Papers by Kira Carbonneau
Journal of Child and Adolescent Counseling
Contemporary School Psychology
AERA 2022
Research on general academic and domain-specific self-concept is robust, but often neglects to ad... more Research on general academic and domain-specific self-concept is robust, but often neglects to address how self-concept is formed through a students' gender identity. The present study aims to synthesize the current literature and understand how gender has been situated in academic self-concept research over the last 20 years in secondary education settings. We selected to conduct this review in a narrative fashion due to the nuanced understandings of gender and broad definitions of self-concept. Through our systematic search procedures we reviewed, analyzed, synthesized 43 studies that had gender and academic self-concept as main foci. Largely, we have discovered that the literature discusses gender in terms of binary sex rather than as a social construct and requires further understanding of the role that gender and social theories play in developing a students' academic self-concept, both generally and in specific domains that are tied to traditional gender stereotypical beliefs.
Journal of Counseling & Development, 2018
The authors describe a school counselor intervention delivered to a predominantly Hispanic group ... more The authors describe a school counselor intervention delivered to a predominantly Hispanic group of 193 7th‐grade students. Using multilevel modeling, the authors found that participation resulted in greater rates of academic achievement, particularly in math and for students who pretested at lower achievement levels. Results indicated an indirect effect on math achievement for the executive functioning constructs of plan and organize and task completion, but no executive functioning mediators were found for reading or feelings of connectedness.
Early Education and Development, 2019
ABSTRACT Research Findings: Given the variable nature of early childhood settings, practitioners ... more ABSTRACT Research Findings: Given the variable nature of early childhood settings, practitioners and researchers need better guidance on what conditions influence observations conducted within early childhood settings (National Research Council, 2008). Using 230 observations from 23 three- and four-year-old children, we conducted a Generalizability study to determine what factors influence observation scores of the Individualized Classroom Assessment Scoring System (inCLASS). Results account for a minimal portion of child-level variance across the three inCLASS domains. However, when more contextual factors were analyzed, child-level variance increased as error variance decreased. This resulted in scores that were more reliable. Practice or Policy: We provide recommendations for both future uses of the inCLASS as well as other observational instruments used in research.
The proposed study seeks to investigate the potential predictive effects of mathematics problem s... more The proposed study seeks to investigate the potential predictive effects of mathematics problem solving self-efficacy as well as elaborative-situated learning context on flexible mathematics problem solving strategies. Flexible strategy use in mathematics has been identified as important to avoiding rote or procedural understandings of mathematics and it has been identified as a key outcome for student learning by several national mathematics teaching advisory boards. This study is designed to investigate indicators that may predict mathematics learner performance as well as learner self-efficacy characteristics which may play a role in learners’ mathematics resiliency.
Teaching self-efficacy for higher level math topics may play a significant role in moderating the... more Teaching self-efficacy for higher level math topics may play a significant role in moderating the relationship between an individual's belief that manipulatives are useful for increasing student's conceptual understanding of mathematics and the proportion of higher level mathematics instruction for which that person intends to devote to using manipulatives.
Pediatric Radiology, 2011
Digital radiography (DR) is one of several new products that have changed our work processes from... more Digital radiography (DR) is one of several new products that have changed our work processes from hard copy to digital formats. The transition from analog screen-film radiography to DR requires thorough user education because of differences in image production, processing, storage and evaluation between the forms of radiography. Without adequate education, radiologic technologists could unknowingly expose children to higher radiation doses than necessary for adequate radiograph quality. To evaluate knowledge about image quality and dose management in pediatric DR among radiologic technologists in the U.S. This communication describes a survey of 493 radiologic technologists who are members of the American Society of Radiologic Technologists (ASRT) and who evaluated the current state of radiological technologist education in image quality and dose management in pediatric DR. The survey included 23 survey questions regarding image acquisition issues, quality assurance, radiation exposure and education in DR of infants and children. Radiologic technologists express many needs in areas of training and education in pediatric DR. Suggested improvements include better tools for immediate feedback about image quality and exposure, more information about appropriate technique settings for pediatric patients, more user-friendly vendor manuals and educational materials, more reliable measures of radiation exposure to patients, and more regular and frequent follow-up by equipment vendors. There is a clear and widespread need for comprehensive and practical education in digital image technology for radiologic technologists, especially those engaged in pediatric radiography. The creation of better educational materials and training programs, and the continuation of educational opportunities will require a broad commitment from equipment manufacturers and vendors, educational institutions, pediatric radiology specialty organizations, and individual imaging specialists.
Journal of the American College of Radiology, 2012
Considering the cyclical nature of shortages and oversupplies of staffing levels in the labor for... more Considering the cyclical nature of shortages and oversupplies of staffing levels in the labor force, an accurate prediction of future demand for personnel is of great importance. Historically, the profession of radiation therapy has been plagued with these cycles. This study establishes state population as a strong predictor of radiation therapy staffing levels. A linear regression analysis was performed to determine the association between state population and radiation therapy staffing levels from 2002 to 2010. State population is a significant and substantial predictor variable for the number of actively employed and registered radiation therapists, with 89.5% to 91.4% of the variance accounted for from 2002 to 2010. Additional research in estimating future demand in radiation therapy is possible. By monitoring change in state population, health care professionals can proactively address cycles of shortages and oversupplies in staffing levels.
Educational Psychology Review, 2014
Professional organizations, educators, and researchers have proposed that instruction with manipu... more Professional organizations, educators, and researchers have proposed that instruction with manipulatives is an effective classroom teaching technique. As examples, both the National Council for the Teaching of Mathematics (NCTM 2008) and the National Association for the Education of Young Children (NAEYC 2009) recommend manipulatives play a prominent role in classroom instruction. These recommendations are intuitively appealing as there are many circumstances in which representing the world through physical action with concrete objects occurs naturally. For example, an experienced outdoorsperson providing complicated directions to a desired location in the mountains is a circumstance that lends itself to the use of manipulatives. If a verbal description fails, the outdoorsperson may gather some rocks, sticks, and other convenient objects to construct a rough model on the ground of the local topography. In this manner, the spatial relations of the landscape can be efficiently relayed to the neophyte adventurer for cognitive processing in real time. It is anticipated that the adventurer will be able to later visualize this rough mapping of landmarks with objects while in the field. Classroom teachers often support learning in similar manners to the outdoorsperson introducing a novice to an unfamiliar region. In formal instructional contexts, teachers of academic topics may deliver instruction by encouraging learner interactions with manipulatives that represent core concepts. The underlying theoretical expectation in these circumstances is students will derive similar benefits in terms of online and offline cognitive processing as those garnered from representing a landscape with readily available objects. However, unlike the spontaneous mapping provided by the outdoorsperson, which has a fairly discrete outcome (i.e., successful navigation of a constrained region), teachers likely assume and desire generalization to a multitude of abstract learning outcomes (i.e., transfer of learning, Barnett and Ceci 2002; Martin and Schwartz 2005). Manipulatives used in formal learning contexts may be perceptually more or less grounded in terms of representational properties (Belenky and Schalk 2014/this issue). In addition, the instructional guidance in classrooms may differ considerably from that provided by the experienced outdoorsperson in our illustration. As an example, when teaching about the
Contemporary Educational Psychology, 2020
This is a PDF file of an article that has undergone enhancements after acceptance, such as the ad... more This is a PDF file of an article that has undergone enhancements after acceptance, such as the addition of a cover page and metadata, and formatting for readability, but it is not yet the definitive version of record. This version will undergo additional copyediting, typesetting and review before it is published in its final form, but we are providing this version to give early visibility of the article. Please note that, during the production process, errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain.
Journal of Educational Psychology, 2013
Medical Education
A challenge to competency‐based medical education is the verification of skill acquisition. Digit... more A challenge to competency‐based medical education is the verification of skill acquisition. Digital badges represent an innovative instruction strategy involving the credentialing of competencies to provide evidence for achievement. Despite increasing interest in digital badges, there has been no synthesis of the health care education literature regarding this credentialing strategy. The present authors proposed to address this gap by conducting the first systematic review of digital badges in health care education, to reveal pedagogical and research limitations, and to provide an evidence‐based foundation for the design and implementation of digital badges.
The Journal of Experimental Education
Educators often use manipulatives when teaching mathematics because manipulatives are assumed to ... more Educators often use manipulatives when teaching mathematics because manipulatives are assumed to promote learning. However, research indicates that instructional variables impact the effectiveness of manipulatives. In this article, the authors consider the relations between two instructional characteristics: (a) level of instructional guidance and (b) perceptual qualities of manipulatives. Results from the randomized experiment with preschoolers (N = 72) suggest that learning is improved when instruction is conducted with high levels of instructional guidance and is impacted by the perceptual qualities of manipulatives. Perceptually rich manipulatives decreased learner performance on outcomes associated with conceptual knowledge and improved performance on transfer of learning. In addition, transfer was positively affected by perceptually rich manipulatives when low levels of instructional guidance were present.
Educational Psychology Review, 2014
The papers in this special issue focus on instructional strategies with manipulatives. Often desc... more The papers in this special issue focus on instructional strategies with manipulatives. Often described as "hands-on learning", these strategies emphasize the use of physical and, more recently, virtual objects to represent target information and concepts. These strategies are frequently suggested as effective techniques for teaching across many domains of learning. This special issue presents contemporary theoretical perspectives and empirical evidence, regarding instructional manipulatives with a focus on application in classroom contexts. In this introduction, we present the primary topics of interest to the special issue and provide broad overviews of the contributors' papers.
Mindfulness
Objective We describe the Child Observation of Mindfulness Measure (C-OMM), a new instrument desi... more Objective We describe the Child Observation of Mindfulness Measure (C-OMM), a new instrument designed to assess young children’s outward expressions of self-regulated attention and orientation to experience. Methods Twenty-three 3- to 4-year-old children were assessed using the C-OMM. Using Generalizability theory, differentiated variances were examined across three settings (free play, teacher-directed activities, and meals), five dimensions (three for selfregulated attention and two for orientation to experience), and two components (summary scores for self-regulated attention and orientation to experience). A follow-up decision study was conducted to identify the number of raters needed and the number of observations per child required to achieve acceptable reliability. Results Results from the generalizability study indicate that the use of the C-OMM was moderately reliable (ϕ = .79 and .86, for self-regulated attention and orientation to experience, respectively) during teacher-directed activities only. The decision study indicated that future uses of the C-OMM require either a greater number of raters or a greater number of observations for acceptable reliability. Conclusion The C-OMMrepresents a more appropriate instrument for trained observers to assess children’s mindfulness related behaviors in certain educational settings given the limitations inherent to young children’s capacity to accurately self-report. Furthermore, as an observational measure of children’s mindfulness behaviors, the C-OMM might be more sensitive to multiple observations that therefore lends to the measurement of ongoing development over time.
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Papers by Kira Carbonneau