The study investigated the relationship between mathematics anxiety and mathematics teacher efficacy among elementary preservice teachers. Participants included 28 elementary preservice teachers at a mid‐size university in the southeastern United States who had just completed a mathematics methods course. Data sources included the Mathematics Anxiety Rating Scale. Mathematics Teaching Efficacy Beliefs Instrument, and clinical interviews. Findings revealed a significant, moderate negative relationship between mathematics anxiety and mathematics teacher efficacy (r = ‐.440, p < .05). In general, the preservice teachers with the lowest degrees of mathematics anxiety had the highest levels of mathematics teacher efficacy. The interviews indicated that efficaciousness toward mathematics teaching practices, descriptions of mathematics, and basis for mathematics teaching efficacy beliefs were associated with mathematics anxiety.

Introduction Given the low rate of closure of cases for employment, the study presented here analyzed the characteristics of consumers and services that predict competitive employment for youths with visual impairments who are making the transition from secondary education to employment in the vocation rehabilitation program. Methods Using data from the Rehabilitation Services Administration on 2,282 consumers aged 22 or younger whose cases were closed after they received services, we conducted descriptive and logistic regression analyses to determine which client and service factors predicted competitive employment. Results Gender; race; education; disability; the severity of visual impairment, receipt of Supplemental Security Income, earnings at the time of application, which are indicative of early work experiences; and four of five service clusters were significantly related to employment outcomes. Discussion This research provided new knowledge regarding influences, “risk factors,” and predictors of competitive employment—what works—for youths with visual impairments. Implications for practitioners We make recommendations for the provision of vocational rehabilitation services, transition programs, policy regarding groups “at-risk” for poor employment outcomes, and future research.

Introduction Given mutual concerns of vocational rehabilitation and the Social Security Administration, our purpose was to evaluate the effect of current individual and economic factors on competitive employment for Social Security Disability Insurance (SSDI) beneficiaries with visual impairments in vocational rehabilitation. Methods Using fiscal year 2010 RSA-911 data on 4,478 SSDI beneficiaries whose vocational rehabilitation services had concluded, we conducted descriptive and multilevel analyses to determine which client and state or agency factors predicted competitive employment. Results Unemployment rate, gender, age, race, disability, severity of visual impairment, education, prior earnings, SSDI amount, and interactive effects of agency structure were significantly related to competitive employment. Discussion This research provided new knowledge of state or agency influences, risk factors, advantages, and compensatory effects of services in blind agencies, and underscored the importance of prior work experience in achieving competitive employment for SSDI-beneficiary consumers. Implications for practitioners Recommendations related to vocational rehabilitation services to SSDI beneficiaries, policy regarding agency structure, and future research are made.

BACKGROUND: A considerable proportion of Vocational Rehabilitation (VR) consumers with visual impairments are Social Security Disability Insurance (SSDI) beneficiaries. The consumer and the effectiveness of VR and the Social Security Administration can benefit from greater understanding of the processes leading to improved employment outcomes for this population. OBJECTIVE: Our purpose was to investigate service patterns and evaluate the impact of VR services on competitive employment outcomes for consumers with visual impairments who also are SSDI beneficiaries. METHODS: Using FY 2011 RSA-911 data on 3,610 consumers who received SSDI, closed after receiving services, we conducted descriptive, factor analytic, and multilevel analyses to determine service patterns and what services predicted competitive employment. RESULTS: We found service groupings related to special and remedial services, job-related services, evaluation, and training and supports. Job placement, job search, on-the-job supports, on-the-job training, counseling and guidance, rehabilitation technology, other services, and maintenance were positively related to competitive employment, but reader services, interpreter services, job readiness training, augmentative skills training, and assessment were negatively related to employment. CONCLUSIONS: Pattern groupings of services suggest a systematic, holistic approach in VR. A new perspective is needed when examining the service-outcome relationship. Services positively related to competitive employment can have direct, direct-assistive, or indirect effects. Services negatively related to employment can be viewed as risk indicators.

The study investigated the relationship between elementary preservice teachers' mathematics anxiety levels and learning style preferences. Subjects included 72 preservice teachers at a midsized southeastern U.S. university who were at the end of their third year of study. The subjects completed the Mathematics Anxiety Rating Scale and the Style Analysis Survey (SAS). Scores obtained on the two instruments were analyzed using Pearson product‐moment correlations. Eleven of the SAS subscales were examined. The global subscale was the only one related to mathematics anxiety at the p < .05 level of significance. Findings revealed a low (r= .28) but significant (p < .05) positive correlation between mathematics anxiety and a global (right‐brain dominant) learning style. As global orientation scores increased, mathematics anxiety scores increased as well. This study indicated that there is tendency for global learners to possess higher levels of mathematics anxiety.