The effects of strengths-based information on teachers' expectations for diverse students

Child Indicators Research

Volumn 5, Issue 2, 2012, Pages 357-374

  Wellborn, Claire Roof ^a   Huebner, E Scott ^a   Hills, Kimberly J ^a  

^a UNIVERSITY OF SOUTH CAROLINA   (United States)

Author keywords

Positive indicators; Strengths based assessment

Indexed keywords

EID: 84869421696     PISSN: 1874897X     EISSN: 18748988     Source Type: Journal    
DOI: 10.1007/s12187-011-9133-3     Document Type: Article

References (37)

1. Artiles, A. (1998). The dilemma of difference: enriching the disproportionality discourse with theory and context. The Journal of Special Education, 32, 32-36.
2. Baumeister, R., Bratslavsky, E., Finkenauer, C., & Vohs, K. (2001). Bad is stronger than good. Review of General Psychology, 5, 323-370. (Pubitemid 33680154)
3. Ben-Arieh, A., & Frones, I. (2007). Indicators of children's well-being: concepts, indices, and usage. Social Indicators Research, 80, 1-4.
4. Bronfenbrenner, U. (1979). Toward an experimental ecology of human development. American Psychologist, 32, 513-529.
5. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed., p. 1988). USA: Lawrence Erlbaum Associates.
6. Cox, K. (2006). Investigating the impact of strength-based assessment on youth with emotional or behavioral disorders. Journal of Child and Family Studies, 15, 286-301.
7. Donovan, S. A., & Nickerson, A. B. (2007). Strength-based versus traditional social-emotional reports: impact on multidisciplinary team members' perceptions. Behavioral Disorders, 32, 228-237.
8. Edl, H. M., Jones, M. H., & Estell, D. B. (2008). Ethnicity and English proficiency: teacher perceptions of academic and interpersonal competence in European American and Latino students. School Psychology Review, 37, 38-45.
9. Epstein, M. H. (2004). Behavioral and Emotional Rating Scale-2: A strength-based approach to assessment. Austin: PRO-ED.
10. Galinsky, A. D., & Moskowitz, G. B. (2000). Perspective-taking: decreasing stereotype expression, stereotype accessibility, and in-group favoritism. Journal of Personality and Social Psychology, 78, 708-724.
11. Good, T., & Nichols, S. (2001). Expectancy effects in the classroom: a special focus on improving the reading performance of minority students in first-grade classrooms. Educational Psychologist, 36, 113-126.
12. Huebner, E. S., Gilman, R., & Furlong, M. J. (2009). A conceptual model for research in positive psychology in children and youth. In R. Gilman, E. S. Huebner, & M. J. Furlong (Eds.), Handbook of positive psychology in the schools (pp. 3-8). New York: Routledge.
13. Jimerson, S. R., Sharkey, J. D., Nyborg, V. M., & Furlong, M. J. (2004). Strength-based assessment and school psychology: a summary and synthesis. California School Psychologist, 9, 9-20.
14. Lau, R. R. (1982). Negativity in political perception. Political Behavior, 4, 353-377.
15. Lippman, L. H., Moore, K. A., & McIntosh, H. (2011). Positive indicators of child well-being: A conceptual framework, measures, and methodological issues. Applied Research in Quality of Life, 6, 425-449.
16. Lopez, S. R. (1989). Patient variable biases in clinical judgment: conceptual overview and methodological considerations. Psychological Bulletin, 16, 184-203.
17. Lopez, S. J., Prosser, E., Edwards, L., Magyar-Moe, J., Neufeld, J., & Rasmussen, H. (2005). Putting positive psychology in a multicultural context. In C. R. Snyder & S. J. Lopez (Eds.), Handbook of positive psychology (pp. 123-135). New York: Oxford University Press.
18. Madon, S., Jussim, L., & Eccles, J. (1997). In search of the powerful self-fulfilling prophecy. Journal of Personality and Social Psychology, 72, 791-809. (Pubitemid 127688819)
19. McCombs, R. C., & Gay, J. (2001). Effects of race, class, and IQ information on social judgments of parochial grade school teachers. Journal of Social Psychology, 128, 647-652.
20. Melnick, S., & Raudenbush, S. (1986). Influence of pupils' gender, race, ability, and behavior on prospective and experienced teachers' judgments about appropriate feedback (p. 175). Research series: Michigan State University, Institute for Research on Teaching.
21. Mook, D. G. (1983). In defense of external invalidity. American Psychologist, 38, 379-387.
22. Morrison, G. M., Brown, M., D'Incau, B., O'Farrell, S. L., & Furlong, M. (2006). Understanding resilience in educational trajectories: implications for protective possibilities. Psychology in the Schools, 43, 19-31. (Pubitemid 43468595)
23. Rhodes, R., Ochoa, S. H., & Ortiz, S. O. (2005). Assessing culturally and linguistically diverse students: A practical guide. New York: Guilford Press.
24. Ringwalt, C. D., Ennett, S., Johnson, R., Rohrbach, L. A., Simons-Rudolph, A., Vincus, A., & Thorne, J. (2003). Factors associated with fidelity to substance use prevention curriculum guides in the nation's middle schools. Health Education & Behavior, 30, 375-391. (Pubitemid 38561043)
25. Scales, P. C., & Leffert, N. (1999). Developmental assets: A synthesis of the scientific research on adolescent development. Minneapolis: Search Institute.
26. Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: an introduction. American Psychologist, 55, 5-14.
27. Sheridan, S. M., & Gutkin, T. B. (2000). The ecology of school psychology: examining and changing our paradigm for the 21st century. School Psychology Review, 29, 485-501.
28. Skowronski, J. J., & Carlston, D. E. (1992). Caught in the act: when impressions based on highly diagnostic behaviours are resistant to contradiction. European Journal of Social Psychology, 22, 435-452.
29. Spomer, M. L., & Cowen, E. L. (2001). A comparison of the school mental health referral profiles of young ESL and English-speaking children. Journal of Community Psychology, 29, 69-82.
30. Stillwell, R., Sable, J., & Plotts, C. (2011). Public School Graduates and Dropouts from the Common Core of Data: School Year 2008-09 (NCES 2011-312). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved [June 16 2011] from http://nces.ed.gov/ pubsearch.
31. Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed.). Boston: Pearson.
32. Terjeson, M. D., Jacofskry, M., Froh, J., & DiGiuseppe, R. (2004). Integrating positive psychology in the schools. Psychology in the Schools, 41, 163-172.
33. Truscott, D. M., & Truscott, S. D. (2004). A professional development model for the positive practice of school-based reading consultation. Psychology in the Schools, 41, 51-66.
34. U.S. Department of Education. (2004). Individuals with Disabilities Education Act of 2004.
35. Washington, V. (1982). Racial differences in teacher perceptions of first and fourth grade pupils on selected characteristics. The Journal of Negro Education, 52, 60-72.
36. Weinstein, R. S., & Middlestadt, S. E. (1979). Student perceptions of teacher interactions with male high and low achievers. Journal of Educational Psychology, 71, 421-431.
37. Wright, B. A., & Lopez, S. J. (2009). Widening the diagnostic focus: A case for including human strengths and environmental resources. In S. J. Lopez & C. R. Snyder (Eds.), Oxford handbook of positive psychology (pp. 71-87). Oxford: Oxford University Press.