Education

Counselors-in-training are in a unique position to begin bridging theory with practice. Supervision and strong supervisory relationships allow supervisees to verbalize and explore goals, case conceptualizations, and client relationships. Solution-focused supervision, like solution-focused counseling, maintains that supervisees build upon times of success for insight and goal setting. Likewise, the modality of sandtray in supervision allows for supervisees to freely express

Research methodology courses can be the most difficult courses in master’s-level programs representing the social, behavioral, and health sciences because, in these courses, students typically are expected to learn to think critically and contextually about social and/or academic problems in addition to learning new terminology and methodological concepts not previously part of each specific discipline. Further, the challenges of online learning might increase due to the nature of research methodology courses and the new concepts taught. Thus, as students and instructors of an online research methodology course, we describe the use of a scoring rubric as a performance assessment and provide our student research proposal project as an exemplar of effectively developing research knowledge, skills, and dispositions for use in future online learning of research methodologies.

The purpose of this study was to explore and to understand the daily life experiences of 8 women doctoral students who were in pursuit of their doctorates. A partially mixed concurrent dominant status design was utilized in this study embedded within a mixed methods phenomenological research lens and driven by a critical dialectical pluralistic philosophical stance. Specifically, these 8 students were interviewed individually to examine their lived experiences as doctoral students. The interview responses then were subjected to a sequential mixed analysis that was characterized by 2 qualitative analyses (i.e., constant comparison analysis, classical content analysis) and 1 quantitative analysis (i.e., correspondence analysis). The 2 qualitative analyses revealed the following 3 metathemes: adjustment (how these doctoral students made necessary accommodations with regard to all aspects of their lives), which comprised the themes of time management, interaction, belief, and lifestyle;...

From the perspective of doctoral students and instructors, we explain a developmental, interactive process based upon the Checklist for Qualitative Data Collection, Data Analy-sis, and Data Interpretation (Onwuegbuzie, 2010) for students' writing assignments re-garding: (a) the application of conceptual knowledge for collecting, analyzing, and inter-preting qualitative data; (b) utilizing detailed instructor feedback of content and writing style as a positive catalyst for growth; and (c) integrating feedback in future assignments and reflecting on the process. We advocate the cyclical use of this framework for teach-ing and learning rigorous qualitative research.

The purpose of this study was to investigate differences in high school completion rates among White, African American, and Hispanic students enrolled in different school sizes—small, medium, and large. For this causal-comjjuruiive research design, this study utilized archival data from the Texas Educa-tion Association's Academic Excellence Accountability System. The researchers utilized a convenience sample of the state's public high school students for the 2008-2009 (n = 527 schools), 2009-2010 (n = 606 schools), and 2010-2011 (n = 549 schools) school years. Tivo Friedman's nonparametric repeated measures analysis of variance revealed no statistically significant differences among the three groups for small and medium schools for the 2008-2009 and 2009-2010 school years. However, for large schools, statistically significant differences emerged in favor of White students for both the 2008-2009 and 2009-2010 school years, representing large and moderate effect sizes, res...