 11 cate- gories identified for open-ended responses using the consensual qualitative research-modified approach accompanied pre-determined domains based on CIP theory. Across each component, the most common SI was age and generational differences. While students expressed the in- fluence of social identities as occurring in each CIP dimension, statements related to the self- concept category occurred most often and were present in each domain. Our findings support previous work that the presence and impact of SIs on career decision-making components is undeniable, but also not universal. CIP theory provides a structure and avenues for discussing the role of social identities in career decision-making., social identities, undergraduate students, cognitive information processing theory, qualitative, career decision-making

: Social, Emotional, and Cognitive Factors Associated With Bullying; The purpose of the current study was to understand the association between bullying experiences (i.e., bullying, victimization, and defending) and social, emotional, and cognitive factors. The social factor was social skills (i.e., empathy, assertion, cooperation, responsibility); the emotional factor was emotional difficulties (i.e., personal adjustment, internalizing problems, school problems), and the cognitive factor was executive functioning skills (i.e., self-monitoring, inhibitory control, flexibility, emotional regulation). Data on students' perceptions of their own social skills, emotional difficulties, and bullying role behavior were collected from 246 sixth-through eighth-grade students. Teachers provided reports of students' executive functioning skills. Results indicated that (a) emotional difficulties were significantly and positively associated with victimization for boys and girls, (b) emotional difficulties were significantly and positively associated with defending for girls, (c) executive functioning was significantly and negatively associated with defending for boys, and (d) social skills were significantly and positively related to defending behavior for boys and girls. These results emphasize the importance of examining the social, emotional, and cognitive factors associated with bullying. Social skills and emotional and executive functioning appear to vary systematically across bullying roles and should be considered when developing targeted social-emotional interventions to stop bullying, increase defending, and support victims or those at risk for victimization., social skills, executive functioning, emotional health, bullying, defending, The version of record can be found at https://doi.org/10.17105/SPR46-1.42-64

: 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

: Supporting Transgender College Students on University and College Campuses; With growing numbers of students identifying as trans, how well are we equipped to support them in their journey of self-understanding and coping in a too-often hostile environment? Marty Swanbrow Becker highlights issues to address in providing effective support.

: 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

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