Worcester State University

 

Education Abstracts


THE ROLE OF IDENTITY IN HIGH SCHOOL PEER RELATIONSHIPS

Kristine Miele

Faculty Adviser: Diane Tighe Cooke, Ph.D.

This study examines the relationship between a student’s identity formation style and bullying and victimization within a high school setting. Students at the beginning stages of identity development approach identity formation in one of three ways: informational, normative, or diffuse. Results suggest that students who directly bully others are more likely to approach their identity formation from a diffuse style as opposed to a normative approach to identity formation, while victims did not tend to approach their own identity formation in one specific way. Further, specific areas of identity distress are examined for both bullies and victims.

AN INVESTIGATION OF THE FACETS OF PROFESSIONAL IDENTITY OF SCHOOL PSYCHOLOGY GRADUATE STUDENTS

Kristine Miele and Nancy Caporello

Faculty Adviser: Diane Tighe Cooke, Ph.D.
Students of School Psychology begin to consider their professional role early in the course of training. Experiences such as practicum and internship allow students to better define how they perceive their roles within their professions. This study explored the developing professional identity of school psychology graduate students and attempted to ascertain how school psychology students view their future roles as professionals. In particular, this study investigated whether future school psychologists view themselves as educators, psychologists, or a combination of the two professional identities. Geographical differences were also explored.

FAILURE OF EDUCATIONAL REFORM IN AMERICAN
PUBLIC SCHOOLS

Patrick J. O’Connor, Ed.D.

My central point is a discussion of how our ambitious national effort to establish Standards Based Reform in American Public Schools has resulted in two very different educational responses: one, a very powerful and promising idea, which is Authentic Standards Based Reform; and the other, a more narrow, utilitarian, technical focus on testing and test preparation. This is what I refer to as the Evil Twin of Standards Based Reform. Essentially, I argue that teaching that focuses on getting kids to score higher - rather than to learn more – makes a mockery of our noble profession.

AN EFFECTIVE DATA-BASED DECISION MAKING SYSTEM FOR STUDENTS WITH SIGNIFICANT DISABILITIES

Deborah A. Tyler

Faculty Adviser: Sue Fan Foo, Ed.D.

The challenges presented by students with significant disabilities require a precise data collection system that provides care givers/educators the feedback necessary to maintain individually tailored programs. This poster presentation will present a currently available data-based system. Some student’s academic performance charts will be shown to demonstrate how the data was used in programmatic decision-making.


 
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