Rapid prototyping in automated instructional design

In this article the impact of the tools being developed as part of the Second Generation Instructional Design (ID₂) Research Program on the process of instructional design is described. ID₂ supports rapid prototyping as a design and development process. Rapid prototyping is described and contrasted with the instructional systems development (ISD) process. This article is based on research supported by Utah State University, Human Technology Inc., and the U.S. Office of Personnel Management.     

Personality: A Predictor of Theoretical Orientation of Students Enrolled in a Counseling Theories Course

Selecting a single psychotherapeutic orientation can be a challenge for counselor education students. The authors examined the relationship between counseling theory selection and personality variables of students enrolled in a counseling theories course. A discriminant function analysis was used to identify the personality traits that would determine theoretical orientation choice. No statistically significant results were found. Results indicated that students showed no personality‐based preference of theory. Additionally, no significant differences were found on selected subscales of the Myers—Briggs Type Indicator (I. B. Myers, M. H. McCaulley, N. L. Quenk, & A. L. Hammer, 1998) and the Self‐Directed Search (J. L. Holland, B. A. Fritzsche, & A. B. Powell, 1996; J. L. Holland, A. B. Powell, & B. A. Fritzsche, 1994).     

Correlates and Consequences of Spanking and Verbal Punishment for Low-Income White, African American, and Mexican American Toddlers

This study examined the prevalence, predictors, and outcomes of spanking and verbal punishment in 2,573 low-income White, African American, and Mexican American toddlers at ages 1, 2, and 3. Both spanking and verbal punishment varied by maternal race/ethnicity. Child fussiness at age 1 predicted spanking and verbal punishment at all 3 ages. Cross-lagged path analyses indicated that spanking (but not verbal punishment) at age 1 predicted child aggressive behavior problems at age 2 and lower Bayley mental development scores at age 3. Neither child aggressive behavior problems nor Bayley scores predicted later spanking or verbal punishment. In some instances, maternal race/ethnicity and/or emotional responsiveness moderated the effects of spanking and verbal punishment on child outcomes.     

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Peer reviews of teaching as appreciative inquiry: learning from “the best” of our colleagues

Higher Education - Research on peer review to date has focused on its role as a formal compliance mechanism, a process for enhancing and developing teaching practice, and as a considerable source...     

Academic achievement in first-year university: who maintains their high school average?

The present study investigates the characteristics which differentiate between first-year university students who maintain their high school averages (Maintainers: n = 165) and those whose averages decrease at least one letter grade (Decliners: n = 435). The 600 students entered first year at one of six Canadian Universities, which varied in size and ethnic diversity. Data were collected in August, prior to the start of school, and in November of first year. Multivariate analyses indicated significant group differences between Maintainers and Decliners on familial variables (gender, fathers’ education level, but not family income, parental reciprocity, parental support or immigrant/generational status), psychological well-being (perceived stress in August and November, and November depression, self-esteem and health), and university adjustment (university plans, transition perception, time management and university adaptation). The current study addresses a gap in the existing academic achievement literature, while providing practical information to students, parents, and educators involved in the transition to university.     

What we know and do not know about supervision in school psychology: A systematic mapping and review of the literature between 2000 and 2017

Supervision is a distinct competency area in professional psychology with a burgeoning research base. Yet it remains unclear to what extent the broad supervision research base generalizes specifically to supervision of psychological services in schools for both preservice trainees and credentialed school psychologists. The purposes of this study were to map and review current evidence regarding supervision in school psychology; consider the evidence in the context of the broader psychology supervision literature; and reflect on next steps for training, practice, and research of supervision in school psychology. A systematic review across school psychology journals and psychological supervision journals found only 37 peer refereed articles (21 empirical and 16 conceptual) published on the topic of supervision in school psychology since the year 2000. The topical coverage of these articles is summarized, including its contributions and limitations. Implications are drawn for future research of supervision in school psychology.     

Predicting teacher burnout as a function of school characteristics and irrational beliefs

Irrational beliefs have been linked to negative unhealthy emotions that can contribute to occupational burnout. Maladaptive cognitive schemas, such as irrational beliefs, are theorized to interfere with an appraisal of the perceived balance of resources and demands. The aim of the current study is to investigate the extent to which irrational beliefs account for occupational burnout among high school teachers when considering school resources, job demands, and teacher characteristics. A sample of 79 high school teachers, primarily from New York and New Jersey, completed self‐report questionnaires measuring burnout, the perception of school demands and availability of resources, and irrational beliefs. Among school‐based characteristics, correlational analyses indicated that burnout was positively related to school demands (i.e., student disrespect and student lack of attentiveness) and negatively related to school resources (i.e., support from the administration and colleagues), supporting previous research findings. Among teacher characteristics, burnout was negatively related to self‐efficacy and positively related to irrational beliefs. Results from regression analyses indicated that, whereas irrational beliefs were predictive of teacher burnout, they did not moderate the relationship between demands and burnout. Implications, limitations, and directions for future directions for research are discussed.