This study explores university faculty members' perspectives on the strengths and challenges of international students in the United States, as well as their own challenges in teaching international students. It also investigates faculty member's practices in making instructional and other accommodations for international students, and probes their knowledge of resources that might be helpful to international students who struggle academically. The study reveals that faculty members typically do not have different methods of working with international students than with domestic students and have limited awareness of resources on campus that might be helpful to international students.
The profession of school psychology has been impacted by the response to intervention (RTI) model in various ways. RTI data are being used to make decisions regarding academic and behavioral interventions and to make eligibility determinations in comprehensive evaluations conducted by multidisciplinary teams. A survey of almost 400 school psychologist practitioners reveals a changing landscape in terms of school psychologists’ methods of determining eligibility for specific learning disabilities (SLD) in RTI site and non‐RTI site schools. The survey also brings to light differences between numbers of initial evaluations and levels of challenge and job satisfaction. Implications of these changes and future directions for research are discussed.
This study details the development and validation of a Spanish language version of the Test Anxiety Inventory for Children and Adolescents (TAICA) for elementary and secondary students. In this study, the TAICA was adapted and administered to a sample of 197 students, 87 males and 110 females, aged 9 to 19 years, in Grades 4 to 12. Results of an exploratory factor analysis and item content analysis revealed that the factor structure and the items on the different dimensions of the Test Anxiety Inventory for Children and Adolescents—Spanish version (TAICA-S) were similar to the TAICA. Internal consistency reliability estimates for the TAICA-S scores ranged from .68 to .93 for the total sample and male and female subsamples. Gender differences on the TAICA-S were noted, with females scoring higher than males on the Worry subscale. Implications of the findings for educators and mental health experts who work with Hispanic elementary and secondary students are discussed.
Three questions were addressed in this study. Is there evidence of epistemological beliefs congruency between students and their instructor? Do students' epistemological beliefs, students' epistemological congruence, or both predict mathematical anxiety? Do students' epistemological beliefs, students' epistemological congruence, or both predict mathematical performance? Over 200 vocational technology students and their instructors completed measures of beliefs about mathematical problems solving. The students also completed a measure of mathematical anxiety. Regressions indicated students' epistemological beliefs about time and understanding predicted mathematical anxiety, whereas both student mathematical epistemological beliefs about time and their congruency scores predicted mathematical performance. The implications of these is that mathematical instructors may need to explicitly teach their mathematical epistemology and provide students with classroom experiences to deepen their appreciation of these epistemological underpinnings.
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