Research Briefs THE FLORIDA STATE UNIVERSITY COLLEGE OF EDUCATION Volume III Issue 1 - October 2009
Degree of Alignment Between Beginning Teachers’ Practices and Beliefs About Effective Classroom Practices Authors Alysia D. Roehrig, The Florida State University Jeannine E. Turner, The Florida State University Crissie M. Grove, The Florida State Univeristy Naomi Schneider, The Florida State University Zhu Liu, The Florida State University Abstract Six 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 Application Our findings have implications for future development of and research on teacher professional development. Citation Roehrig, 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 (aroehrig@fsu.edu)
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.
Research Briefs THE FLORIDA STATE UNIVERSITY COLLEGE OF EDUCATION Volume III Issue 1 - October 2009
Challenges in Conducting ADHD Coaching with College Students: A Case Study Authors Frances Prevatt, The Florida State University Jiyoon Lee, The Florida State University Abstract An 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. Citation
Prevatt, 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 (fprevatt@fsu.edu)
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.
Research Briefs THE FLORIDA STATE UNIVERSITY COLLEGE OF EDUCATION Volume III Issue 1 - October 2009
Intra-team Communication and Performance in Doubles Tennis Authors Domagoj, L., The Florida State Univeristy Gershon Tenenbaum, The Florida State University David Eccles, The Florida State University Allan Jeong, The Florida State University Tristan Johnson, The Florida State University Abstract Verbal 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. Citation Domagoj, 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 (ajeong@fsu.edu)
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.