Louis J. Kruger

Coping with the Stress of High Stakes Testing.

SUMMARY High stakes testing puts considerable pressure on schools, teachers, and students to achieve at high levels. Therefore, how schools and individuals cope with this major source of stress may have important implications for the success of high stakes testing. This article reviews relevant theory and research on stress as they relate to public schools and high stakes testing. Particular attention is given to the negative consequences of stress when the external pressure exceeds the ability of the school or individual to cope with the pressure. The article also reviews strategies that can be used by schools, teachers, and students to cope with stress.

Using the internet to extend training in team problem solving

A hybrid training approach, composed of both computer-mediated communication on the Internet and face-to-face meetings, was implemented. The goals were to examine whether such an approach (1) could be used to extend traditional, short-term training, and (2) would be perceived as useful by the trainees. A central element of the approach was thelinchpin expert, a trainer who served as a communication bridge on the Internet between a team of trainers and a team of trainees. A coding system was developed to analyze the content of the Internet messages. Logistic regression analysis revealed that two types of content were related to the trainees’ perceptions that the messages enhanced their expertise in team problem solving: (1) outcome feedback given to a trainee about a specific activity, and (2) the sharing of conceptual information. The trainees perceived face-to-face and computer-mediated communications with the linchpin expert as being important to their development of expertise.

Creating Computer-Mediated Communities of Practice in Special Education

Summary The convergence of theory and research on socially shared cognition represents a promising new direction for understanding how to enhance the intellectual growth of individuals. In this article, we draw upon the metaphor of “apprenticeship” to explain how individual cognitive development of children and adults alike can be enhanced by mentoring relationships within a particular educational “culture.” The view advanced here is that computers and related technologies can be instrumental in creating socially interactive and reflective learning communities. Within these communities there is active transmission of knowledge between individuals as they are guided from the periphery through to the center of the learning enterprise. Examples of communities of learners are provided to illustrate the process of socially shared cognition and development of knowledge networks. Principles for the creation of sustainable learning communities apply equally to traditional educational settings and on-line communities. The concept of the “collective zone of proximal development” is advanced here to explain how cognitive growth progressively occurs for community members who are operating within a socially interactive and reflective learning environment. Finally, principles and recommendations are offered on how to design communities so that all individuals can achieve their optimal functioning level through guided social participation.

The Internet and School Psychology Practice

ABSTRACT The Internets potential impact on school psychology is assessed. Particular attention is given to e-mail, the most common method of communication on the Internet. Discussion focuses on implications for consultation, professional development, parent and teacher training, counseling, and assessment. Although research at present is limited, the Internet seems to hold the most promise for enhancing con sultation, professional development, and parent and teacher training. The relative absence of research and ethical guidelines should preclude widespread use of the Internet in assessment and counseling. Nonetheless, with the appropriate safeguards, online peer support groups might become a viable adjunct to counseling for older students. Guidelines for practice are offered and relevant ethical issues are addressed.

Introduction and Overview: High Stakes Testing

SUMMARY This overview article addresses the different meanings of high takes testing, which takes into consideration accountability at different levels, such as teacher, school, and state. In this regard, “high-stakes” may mean different things in different states or countries. We will advance an argument for why school psychologists should (a) be actively involved with implementation of high stakes assessment programs, (b) work to prevent the potential negative consequences of high stakes testing, and (c) advocate for the appropriate use of these assessments. Finally, we will offer a preview of each article. Collectively, the articles provide an overview of why high stakes testing is relevant to the profession of school psychology and how high stakes testing has created new opportunities for the practice of school psychology.

Using E-Mail to Collaborate with Professionals and Parents

Summary A multidimensional framework of collaboration is provided. We review research on e-mail, and discuss implications for practice and research with respect to collaboration in the schools. We devote particular attention to the implications of e-mail in consulting with classroom teachers, the functioning of school-based teams, and collaborating with parents. Barriers to collaboration are discussed, as well as how e-mail might improve collaboration. Ethical issues in using e-mail are considered, and guidelines for protecting confidentiality are presented. Finally, we discuss possible future uses of the Internet and e-mail with respect to special services in the schools. Examples are provided from our research on e-mail consultation and the Global School Psychology Network.

Individual interviews or focus groups? Interview format and women’s self-disclosure

ABSTRACT Individual interviews have traditionally been an important method of data collection in multiple disciplines, including psychology. However, research comparing individual interviews with focus groups has generated mixed results regarding which method is more effective in investigating sensitive topics. The purpose of the present study was to directly compare the two methods with respect to young women’s verbalizations on a sensitive topic, namely their thoughts and feelings related to body image. Female undergraduate students were randomly assigned to an individual interview (n = 32) or focus group (n = 33). Participants in the individual interviews disclosed more personal thoughts and feelings about body image and had more positive perceptions of the interpersonal climate of their sessions than participants in the focus groups. These findings suggest that individual interviews may provide women with a more supportive environment in which to discuss sensitive topics.

Comprehension of Ambiguous Sentences in Non-Disabled and Disabled Adolescents

If students are to effectively comprehend a text, they must be able to resolve ambiguities. Recent studies of adolescents with learning disabilities suggest multiple reasons for failure to resolve ambiguous structures. Furthermore, previous research does not clearly indicate the age at which syntactic ambiguities can be resolved consistently. The present study investigated similarities and differences in the comprehension of ambiguous sentences in adolescents with and without learning disabilities. Four groups representing four ability levels were sampled in a public high schools. Two additional groups of students with learning disabilities were sampled at a private residential school. The public school group that attained academic honors was superior to all other groups in paraphrasing the meanings of ambiguous sentences. Two other college bound public school groups were superior to a non-college bound group in the public system. These findings suggest a continuum of ability to interpret amiguous structu...