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Exploring Leadership Experiences Of School Psychologists In Supporting Schools: A Phenomenological Study
Title
Exploring Leadership Experiences Of School Psychologists In Supporting Schools: A Phenomenological Study.
Creator
Joseph, Julie, Martin, Suzanne, Little, Mary, Boote, David, Thomson, Arlene, University of Central Florida
Abstract / Description
The passage of the No Child Left Behind Act (NCLB) and the reauthorization of the Individuals with Disabilities Education Act in 2004 have placed increased demands on all educators and administrators. School psychologists find themselves charged with addressing a broad range of issues today, and there is an emphasis on leadership in the effective provision of services. Although the literature is replete with examples of the centrality of leadership in regards to the educational experience of...
Show moreThe passage of the No Child Left Behind Act (NCLB) and the reauthorization of the Individuals with Disabilities Education Act in 2004 have placed increased demands on all educators and administrators. School psychologists find themselves charged with addressing a broad range of issues today, and there is an emphasis on leadership in the effective provision of services. Although the literature is replete with examples of the centrality of leadership in regards to the educational experience of students, there have not been sufficient studies that have studied this topic in school psychology. The purpose of this study was to discover, understand, and describe in rich detail the lived experience of school psychologists exercising leadership. The researcher interviewed school psychologists within a mid-size school district in Central Florida who were nominated by district administrators that supervise of them. Additionally, this study sought to identify the contexts, domains of practice, universal structures, and opportunities utilized in their experiences. School psychologists demonstrated leadership through collaboration and consultation, professional expertise, student-oriented needs, expert-problem solvers, and communication skills. The contexts of their leadership experiences varied due to the diverse roles taken on by the individual, however they were all demonstrated at the district level, school level, and with their peers. The leadership experiences identified by the study participants correspond to most of the National Association of School Psychologists (NASP) domains of practice and also correspond to transformational leadership. The results are particularly salient to school psychologist, as the information comes from the perspective of school psychologists who were noted to be (")effective(") and displays (")leadership(") and are now exercising leadership. Future research is encourage to examine leadership experiences across multiple school districts to identify experiences of other leaders across various settings.
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Date Issued
2015
Identifier
CFE0005814, ucf:50033
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005814
EXAMINING THE PERCEPTIVE ROLES OF A SCHOOL PSYCHOLOGIST IN COLLABORATION WITH EARLY EDUCATORS
Title
EXAMINING THE PERCEPTIVE ROLES OF A SCHOOL PSYCHOLOGIST IN COLLABORATION WITH EARLY EDUCATORS.
Creator
Cohn, Monique, Jennings-Towle, Kelly, University of Central Florida
Abstract / Description
The collaborative efforts between school psychologists and early educators can prepare children for success. Since the first decade of life is such a critical time period, early childhood interventions from birth to the early school grades are receiving widespread attention today as one of the most effective ways to prevent learning difficulties and to promote children�s development and well-being(Reyonlds, 2004). School psychologists should promote the fact that "making schoolsready for all...
Show moreThe collaborative efforts between school psychologists and early educators can prepare children for success. Since the first decade of life is such a critical time period, early childhood interventions from birth to the early school grades are receiving widespread attention today as one of the most effective ways to prevent learning difficulties and to promote children�s development and well-being(Reyonlds, 2004). School psychologists should promote the fact that "making schoolsready for all children" contributes to systems integration among schools and early childhood programs (Bagnato, 2006). This study is important to further examine the roles of current school psychologists and to study their collaborative work with early intervention. Early childhood intervention is defined as the provision of educational, family, health and/or social services during any of the first eight years of life to children who are at risk of poor outcomes because they face socio-environmental disadvantages or have developmental disabilities (Reynolds, 2004). Federal law acknowledges the importance and need for early intervention as The Economic Opportunity and Community Partnership Act of 1974 and subsequent amendments to the law required Head Start programs in each state to serve a minimum of 10% children with disabilities (Hooper & Umansky, 2004). When children are not meeting milestones, early intervention increases the likelihood of success and a more positive later outcome.
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Date Issued
2016
Identifier
CFH2000070, ucf:45561
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH2000070
The Role of Teacher Perceptions of Response to Intervention, Racial/Ethnic Attitudes, and Self-Efficacy in Special Education Referral Decisions
Title
The Role of Teacher Perceptions of Response to Intervention, Racial/Ethnic Attitudes, and Self-Efficacy in Special Education Referral Decisions.
Creator
Cash, Kristine, Gill, Michele, Edwards, Oliver, Clark, M. H., Sims, Valerie, University of Central Florida
Abstract / Description
This study is an exploration of the aspects related to the disproportionate representation of minority students in special education. The investigation specifically focused on the relationship between teacher perceptions of Response to Intervention (RTI), teacher racial attitudes, and teacher self-efficacy with respect to their special education referral decisions. Teachers assigned to grades K-5 (n=51), from three Florida public school districts, completed an online survey. The survey...
Show moreThis study is an exploration of the aspects related to the disproportionate representation of minority students in special education. The investigation specifically focused on the relationship between teacher perceptions of Response to Intervention (RTI), teacher racial attitudes, and teacher self-efficacy with respect to their special education referral decisions. Teachers assigned to grades K-5 (n=51), from three Florida public school districts, completed an online survey. The survey included reading four vignettes each describing a fictitious 3rd grade, male, Black/African American student and rating the severity of the academic concern, the severity of the behavior concern, and the likelihood that they would refer the student for a special education evaluation. Participants also completed a revised RTI Survey, the Color-Blind Racial Attitudes Scale (CoBRAS), and the Teachers' Sense of Efficacy Scale (TSES). Spearman's correlation coefficients were calculated as well as an ordinal logistic regression. A statistically significant relationship was found between the Unawareness of Institutional Discrimination subscale score of the CoBRAS and the behavior concern for a student described as having mild behavior and academic concerns. A statistically significant relationship was found between the rating of the behavior concern and the Efficacy in Student Engagement and Efficacy in Classroom Management subscale scores on the TSES for the vignette describing a student with a severe reading concern and a mild behavior concern. The teachers' perceptions of RTI, racial attitudes, and sense of efficacy did not appear to have a statistically significant impact on their rating of the likelihood of referral for any of the students described in the vignettes.
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Date Issued
2019
Identifier
CFE0007608, ucf:52545
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007608
School Psychologist Perceptions Regarding Implementation of Response to Intervention with English Language Learners
Title
School Psychologist Perceptions Regarding Implementation of Response to Intervention with English Language Learners.
Creator
Puyana, Olivia, Sivo, Stephen, Edwards, Oliver, Hewitt, Randall, Thomson, Arlene, University of Central Florida
Abstract / Description
This research was an investigation of three domains identified through a thorough review of the literature as fundamental to the equitable implementation of Response to Intervention (RtI) with English language learners (ELLs): (1) degree of intercultural sensitivity of educators involved in the RtI process, (2) training of educators in implementation of RtI with ELLs, and (3) educator familiarity with empirically-based interventions for use with ELLs. The validity of using RtI with ELLs has...
Show moreThis research was an investigation of three domains identified through a thorough review of the literature as fundamental to the equitable implementation of Response to Intervention (RtI) with English language learners (ELLs): (1) degree of intercultural sensitivity of educators involved in the RtI process, (2) training of educators in implementation of RtI with ELLs, and (3) educator familiarity with empirically-based interventions for use with ELLs. The validity of using RtI with ELLs has been questioned by both supporters and detractors of the model (Linan-Thompson (&) Ortiz, 2009). The most fundamental tenets of RtI are predicated upon the use of empirically validated interventions and the application of culturally responsive educational practices that provide equitable learning opportunities for all students. Due to the critical role of school psychologists in the development and implementation of RtI models, a questionnaire was designed for use with this population to explore the three domains delineated above. The Intercultural Sensitivity Scale (ISS; Chen (&) Starosta, 2000) was used to document participants' degree of intercultural sensitivity. Additional questions addressing domains two and three strategically juxtaposed participants' experiences with and perceptions regarding RtI with native English speakers versus RtI with ELLs. Through a series of eight research questions and the associated analyses, the following conclusions were reached: (1) Statistically significantly higher mean scores on the ISS were present among those respondents who identified themselves as Hispanic/Latino/Spanish and/or fluent in more than one language; (2) Statistically significant differences were documented in participants' responses to items focused on perceptions of training for implementing RtI with native English speakers versus training for implementing RtI with ELLs; and (3) Statistically significant differences were found in participants' responses to items inquiring about perceptions of familiarity with empirically-based interventions for use within an RtI framework with native English speakers in comparison to ELLs. Taken together, and in conjunction with a qualitative analysis of two open-ended questions, these results suggest the presence of considerable delays in school psychologists' training and perceptions of preparedness to implement RtI with a linguistically diverse population as compared to native English speakers. This outcome is disconcerting, given the emphasis throughout the literature on the importance of unique considerations required to implement RtI equitably with ELLs. Recommendations for practice and future research are provided that emphasize the need for additional research and training in implementing RtI with a linguistically diverse population.
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Date Issued
2012
Identifier
CFE0004225, ucf:49017
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004225
The Impact of Elementary Mathematics Workshops on Mathematics Knowledge for Parenting (MKP) and Beliefs About Learning Mathematics
Title
The Impact of Elementary Mathematics Workshops on Mathematics Knowledge for Parenting (MKP) and Beliefs About Learning Mathematics.
Creator
Eisenreich, Heidi, Dixon, Juli, Ortiz, Enrique, Andreasen, Janet, Brooks, Lisa, Hahs-Vaughn, Debbie, University of Central Florida
Abstract / Description
The purpose of this study was to investigate the extent to which parents of first, second, and third grade students who attended a two-day workshop on mathematics strategies differed on average and over time, as compared to parents who did not attend the workshops. The following areas were measured: mathematics content knowledge, beliefs about learning mathematics, ability to identify correct student responses regarding mathematics, ability to identify student errors in solving mathematics...
Show moreThe purpose of this study was to investigate the extent to which parents of first, second, and third grade students who attended a two-day workshop on mathematics strategies differed on average and over time, as compared to parents who did not attend the workshops. The following areas were measured: mathematics content knowledge, beliefs about learning mathematics, ability to identify correct student responses regarding mathematics, ability to identify student errors in solving mathematics problems, methods used to solve problems, and comfort level with manipulatives.
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Date Issued
2016
Identifier
CFE0006101, ucf:52877
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006101