research briefs - october 2009

ReseaRch BRiefs

Volume III Issue 1 - october 2009

ReseaRch BRiefsTHE FLORIDA STATE UNIVERSITY COLLEGE OF EDUCATION

To view absTracTs of recenT and ongoing research aT The fsU college of edUcaTion, visiT

www.coe.fsu.edu.

This docUmenT is available in alTernaTive formaTs Upon reqUesT.The florida sTaTe UniversiTy is an affirmaTive-acTion, eqUal opporTUniTy insTiTUTion.

Degree of Alignment Between Beginning Teachers’ Practices and Beliefs About Effective Classroom Practices

AuthorsAlysia D. Roehrig, The Florida State UniversityJeannine E. Turner, The Florida State UniversityCrissie M. Grove, The Florida State UniveristyNaomi Schneider, The Florida State UniversityZhu Liu, The Florida State University

AbstractSix beginning teachers were compared to an exemplary, experienced teacher. Teacher beliefs, classroom practices and student engagement data were coded from theory-driven and data-driven perspectives. The strongest teachers demonstrated alignment between promotive/positive practices, beliefs and students’ engagement. The weakest teachers, whose students were less consistently engaged, demonstrated alignment between undermining practices and beliefs. For beginning teachers, with misaligned practices and beliefs, there may be potential for improving practices with experience. A testable model emerged depicting a metacognitive feedback loop for teachers who are aware of their shortcomings and place responsibility for students’ behaviors and learning on themselves.

Practical ApplicationOur findings have implications for future development of and research on teacher professional development.

CitationRoehrig, A.D., Turner, J.E., Grove, C.M., Schneider, N., & Liu, Z. (2009). Degree of Alignment Between Beginning Teachers’ Practices and Beliefs about Effective Classroom Practices. The Teacher Educator, 44, 164–187.

For more information, contact Alysia Roehrig ([email protected])

ReseaRch BRiefs




www.coe.fsu.edu.


Challenges in Conducting ADHD Coaching with College Students: A Case Study

AuthorsFrances Prevatt, The Florida State UniversityJiyoon Lee, The Florida State University

AbstractAn increasingly popular treatment for college students with Attention-deficit Hyperactivity Disorder (ADHD) is ADHD coaching. Coaching helps clients deal with aspects of their disability that interfere with academic performance and coping with difficulties such as procrastination, lack of concentration, ineffective self-regulation, poor planning, anxiety, social incompetence or time management. The ADHD coaching model presented by Swartz, Prevatt & Proctor describes an eight session program. Initial sessions include symptom clarification, education, goal-setting, establishing the length and type of meetings and between-session communications, and rewards and consequences. Subsequent sessions explore weekly objectives, completion of assignments, obstacles, and problem-solving. Between session assignments (BSA) or homework assignments are routinely used as a means of accomplishing weekly objectives, which are ultimately tied to long-term goals. Coaching college students with ADHD can be challenging. Adults with ADHD who attend college tend to have a higher percentage of poor grades (D’s and F’s) and to withdraw from more classes. Based on the work of Barkley and colleagues, we would hypothesize that the very symptoms that cause college students to seek coaching are likely to be ones that make it challenging to work with them, specifically with regard to setting goals, time management, self-regulation and applying known study skills. The case study described in this article exemplifies some of the difficulties encountered in conducting ADHD coaching with a college student, and is followed by a discussion of ways to address and overcome these challenges.

CitationPrevatt, F. & Lee, J. (2009). Challenges in Conducting ADHD Coaching with College Students: A Case Study. The ADHD Report, 17(4), 4-8.

For more information, contact Frances Prevatt ([email protected])

ReseaRch BRiefs




www.coe.fsu.edu.


Intra-team Communication and Performance in Doubles Tennis

AuthorsDomagoj, L., The Florida State UniveristyGershon Tenenbaum, The Florida State UniversityDavid Eccles, The Florida State UniversityAllan Jeong, The Florida State UniversityTristan Johnson, The Florida State University

AbstractVerbal and nonverbal communication is a critical mediator of performance in team sports and yet there is little extant research in sports that involves direct measures of communication. Our study explored communication within NCAA Division I female tennis doubles teams. Video and audio recordings of players during doubles tennis matches captured the communications that took place between and during points. These recordings were coded and sequential analysis computed using the Discussion Analysis Tool software (Jeong, 2003). Results indicated that most communications were emotional (i.e., > 50%) or action statements (i.e., > 25%). Winning teams exhibited significantly different communication sequences than losing teams. In particular, winning teams had a more homogeneous model of communication, which perhaps makes message interpretation more reliable. Finally, winning teams exchanged twice as many messages as losing teams.

CitationDomagoj, L., Tenenbaum, G., Eccles, D., Jeong, A. & Johnson, T. (2009). Intra-team Communication and Performance in Doubles Tennis. Research Quarterly for Exercise and Sport, 80(2), 281-290.

For more information, contact Allan Jeong ([email protected])

research briefs - october 2009

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