College of Education

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https://hdl.handle.net/1794/3115

The University of Oregon College of Education is a network of inclusive learning communities. Undergraduate, graduate students, and continuing professionals study with nationally recognized faculty to become:

  • teachers
  • administrators
  • clinicians
  • social service professionals
  • educational research scientists

Our research faculty and graduate students also work together with school districts and agency partners to meet the needs of children and families nationwide. These partnerships give our students access to the diverse array of the best practices in education and human services, from a range of academic programs, from the research of nationally renowned faculty, and from our practicing professional partners in the field.

In addition to our academic programs, the UO College of Education includes an alliance of nationally prominent centers, institutes, and affiliated research and outreach units working to fulfill our mission: Making Educational and Social Systems Work for All.

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    Factors Influencing School‐Based Mental Health Program Selection: Insights From Educational Stakeholders
    (Psychology in the Schools, 2024-11-11) Day, Elizabeth; Steinka-Fry, Katarzyna; Shimmel, Lisa; Grant, Sean; Tanner-Smith, Emily E.
    School mental health programs are an important component of the national response to the current student mental health crisis. However, evidence‐based programs often face numerous barriers to their selection, scale‐up, and sustainability in real‐world settings. In this study, we interviewed 15 educational stakeholders to examine what influences their selection of school‐based mental health programs. Interviews focused on factors influencing the selection and sustainability of mental health programs in schools. We coded transcribed interview data using a hybrid, iterative process, and generated themes from these codes. We identified five categories of themes related to key decision‐making criteria: program fit with student and school needs, evidence of program effectiveness, stakeholder buy‐in, logistical considerations for staff delivering programs, and cost and resource requirements. Findings have implications for researchers who wish to improve dissemination strategies for school‐based mental health prevention programs and for policymakers who wish to shape funding priorities to support greater diversity in program availability. Findings are also useful to practitioners who may use these insights to reflect on their own program selection practices or may see their own experiences reflected and normalized through the lens of the key themes presented here.
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    Effectiveness of School-Based Depression Prevention Interventions: An Overview of Systematic Reviews With Meta-Analyses on Depression Outcomes
    (Journal of Consulting and Clinical Psychology, 2024-12-30) Grant, Sean; Schweer-Collins, Maria; Day, Elizabeth; Trevino, Shaina D.; Steinka-Fry, Katarzyna; Tanner-Smith, Emily E.
    Objective: This overview aims to summarize systematic reviews with meta-analyses estimating the effects of school-based depression prevention interventions on depression outcomes. Method: We conducted electronic searches (Australian Education Index, Google Scholar, ProQuest Dissertations and Theses A&I, Pubmed, Social Science Premium Collection), hand-searched key journals, and conducted backward and forward citation chasing to identify eligible reviews. Two reviewers independently screened records, assessed full texts for eligibility, and collected data. We narratively summarized review findings and quantified the overlap of primary studies across systematic reviews using Corrected Covered Area. Results: We identified 29 eligible systematic reviews with 472 included primary studies overall (Mdn = 35, range = 4–137). Only 177 primary studies (37%) were included in more than one review (Corrected Covered Area = 6%). We rated all reviews as low (10%) or critically low (90%) quality on A MeaSurement Tool to Assess systematic Reviews–2, and most reviews (86%) at high risk of bias on Risk Of Bias In Systematic reviews. Reviews mostly suggest school-based depression prevention interventions may have modest average positive impacts on depression-related outcomes—both overall and for specific stages of prevention, school levels and student ages, and specific program manuals and intervention types. However, some reviews did not detect effects, and most reviews noted concerns about primary study quality, heterogeneity, and publication bias in this body of evidence. Conclusions: School-based depression prevention interventions may be beneficial on average, though existing reviews have important methodological limitations. A living systematic review conducted according to methodological best practice could provide timely, relevant, and rigorous evidence for educational decision making.
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    ItemOpen Access
    SEEL Report No. 2
    (Center for Educational Policy and Management, University of Oregon, 1977-02) Sex Equity in Educational Leadership Project, University of Oregon
    Sex Equity in Educational Leadership No. 2, February 1977
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    ItemOpen Access
    SEEL Report No. 4
    (Center for Educational Policy and Management, University of Oregon, 1977-09) Sex Equity in Educational Leadership Project, University of Oregon
    Sex Equity in Educational Leadership Report No. 4, September 1977
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    ItemOpen Access
    SEEL Report No. 5
    (Center for Educational Policy and Management, University of Oregon, 1977-12) Sex Equity in Educational Leadership Project, University of Oregon
    Sex Equity in Educational Leadership Report No. 5, December 1977
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    ItemOpen Access
    SEEL Report No. 6
    (Center for Educational Policy and Management, University of Oregon, 1978-03) Sex Equity in Educational Leadership Project, University of Oregon
    Sex Equity in Educational Leadership Report No. 6, March 1978
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    ItemOpen Access
    SEEL Report No. 7
    (Center for Educational Policy and Management, University of Oregon, 1978-05) Sex Equity in Educational Leadership Project, University of Oregon
    Sex Equity in Educational Leadership Report No. 7, May 1978
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    ItemOpen Access
    SEEL Report No. 10
    (Center for Educational Policy and Management, University of Oregon, 1979-03) Sex Equity in Educational Leadership Project, University of Oregon
    Sex Equity in Educational Leadership Report No. 10, March 1979
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    ItemOpen Access
    SEEL Report No. 11
    (Center for Educational Policy and Management, University of Oregon, 1979-05) Sex Equity in Educational Leadership Project, University of Oregon
    Sex Equity in Educational Leadership Report No. 11, May 1979
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    ItemOpen Access
    The Stockard-Johnson Measure of Sex Differences
    (University of Oregon, 1973) Stockard, Jean; Johnson, Miriam M.
    Copy of measure designed to assess self-views thought to differ between men and women. Title page includes short explanation and citations for related articles.
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    Breathing-Based Meditation for Improving COPD Burden: A Mixed Single- Case and Qualitative Approach
    (LISDEN Publishing Inc., 2023-12-19) Lin, Ting-fen; Linville, Deanna; Nese, Rhonda N. T.; Seeley, John; Shune, Samantha
    Chronic obstructive pulmonary disease (COPD) impacts the physiological and psychoemotional aspects of life. COPD-related secondary sequelae also synergistically interact with each other. For example, dyspnea affects the severity of breath, body functions, and the mind (e.g., anxiety, panic, fear). Such negative psycho-emotional states can further negatively impact the breath and the body (e.g., increased dyspnea). Given the breadth of the impact of COPD on multiple facets of health and well-being, it is essential to investigate comprehensive approaches to managing COPD, simultaneously addressing the mind, body, and breath. Sudarshan Kriya Yoga (SKY), a breathwork meditation program, has previously yielded a wide range of physiological and psycho-emotional benefits but has not been explored in individuals with COPD. Using single-case multiple-baseline and qualitative phenomenology methodologies, this study investigated 1) the relation between dyspnea and SKY and 2) the feasibility and general perceived effectiveness of SKY among individuals with COPD. Nine individuals with varying severities of COPD participated. Data collection included ratings of perceived dyspnea (work of breathing, shortness of breath, dyspnea-related distress, dyspnea-related anxiety) and semi-structured in-depth interviews. Results suggest that SKY is feasible and acceptable for individuals with COPD. Additionally, the results demonstrate proof of concept that SKY can help alleviate aspects of the COPD disease burden related to the mind, body, and breath as well as reduce the cyclical effect of the disease sequelae. Larger-scale trials are warranted, but this study is the first to support SKY as a viable complementary and integrative health approach for individuals with COPD.
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    Addressing Discipline Equity: The Inclusive Skill-Building Learning Approach (ISLA) an Alternative to Exclusionary Discipline
    (2023-09-25) Pimentel-Mannan, Irin A.; Nese, Joseph F.T.; Newson, Alex; Nese, Rhonda N.T.; Kjellstrand, Jean
    Exclusionary discipline practices are frequently utilized in schools despite decades of research indicating their ineffectiveness (American Psychological Association Zero Tolerance Task Force, 2008; Losen & Skiba, 2010; Muñiz 2021). Research shows that removing students from the classroom does not change student behavior, is administered disproportionately to historically marginalized and minoritized groups, and is linked to the school-to-prison pipeline and lower academic achievement (Barnes & Motz, 2018; Losen & Martinez, 2020; Noltemeyer et al., 2015). This study explores the impact of the Inclusive Skill-Building Learning Approach (ISLA), an instructional and restorative alternative to exclusionary discipline practices, on discipline disproportionality. Pre-intervention, implementation, and post-intervention discipline data for 6th through 8th grade students were collected to understand the relation between ISLA and disproportional discipline data by race and gender. The findings suggest that ISLA is an effective tool for reducing overall in-school and out-of-school suspension rates as well as the risk indices for out-of-school suspensions for students of color, yet there is still a need for intervention adaptations to address specific disparities in exclusionary discipline practices. Research findings, study limitations, and implications and directions for future research and practice are further discussed.
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    Major Systems for Facilitating Safety and Pro-Social Behavior- Examining Commitment to Prevention, Equity, and Meaningful Engagement: A Review of School District Discipline Policies
    (2020-08-22) Nese, Rhonda N.T.; McDaniel, Sara C.; Hirsch, Shanna E.; Green, Ambra L.; Sprague, Jaffrey R.; McIntosh, Kent; McClung, Barbara
    Although there is increasing awareness of policy decisions contributing to disproportionality in exclusionary practices, few studies have empirically examined common elements of discipline policies across the nation. We utilized a methodological review and the Checklist for Analyzing Discipline Policies and Procedures for Equity (CADPPE) to examine the extent to which current policies reflect recommendations from research regarding best practices for encouraging appropriate behaviors and preventing undesired behaviors, as well as correlations between those policies and exclusionary disciplinary outcomes for all students of color and students of color with disabilities. Data came from 147 district discipline policies and disciplinary outcomes (i.e., suspension and expulsion) from all 50 U.S. states and the District of Columbia. The analyses indicated the majority of policies do not include most of the research-based recommendations for preventing the overuse of exclusionary practices. Furthermore, there was no correlation found between CADPPE ratings and the risk ratios for exclusionary discipline for students of color and students of color with disabilities. Implications for policy development and implementation and limitations are provided.
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    Instructional and Restorative Alternatives to Exclusionary Discipline: A Guide to Implementing the Five Components of the Inclusive Skill-building Learning Approach (ISLA)
    (2023-07-21) Nese, Rhonda; Santiago-Rosario, María Reina; Nese, Joseph F.T.; Triplett, Danielle; Malose, Saki; Hamilton, Jillian; Izzard, Sara; Newson, Alex
    In this brief, we outline the five components of the ISLA model, as well as steps that school and district teams can take to begin implementing these practices within their positive behavioral interventions and supports (PBIS) framework. Key Takeaways • The ISLA model was created to support teachers, staff, and students by focusing on preventative strategies that promote affirming equitable learning environments within schools. • Building and sustaining positive relationships with students helps increase engagement and decrease disruptive behaviors. • The ISLA Process gives school staff and students instructional and restorative tools for dealing with challenging situations.
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    Examining Commitment to Prevention, Equity, and Meaningful Engagement: A Review of School District Discipline Policies
    (2020-08-22) Green, Ambra L.; Hatton, Heather; Stegenga, Sondra M.; Eliason, Bert; Nese, Rhonda
    Although there is increasing awareness of policy decisions contributing to disproportionality in exclusionary practices, few studies have empirically examined common elements of discipline policies across the nation. We utilized a methodological review and the Checklist for Analyzing Discipline Policies and Procedures for Equity (CADPPE) to examine the extent to which current policies reflect recommendations from research regarding best practices for encouraging appropriate behaviors and preventing undesired behaviors, as well as correlations between those policies and exclusionary disciplinary outcomes for all students of color and students of color with disabilities. Data came from 147 district discipline policies and disciplinary outcomes (i.e., suspension and expulsion) from all 50 U.S. states and the District of Columbia. The analyses indicated the majority of policies do not include most of the research-based recommendations for preventing the overuse of exclusionary practices. Furthermore, there was no correlation found between CADPPE ratings and the risk ratios for exclusionary discipline for students of color and students of color with disabilities. Implications for policy development and implementation and limitations are provided.
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    ItemOpen Access
    Not Separate but Not Equal: Improving Equity in Discipline in Racially and Ethnically Diverse School Settings
    (2021-06-24) McDaniel, Sara C.; Cohen, Daniel; LaSalle, Tamika; Nese, Rhonda
    Educational inequities leading to deleterious outcomes and related to discipline continue within racially and ethnically diverse schools for myriad of reasons. Districts and schools require deliberate planning and systems change prioritized by educational administrators to address both interpersonal and structural racism and biases. This article outlines a blueprint that leverages the positive behavioral interventions and supports framework in completion of the following: (a) code of conduct revisions; (b) data analysis; (c) cultural and implicit bias awareness; and (d) culturally responsive hiring, training, and teaching.
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    Enhancing School-wide Positive Behavioral Interventions and Supports Tier 1 Core Practices to Improve Disciplinary Equity
    (2021-07-14) Bastable, Eoin; Fairbanks Falcon, Sarah; Nese, Rhonda; Meng, Paul; McIntosh, Kent
    Addressing racial disparities in school discipline is an urgent and widespread issue facing U.S. schools. One approach to improve racial equity in school discipline practice is to enhance the contextual fit of empirically validated school-wide practices. School-wide Positive Behavioral Interventions and Supports (SWPBIS) is a widely implemented and research-validated approach shown to improve behavioral and academic outcomes, yet evidence suggests students of color remain disproportionately disciplined in schools implementing the SWPBIS framework to fidelity. Contextual fit is a core principle of SWPBIS, but in practice, schools may lack effective strategies to enhance equity using the framework’s Tier 1 core practices. This article describes promising enhancements to universal school practices aimed at reducing school discipline disparities.
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    Healthcare provider-delivered healthy eating recommendations among U.S. Hispanic/Latino adults
    (Elsevier, 2023) Castro, Esmeralda; Kelly, Nicole R.; Budd, Elizabeth L.
    U.S. Hispanic/Latino adults are at heightened risk for developing diet-related chronic diseases. Healthcare provider recommendations have shown to be effective for promoting health behavior change, but little is known about healthcare provider healthy eating recommendations among Hispanics/Latinos. To investigate the prevalence of and adherence to healthcare provider-delivered healthy eating recommendations among a U.S. sample of Hispanic/Latino adults, participants (N = 798; M = 39.6±15.1 years; 52% Mexican/Mexican American) were recruited via Qualtrics Panels to complete an online survey in January 2018. Most (61%) participants reported having ever received a healthcare provider-delivered dietary recommendation. Higher body mass index (AME = 0.015 [0.009, 0.021]) and having a chronic health condition (AME = 0.484 [0.398, 0.571]) were positively associated with receiving a dietary recommendation while age (AME = 􀀀 0.004 [􀀀 0.007, 􀀀 0.001]) and English proficiency (AME = 􀀀 0.086 [􀀀 0.154, 􀀀 0.018]) were negatively associated. Participants reported adhering regularly (49.7%) and sometimes (44.4%) to recommendations. There were no significant associations with patient characteristics and adherence to a healthcare provider-delivered dietary recommendation. Findings inform next steps toward increasing implementation of brief dietary counseling from healthcare providers to support prevention and management of chronic diseases among this under-studied population.
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    Improving a Universal Intervention for Reducing Exclusionary Discipline Practices using Student and Teacher Guidance
    (The University of Oregon, 2021) Nese, Rhonda N. T.; Santiago-Rosario, María Reina; Malose, Saki; Hamilton, Jillian; Nese, Joseph F. T.; Horner, Rob
    Exclusionary discipline practices have a direct negative impact on individual students, schools, and society at large. To improve equity and cultural responsivity, active efforts to assess the contextual fit of effective strategies are necessary. The following study describes the Inclusive Skill-building Learning Approach (ISLA), an intervention designed to support school staff in carrying out preventative strategies and outlines instructional responses for educators and office staff. Additionally, an iterative approach to inform changes was used as part of the development process of ISLA. This paper aims to capture and incorporate the voices of students and staff using multiple methods to seek feedback for refining the quality, feasibility, and contextual fit of the ISLA intervention in middle schools. A total of 53 school staff provided feedback on the ISLA intervention. Further, Design Team members (n = 26) participated in semi-structured interview meetings to inform changes to ISLA. Lastly, student participants (n = 23) engaged in focus groups that were transcribed and coded via an independent co-coding strategy. The findings provide support for preventative school-based interventions that use alternatives to exclusionary discipline, as well as strategies for improving the ISLA intervention.
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    Examining the Social Validity of a Universal Intervention for Reducing Exclusionary Discipline through Stakeholder Voice
    (The University of Oregon, 2022) Furjanic, David; Mannan, Irin; Hamilton, Jillian C.; Nese, Joseph F. T.; Austin, Sean; Izzard, Sara; Nese, Rhonda N. T.
    Exclusionary disciplinary practices are utilized in schools despite limited benefits and associated negative student outcomes. Alternative strategies, such as Positive Behavioral Interventions and Supports, reduce exclusionary discipline practices, though research is limited in secondary settings. This study examines how student and school staff input was utilized throughout the iterative refinement of the Inclusive Skill-building Learning Approach (ISLA), an intervention to reduce exclusionary discipline practices in middle school through instructional and restorative practices. Intentional stakeholder involvement was hypothesized to impact acceptability and fidelity of implementation, critical for achieving intervention outcomes. Data across a two-year mixed methods approach indicate that engaging stakeholders throughout implementation enhanced fidelity. Quantitative findings demonstrate better understanding of stakeholder experiences. Implications for practice, limitations, and suggestions for future research are discussed.