Exploring School Psychology Graduate Training in the Mathematics Domain: A Content Analysis of Course Syllabi
Notice bibliographique
Résumé
Mathematics learning disabilities are common, complex, and often co-occur with other disabilities in learning and mental health. Although a critical role of school psychologists is to support students’ academic learning and achievement in this area, what remains unclear is the specific mathematics training required of and provided to school psychologists which enable them to provide such support. To address this issue, a qualitative content analysis of syllabi was undertaken to explore the math training content embedded within school psychology graduate courses. A total of 64 syllabi across 32 programs were analyzed, reflecting course content from roughly one-tenth of the National Association of School Psychologists approved program population in the United States, and half of the Canadian (English-speaking) school psychology program population. Results revealed that school psychology training within the mathematics domain relates to school psychologists’ roles and involvement in both assessing and intervening in the math difficulties experienced by school-aged children. More specifically, 107 math topics were identified, which grouped into four training categories and 13 subcategories. Math training was most commonly delivered through assignments; however, over half of syllabi (59.37%) addressed math training in a comprehensive manner (i.e., across assignments, readings, and lectures). Several training gaps were identified with more minimal attention given to tiered systems frameworks, cognition, and consultation. Additionally, it was found that instructors commonly allow students to choose the academic subject focus of their assignments (identified in 74% of syllabi). The high emphasis given to student choice assignments provides a cautionary note to the training field as it has the potential to promote variability in mathematics training exposure. As the first study to-date to explore the mathematics training embedded within school psychology coursework, this research helps to shed light on the current status of math training in the field by identifying the topics addressed, how training is addressed and delivered, and the relative quantity of training across courses. Results of this study are of utility to both training and practice as they point to the math knowledge and skills school psychologists are likely and less likely to possess upon career entry.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,005 | 0,019 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,004 | 0,004 |
| Études des sciences et des technologies | 0,001 | 0,002 |
| Communication savante | 0,002 | 0,001 |
| Science ouverte | 0,001 | 0,002 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».