Academic achievement and relations to externalizing behavior: Much ado about nothing?

Kulkarni, Tara; Sullivan, Amanda

doi:10.1016/j.jsp.2022.07.004

Cited by 11 publications

(4 citation statements)

References 72 publications

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“…Only after multiple probes did they identify the types of behavior often labeled “challenging” by educators. Though somewhat surprising, this finding is consistent with a small body of literature examining family and professional definitions of challenging behavior (e.g., Kulkarni & Sullivan, 2022). It is likely that families and professionals are influenced by context and culture (their own and those of others) when identifying behaviors of concern.…”

Section: Discussionsupporting

confidence: 85%

“…When young children engage in challenging behaviors such aggression, tantrums, or self-injury, their social identities (e.g., gender, race, and (dis)ability) all likely intersect to influence how it is identified and reported by adults in their environment (Dever et al, 2016). For instance, young children in minoritized racial groups have been rated as having higher levels of challenging behaviors by their teachers (Kulkarni & Sullivan, 2022). Both children's and adults' intersectional identities likely contribute to the conceptualization of young children's challenging behavior in early learning and home environments.…”

mentioning

confidence: 99%

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Families’ Experiences With Online Instruction and Behavior Support During COVID-19

Kelly

Harbin

Schwartz

2023

Topics in Early Childhood Special Education

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In the Spring of 2020, COVID-19 forced school buildings to close across the United States. As a result, many early learning programs and elementary schools moved their services online. Families of young children with challenging behaviors receiving complex educational and behavioral services in traditional brick-and-mortar classrooms were suddenly required to work closely with educators to support their children’s academic, social-emotional, and behavioral progress. This study used a qualitative approach to examine families’ experiences with children’s challenging behavior, online instruction, and behavior support during COVID-19 school building closures. Findings underscore important themes related to families’ perceptions of child challenging behavior at home, challenges with children’s meaningful participation in online instruction, families’ perceived responsibilities and priorities, and future recommendations. Implications for educators are discussed.

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Section: Discussionsupporting

confidence: 85%

mentioning

confidence: 99%

Families’ Experiences With Online Instruction and Behavior Support During COVID-19

Kelly

Harbin

Schwartz

2023

Topics in Early Childhood Special Education

View full text Add to dashboard Cite

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“…These findings are consistent with previous studies that have found no significant relationship between learning styles and academic performance in mathematics (Felder & Silverman, 1988;Dunn & Dunn, 1992;Kulkarni & Sullivan, 2022;Corcoran & O'Flaherty, 2022). However, it is worth noting that the lack of a significant relationship does not necessarily mean that there is no relationship at all.…”

Section: Learning Stylessupporting

confidence: 92%

Exploring the Relationship Between Mathematics Performance and Learn-ing Style Among Grade 8 Students

Ocampo

Mobo²,

Cutillas

2023

IJMABER

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This study explored the relationship between mathematics performance and learning styles among Grade 8 students in the Philippines. The study used a descriptive correlation research design to achieve its objectives, which included determining the profile of Grade 8 students, identifying their learning styles, and examining the relationship between mathematics performance and age, gender, and learning styles. The data was collected through an adapted questionnaire from David Kolb's learning style inventory. The findings revealed no significant relationship between learning styles and academic performance in mathematics. However, it is worth noting that the lack of a significant relationship does not necessarily mean that there is no relationship at all. Motivation, teacher quality, and cultural background may also influence mathematics performance. The findings suggest that educators should consider students' different learning styles when developing effective teaching strategies to enhance mathematics performance among Grade 8 students. This study contributes to the literature on mathematics education and has practical implications for educators seeking to enhance their students' mathematics performance.

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“…Focusing on the community of interest independent of their relation to the majority group. (Kulkarni & Sullivan, 2022). (Pérez Huber et al, 2018) Numbers are not neutral Large or kitchen sink statistical models that do not account for how independent variables are theoretically connected to each other and the outcome.…”

Section: Recommendationsmentioning

confidence: 99%

A call for QuantCrit methodologies: Unpacking the need for a critical lens in school psychology research

D’Costa,

Grant,

Kulkarni

et al. 2023

School Psychology International

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School psychology has heavily relied on quantitative methodology to create and sustain our knowledge of best practices regarding academic, behavioral, and mental health outcomes for students. Nevertheless, underlying assumptions of the neutrality of quantitative data have obfuscated how school psychology research has perpetuated oppressive ideologies and practices, which directly harm students from marginalized identities. This paper demonstrates the need for employing a critical lens when engaging in and consuming school psychology research that utilizes quantitative methods. One such framework is QuantCrit, developed in the United Kingdom, which intentionally integrates Critical Race Theory tenets into the development, analysis, and interpretation of quantitative data. We explore specific examples of the insidious ways that ‘presumed neutral’ quantitative approaches have led to the perpetuation of oppressive practices in the following key areas of school psychology research: (a) discipline disproportionality, (b) special education disproportionality, and (c) school accountability metrics. Furthermore, we provide recommendations for both utilizing and publishing quantitative research that moves school psychologists towards more equitable practices for children and families across the globe.

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Academic achievement and relations to externalizing behavior: Much ado about nothing?

Cited by 11 publications

References 72 publications

Families’ Experiences With Online Instruction and Behavior Support During COVID-19

Families’ Experiences With Online Instruction and Behavior Support During COVID-19

Exploring the Relationship Between Mathematics Performance and Learn-ing Style Among Grade 8 Students

A call for QuantCrit methodologies: Unpacking the need for a critical lens in school psychology research

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