School Psychology
http://hdl.handle.net/10211.3/5689
2024-03-28T16:29:12ZHigh-Impact Practices at California State University, Fresno
http://hdl.handle.net/10211.3/211180
High-Impact Practices at California State University, Fresno
Vidaurri, Andrea L.
Higher education in the United States has experienced a loss of financial support,
accompanied by an increasing criticism of cost and a questioning of effectiveness
regarding student success (Gelman, Holland, & Soring, 2018). The level of knowledge
and skills necessary for individuals to thrive in our global community is increasing (Fisk,
2012). As a result, budgeting models, curriculum, and institution culture are all taking on changes in an effort to meet the expectations of the 21st century (Gelman et al., 2018).
High-Impact Practices (HIPs) are programs and activities aimed at increasing student
engagement with course material, fostering supportive mentorships with faculty,
encouraging cooperation and teamwork among peers, and increasing graduation rates,
GPA and retention (Academic High-Impact Practices and Activities, 2018; Kuh, 2008).
Research has found that while all students serve to benefit from these practices,
underserved populations, such as first-generation students, stand to benefit to a greater
degree, as it is these populations that encounter additional barriers to college success. A
total of 637 undergraduates at California State University, Fresno were surveyed
regarding their opinions and experiences with High-Impact Practices. Results were
analyzed and compared by first-generation status and gender. The aim of this research
lies in gaining a deeper understanding regarding the current state of High-Impact
Practices at Fresno State.
2019-08-01T00:00:00ZExamining The Function Of Feedback
http://hdl.handle.net/10211.3/211176
Examining The Function Of Feedback
Gowett, Vanessa Lee
The use of feedback as an informational tool to affect performance is widely
accepted in behavior analysis. Feedback has been loosely defined as information
provided to individuals about the quantity or quality of their past performance and current
research has noted a lack of clarity in how feedback is used, as well as a need to define it
in terms of basic principles. Furthermore, the effects of feedback have yet to be examined
in terms of their functions, and this has long been an elusive topic in behavior analytic
literature. This study examined the effects of various possible antecedent and
consequence variables on participants’ performance on a simulated work task. We
utilized the functional analysis methodology, and types of feedback used were
categorized in ways similar to those used in a typical functional analysis procedure:
positive reinforcement, in the form of brief praise and/or money on gift cards, negative
reinforcement in the form of escape from mild reprimands, and nonsocial forms of
reinforcement. These were examined across five conditions and systematically
manipulated, using a multielement design. Upon visual analysis of the data, there was no
differentiation in responding, across all participants; that is, all variables had relatively
similar effects on performance for each individual participant. The findings are discussed
in terms of possible rule-governed behavior in the form of goal setting and other effects
that verbal behavior may have on performance.
2019-08-01T00:00:00ZGeneral education teachers' perceptions and training on the inclusion of students with disabilities
http://hdl.handle.net/10211.3/147684
General education teachers' perceptions and training on the inclusion of students with disabilities
Parreira, Erin Ann
This study examined the perceptions of elementary general education teachers in regard to inclusive practices for students with disabilities. To examine this topic, a web-based survey of 23 questions was adopted and modified from McCray and McHatton (2011) and Cullen, Gregory, and Noto (2010) to assess teachers? perceptions and training regarding inclusion. Eighty-one participants completed the survey. It was hypothesized that elementary general education teachers who have taught longer, have more training (i.e., number of courses or workshops taken on special education/inclusion), or have more experience with students with disabilities would have more positive perceptions toward inclusion. The results indicated that overall, elementary general education teachers have neutral perceptions toward inclusion. The number of years taught, the number of courses or workshops taken on special education/inclusion and the experience with students with disabilities are not associated with elementary general education teachers? perceptions toward inclusion. Participants did support the need for more training on teaching students with disabilities in general education classrooms.
2015-01-01T00:00:00ZEducational aspirations of Latino-immigrant mothers and their adolescent children
http://hdl.handle.net/10211.3/147682
Educational aspirations of Latino-immigrant mothers and their adolescent children
Salazar, Krushenka
This study examined the accuracy with which Latino-immigrant mothers perceive their children?s educational aspirations and the accuracy of children?s perceptions of their mothers? educational aspirations for them. Additionally, it explored the relationship between perceived maternal educational aspirations and children?s educational aspirations. Children who perceive their parents as having higher educational aspirations for them tend to do better in school. Thirty-three participant pairs of mothers and their children from the Central Valley of California were recruited via telephone interviews to participate in this study. Results indicated that mothers accurately perceived their children?s educational aspirations. However, the children did not accurately perceive their mothers? educational aspirations for them. A positive relationship was found between the children?s educational aspirations and their perception of their mothers? educational aspirations for them. These findings suggest that communication between Latino-immigrant mothers and their children could be improved in order to increase educational aspirations.
2015-01-01T00:00:00Z