Perceptions of Special Education Professors and Culturally Linguistically Diverse Doctoral Students on Cohorts

Unzueta, Caridad H.; Moores-Abdool, Whitney; Donet, Dolores Vazquez

doi:10.1177/0888406409360009

Cited by 4 publications

(13 citation statements)

References 13 publications

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“…The results of this study are comparable to that of other cohort studies. The findings regarding relationship and group dynamics were prominent, just as in past studies (Nimmer, 2009;Unzueta, Moores-Abdool, & Donet, 2010). Faculty and student characteristics were all factors in this study, just as they were other cohort studies Potthoff, Dinsmore, & Moore, 2001;.…”

Section: Discussion Of the Findingssupporting

confidence: 76%

“…Faculty and student characteristics were all factors in this study, just as they were other cohort studies Potthoff, Dinsmore, & Moore, 2001;. Lastly, the structure was a contributing factor in other cohort studies and this study Lamb & Jacob, 2009;Unzueta, Moores-Abdool, & Donet, 2010).…”

Section: Discussion Of the Findingsmentioning

confidence: 68%

“…The problem surrounding this research project was based primarily on the gaps within research on cohort models. Much of the cohort research focused on newly created cohorts, cohort programs compared to non-cohort programs, cohort structure, and faculty and student relationships Potthoff, Frederickson, Batenhorst, & Tracy, 2001;Unzueta, Moores-Abdool, & Donet, 2010). However, there was a gap in research about cohort models based on student types.…”

Section: Statement Of the Problemmentioning

confidence: 99%

“…The cohort structure has an impact on students and faculty (Unzueta, Moores-Abdool, & Donet, 2010). The specific structure of a cohort sets the foundation for the entire program.…”

Section: Research About Cohort Models Cohort Descriptionmentioning

confidence: 99%

“…Cohort models promote retention, increase graduation rates, and contribute to the success of students (Lei, Gorelick, Short, Smallwood, & Wright-Porter, 2011). Therefore, as an effort to increase degree completion, universities have adopted cohort education models (Unzueta, Moores-Abdool, & Donet, 2010). This study of the cohort TEC programs at KCKCC was developed to provide insight into what encourages students to complete the program.…”

Section: Introduction To the Background Of The Studymentioning

confidence: 99%

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An analysis of cohort models in technical education at Kansas City Kansas Community College

Lewandowski¹

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This mixed method study was conducted to gain a better understanding of technical educational center (TEC) cohort programs at a midwestern urban community college. In a cohort model, the students start a program and progress through the curriculum together until completion (Bista and Cox, 2014). Specifically, the study focused on two student types, high school students who were taking college courses and postsecondary students as well as the TEC cohort faculty. The TEC cohort model was examined to learn more about the graduation rates, continued program enrollment, and student support systems. Due to a gap in the literature about cohort models in relationship to race, ethnicity, and gender, those aspects were also studied. The results of the study found that postsecondary students graduated at a higher rate than high school students. Relationships developed throughout the cohort among classmates and with the faculty were indicated as a contributing factor to program completion. Other themes included cohort model structure, hands-on learning, career opportunities, and student attitudes. The study concluded with a set of four recommendations.

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Section: Discussion Of the Findingssupporting

confidence: 76%

Section: Discussion Of the Findingsmentioning

confidence: 68%

Section: Statement Of the Problemmentioning

confidence: 99%

“…The cohort structure has an impact on students and faculty (Unzueta, Moores-Abdool, & Donet, 2010). The specific structure of a cohort sets the foundation for the entire program.…”

Section: Research About Cohort Models Cohort Descriptionmentioning

confidence: 99%

Section: Introduction To the Background Of The Studymentioning

confidence: 99%

See 3 more Smart Citations

An analysis of cohort models in technical education at Kansas City Kansas Community College

Lewandowski¹

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Facilitating the highly bonded cohort: Should more be done to anticipate and reduce the potential for hyper-cohesiveness and deindividuation in therapy training cohorts in universities?

Edwards

2014

European Journal of Psychotherapy & Counselling

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Successfully facilitating learning for small therapy training programmes requires a special understanding of the psychological work of group processes. Students in therapy training spend almost every class together over two or more years. In these student groups, or cohorts, individuals manage themselves within a unique interpersonal and intragroup dynamic. Course instructors must develop their capacity to work effectively with this specific learning milieu. At the same time, the particular dynamics of the cohort context might not be understood by university management where increasingly few cohort contexts exist for students. Consequently, phenomena arising from the specialised nature of the group environment may not be well understood outside of the expertise of the course. In the first part of the paper, the international literature about learning in cohorts is reviewed. In the second part, this reflection is further developed to explore facilitation of a group that has some features of what might be described as negative cohesiveness, or what is described in family theory as enmeshment. Some consideration as to how to anticipate and off-set potential difficulties for groups in therapy training courses is also contributed.Facilitar exitosamente el proceso de aprendizaje en los programas de formación de terapeutas, requiere una especial comprensión del trabajo psicológico en los procesos de grupo. Los estudiantes en formación están juntos en casi todas las clases durante dos o más años; en estos grupos de estudiantes o cohortes, los individuos se manejan dentro de una dinámica única personal e intra-grupal. Los profesores del curso deben desarrollar su capacidad para trabajar en este ambiente específico de aprendizaje. Al mismo tiempo, la dinámica particular del contexto del cohorte, podría no ser comprendida en el ambiente universitario en el cual este contexto existe cada día menos; como consecuencia, puede ser que no se comprendan los *Email: Jane.Edwards@ul.ie fenómenos que se derivan de la naturaleza especial del ambiente de grupo fuera de la pericia del curso. En la primera parte de este artículo se revisa la literatura internacional acerca del proceso de aprendizaje en grupos. En la segunda parte, esta reflexión se desarrolla aún más para explorar la facilitación de un grupo cuyas características se pueden describir como cohesión negativa, o según la terapia de familia, como enredo. Se expresan igualmente algunas consideraciones acerca de cómo anticipar y disolver dificultades potenciales en los grupos de formación de terapeutas.Palabras clave: formación terapéutica; dificultades en la formación terapéutica; dificultades de los estudiantes de psicoterapia; dinámica de los cohortes Faciliter avec succès l'apprentissage au sein des petits programmes de formation thérapeutique nécessite une compréhension particulière du travail psychologique à l'oeuvre dans les processus groupaux. Les étudiants en formation thérapeutique passent presque tout leur temps scolaire ensemble pendant deux années ou plus. Dans ces...

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Mentoring new special education directors through a supplemental preparation program in Massachusetts

Campione¹

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Perceptions of Special Education Professors and Culturally Linguistically Diverse Doctoral Students on Cohorts

Cited by 4 publications

References 13 publications

An analysis of cohort models in technical education at Kansas City Kansas Community College

An analysis of cohort models in technical education at Kansas City Kansas Community College

Facilitating the highly bonded cohort: Should more be done to anticipate and reduce the potential for hyper-cohesiveness and deindividuation in therapy training cohorts in universities?

Mentoring new special education directors through a supplemental preparation program in Massachusetts

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