College of Education and Human Development
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Item Aerobic fitness impacts sympathoadrenal axis responses to concurrent challenges(Springer, 2017-01-04) Webb, Heather; Rosalky, Deena; McAllister, Matthew J.; Acevedo, Edmund; Kamimori, GaryThe combination of mental and physical challenges can elicit exacerbated cardiorespiratory (CR) and catecholamine responses above that of a single challenge alone. Purpose This study examined the effects of a combination of acute mental challenges and physical stress on cardiorespiratory and catecholamine responses. Method Eight below-average fitness (LF VO2max = 36.58 ± 3.36 ml−1 kg−1 min−1) and eight above-average fitness (HF VO2max = 51.18 ± 2.09 ml−1 kg−1 min−1) participants completed an exercise-alone condition (EAC) session consisting of moderate-intensity cycling at 60% VO2max for 37 min, and a dual-challenge condition (DCC) that included concurrent participation in mental challenges while cycling. Result The DCC resulted in increases in perceived workload, CR, epinephrine, and norepinephrine responses overall. HF participants had greater absolute CR and catecholamine responses compared to LF participants and quicker HR recovery after the dual challenge. Conclusion These findings demonstrate that cardiorespiratory fitness does impact the effect of concurrent stressors on CR and catecholamine responses.Item America’s youngest kindergarteners’ elevated levels of internalizing problems at school entry and beyond: Evidence from the early childhood longitudinal study(Springer, 2012-06-02) Zeng, Guang; Fu, Pingfu; May, Henry; Lopez, Barbara; Suarez-Morales, Lourdes; Voelkle, Manuel; Wang, Chen-Pin; Boruch, Robert F.The study investigated developmental trajectories of internalizing problems from kindergarten to fifth grade in young kindergarteners versus older peers in kindergarten, as well as factors that may be attributed to such differential trajectories. Data on a sample of 9,796 kindergarteners from the Early Childhood Longitudinal Study were analyzed using individual growth curve models. Results revealed that the younger kindergarteners displayed more symptoms of internalizing problems than their older peers at school entry and that such elevated levels of problems persisted into fifth grade. Protective factors included higher socioeconomic status and favorable parental perceptions of child’s abilities to pay attention and solve problems. These findings are informative for school-based early intervention efforts.Item Association between 90o push-up and cardiorespiratory fitness: cross-sectional evidence of push-up as a tractable tool for physical fitness surveillance in youth(BMC Pediatrics, 2019-12-31T00:00-06:00) Ajisafe, ToyinAbstract Background Despite being associated with health outcomes like abdominal adiposity, depression, anxiety, and cardiovascular disease risk among youth, largely, clinicians still do not adopt physical fitness testing. A clarion call for increased surveillance was previously issued, in order to address the US population-level lack of knowledge regarding pervasive inactivity among children. Because schools often do not send home annual physical fitness testing results, many lay parents are unaware of their child’s physical fitness or the risk of associated adverse health outcomes. This study investigated associations between musculoskeletal fitness measures (including 90o pushup), cardiorespiratory fitness, and weight status. Methods Two hundred and ten students (9.7 ± 1.08 years; 138.6 ± 9.4 cm; 42.3 ± 14.4 kg) across third through fifth grades were tested for cardiorespiratory (i.e., Progressive Aerobic Cardiovascular Endurance Run (PACER)) and musculoskeletal (90o push-up, trunk lift, sit-and-reach and curlup) fitness. The relationships between measures of musculoskeletal and cardiorespiratory fitness were modeled using a series of linear regression analyses. Models were adjusted for age, sex, and weight status. Significant two-tailed tests were set at p < .05. Results Of the four musculoskeletal fitness measures, only 90o push-up was significantly associated (β = .353; p < .001) with PACER test scores (i.e., cardiorespiratory fitness). The related model (R2 = .324; F(4,205) = 26.061; p < .001) accounted for 32% of the variance in cardiorespiratory fitness. 90o push-up was associated with sit-and reach (β = .298; p < .001) and curl up (β = .413; p<= .001) test scores. When individually modeled, 90o push-up (β = -.461; p < .001) and PACER (β = -.436; p < .001) were inversely associated with weight status. Conclusions The 90o push-up test (a measure of upper body muscle strength and endurance) was associated with cardiorespiratory fitness, anterior trunk muscle strength and endurance, and lower back and posterior thigh muscle flexibility in youth aged 8-12 years old. Although the current findings do not establish a causal relationship, it is concluded that the 90o push-up test is a tractable tool for physical fitness surveillance by clinicians, parents, and possibly youth themselves.Item Beyond the Practical Aspects of Learning to Teach: Mentoring Teacher Candidates Toward the Diverse Needs of Students(TxEP: Texas Educator Preparation, 2017-05-01) Reinhardt, Kimberly; 1969.6/87323Reinhardt, KimberlyMentoring teacher candidates toward practices that value culturally responsive pedagogy is essential during clinical placements, yet this aspect of learning to teach can often be eclipsed by the practical aspects of the classroom. This study seeks to understand how mentors conceptualized their role and how this influenced their practices. The analysis drew a purposeful sample of mentors who ranked planning for cultural diversity high in an initial survey; six mentors participated in a semi-structured interview conducted in their own classroom environment. Despite the purposeful sampling, the mentors’ conceptualization of their role did not reflect an overt understanding of the need to address diversity issues with teacher candidates. Development of mentor preparation and on-going support focused on intentional professional development is needed.Item Crossing borders/Crossing boundaries: Narratives of intercultural experiences(CEDER, Texas A&M University-Corpus Christi, 2019) Hemmer, Lynn; Robertson, Phyllis; Sanders, Jana; Mejia, Alissa; Simmons, Michelle; Denton, Kenneth; Rodriguez, Regina Chanel; Castillo, Yvette; Henderson, Eddie; Macaulay, Christopher; Diego-Medrano, Elsa; Behl, MalvikaHistorically, the Mexican education system has been characterized by an absence of equal access to K–12 education for students in poverty. This article examines research-based best practices associated with international experiential learning and describes an authentic model of an effective international experiential learning program. Research is based on The Clavellinas, Mexico Education Collaborative, a private study and research center in central Mexico establishing partnerships between Texas A&M University System colleges of education and Mexican local, regional, and national government officials and entities; private citizens; and commercial enterprise, to support teacher education internationally and equip educator preparation students nationally. Student perspectives are considered, implications for educator preparation programs are outlined, and recommendations for future faculty developing international experiential learning programs are offered.Item The depth and breadth of improvement science: A review of the improvement science in education series(2023-08-07) Benedetti, ChristopherThe Improvement Science in Education series, initiated in 2019 by Robert Crow, Brandi Nicole Hinnant-Crawford, and Dean T. Spaulding, seeks to broaden and strengthen the understanding and use of improvement science in education. Interest in improvement science in education has sharply risen in recent years, positioning this series to support the field and those interested in improvement science. This review of the Improvement Science in Education series is organized by brief summaries and discussions of the six currently available books in a suggested order based on their content (not necessarily publication date), followed by a conclusion considering the books’ significance, relevance, and target audience.Item A description and comparison of cardiorespiratory fitness measures in relation to pitching performance among professional baseball pitchers(MDPI, 2016-02-25T00:00-06:00) Gillett, Javair S.; Dawes, J. Jay; Spaniol, Frank J.; Rhea, Matthew R.; Rogowski, Joe P.; Magrini, Mitchel A.; Simao, Roberto; Bunker, Derek J.The purpose of this study is to provide descriptive and comparative information regarding the cardiorespiratory fitness of professional baseball pitchers. Twenty-four (n = 24) major league (ML) baseball pitchers (starters n = 14; relievers n = 10) over seven seasons (2007–2013) were evaluated. A modified Bruce protocol and the CardioCoachâ„¢ CO2 metabolic analyzer were used to estimate VO2 max and anaerobic threshold (AT) at the beginning of each season. Performance data from each season was utilized to draw inference about pitching performance. One-way Analysis of Variance (ANOVA) was used to compare Starting (S) and Relief (R) pitchers above/below the group mean for VO2 max and AT. Pearson product moment correlations were also used to examine relationships between cardiorespiratory fitness and performance. Significant differences in performance were discovered between S pitchers above/below the overall group mean for VO2 max. (p ≤ 0.05) and for AT in Walks plus Hits per Inning Pitched (WHIP) (p ≤ 0.05) and Earned Run Average (ERA) (p ≤ 0.05). Significant relationships between VO2 max and Walks per 9 Innings (BB/9) (p ≤ 0.05), Home Runs per 9 innings (HR/9) (p ≤ 0.05), Wins (W) (p ≤ 0.05), Fielding Independent Pitching (FIP) (p ≤ 0.01), Strikeouts (K) (p ≤ 0.01), Hits per 9 innings (H/9) (p ≤ 0.01), Strikeouts per 9 innings (K/9) (p ≤ 0.01), ERA (p ≤ 0.01), and WHIP (p ≤ 0.01). Low, but significant, correlations were discovered between AT and WHIP (p ≤ 0.05) and ERA (≤0.05). CONCLUSION: Higher aerobic capacity appears to be more influential for S than R pitchers. Strength and conditioning practitioners should ensure that pitchers, especially S pitchers at the ML level, perform sufficient and appropriate endurance training to support pitching performance.Item Developing vocabulary in children(CEDER, Texas A&M University-Corpus Christi, 2003) Cassidy, Drew; Garcia, Robert; Olmos, Rick; Swift, Catherine; Garrett, Sherrye; Marroquin, Christine; Peltz, RichardWords seem like such ordinary things, and most of us take them for granted. We carry on conversations without particularly being aware of the words we are speaking and hearing. We rarely stop to think about how we choose the words we use or how we assign meanings to the words we hear. We seem to use words automatically, but words are not as simple as they seem. The complexities of vocabulary are an endless source of intrigue to language scholars, teachers, poets, and authors.Item Development and evaluation of assessments for counseling professionals(Taylor and Francis Online, 2017-11-01) Lenz, Alan; Wester, KellyIt is imperative that counselors understand how to critically evaluate assessments before using them to make clinical decisions. This evaluation can be conducted through integrating the 5 sources of validity. Each source of validity is discussed, along with methods to appraise psychometric quality, throughout this special issue.Item Education for a changing world(CEDER, Texas A&M University-Corpus Christi, 2008) Cassidy, Jack; Grote-Garcia, Stephanie; Maxfield, Paul; Inman, Alissa; Krashen, Stephen; Marinak, Barbara; McCollough, Cherie; McDonald, JoAnn; Canales, JoAnn; Lucido, Frank; Marroquin, Christine; Reynolds, Gina; Ymbert, PiedadThe fifth annual conference of the Center for Educational Development, Evaluation and Research (CEDER) was held November 30 and December 1, 2007. The CEDER Conference focused on “Education for a Changing World.” More than 250 educators from around the United States and as far away as Venezuela and South Africa attended. The 2008 CEDER Yearbook is a peer-reviewed compilation of some of the papers delivered at that conference. Chapter 1, entitled, “Free Voluntary Reading: Still a Great Idea,” is presented by Dr. Stephen Krashen, one of the conference’s keynote speakers. He provides a meta-analysis of research linking access to books with child literacy rates and demonstrates that encouraging children to read for pleasure is a key to literacy development. The following 10 articles in this yearbook were selected by the Editorial Advisory Committee based on a number of criteria, including the importance and timeliness of the topic, theoretical grounding, and the contribution made to the field of education. Several themes run through this volume, which, when combined, paint a panoramic and vivid image of education for a changing world. Chapters 2 through 6 examine education for a changing world at the K-12 level. In Chapter 2, Barbara Marinak examines several methods in which the elements of informational text structures can be taught in elementary classrooms to increase reading comprehension. In chapters 3 and 4, the authors explore the implications of bilingual education in a world that is becoming increasingly diverse. Cherie McCollough, JoAnn McDonald, and JoAnn Canales use Chapter 3 to examine the ways in which culturally relevant family science learning events work to engage families in a child’s education. Special consideration is given to non-English speaking parents and family members. In Chapter 4, Frank Lucido, Christine Marroquin, Gina Reynolds, and Piedad Ymbert discuss brain-compatible teaching strategies and practical methods to develop bilingualism in students. Similarly, in Chapter 5, Connie Patchett, and Sherrye Dee Garrett call for the inclusion of more nonfiction in elementary classrooms as a way to overcome the “fourth grade slump” in reading comprehension. They provide several frameworks for the effective use of nonfiction texts with a variety of elementary students. In Chapter 6, Michael Moody takes a look at education in a changing world from an administrative perspective. He explores the relationship between school boards and their superintendants of schools, and the discrepancies in how they prioritize competencies for superintendant success. Chapters 7 through 11 explore higher education in a changing world. In Chapter 7, Teresa Le Sage and Barba Patton promote increasing pre-service teachers’ familiarity with using math/science notebooks to increase their effectiveness in the classroom. In Chapter 8, Kaye Nelson, Marvarene Oliver, and Darwin Nelson provide an overview of counselor education programs’ changes over time in response to the changing needs of a constantly fluctuating population. In Chapter 9, Barba Patton demonstrates the need for greater Internet literacy amongst pre-service teachers in an evaluation of lesson plans found online. Caroline Crawford, Richard Alan Smith, and Marion Smith, in Chapter 10, explore how web-based classes are changing college student perceptions of their instructors. Finally, in Chapter 11, Daniel Pearce, Wally Thompson and Tammy Francis Donaldson explore the effectiveness of a developmental reading class on the academic success of students in higher education. The world is changing rapidly, and it is important that educators adapt to these fluctuating circumstances and contexts. Education in a Changing World is not only about presenting emerging trends, but also about creating educators who are prepared to respond effectively to whatever challenges they may face in the future. Our sincerest thanks go out to everyone who contributed their talents to the creation this yearbook, and to all who participated in the Fifth Annual CEDER Conference.Item Education: Issues & answers(CEDER, Texas A&M University-Corpus Christi, 2015) Garrett, Sherrye Dee; Fleming, Kathleen; Mejia, Alissa; Beach, Don; McAdams, Laurie; Becker, Melissa; Gentry, James; Larmer, Bill; Miller, JulieThis yearbook is a project of the Consortium for Educational Development, Evaluation and Research (CEDER) in the College of Education and Human Development at Texas A&M University-Corpus Christi. The College of Education and Human Development reflects a wide range of programs and experiences. Our teacher preparation program has an established reputation; it has been cited as 24th in the nation. Our masters and doctoral programs attract in-service teachers, administrators, and future college faculty members. In a traditional College of Education, one expects to find areas of instruction such as teacher education, literacy, curriculum and instruction, educational administration and leadership, educational technology, special education, and bilingual education. You will find those areas represented in this yearbook. However, the College of Education and Human Development at Texas A&M University-Corpus Christi has a broader reach; it also houses programs in counseling education, kinesiology, and military services. Many of these are represented in the yearbook as well. With such a wide range, it is to be expected that the CEDER Yearbook would attract a variety of topics. This yearbook is no exception. Articles address preservice education, literacy instruction in the schools, and program effectiveness as well as research in digital technology and the physics of pitching a baseball. A call for proposals was issued to a variety of universities and professional organizations. Eighteen articles from a total of 37 authors were submitted for the yearbook. Those articles were distributed to a panel of reviewers. Each article was seen by two reviewers and the editor of the yearbook. Finally, 15 articles were selected for inclusion in this yearbook. The CEDER yearbooks and conferences continue to be opportunities for the sharing of important educational ideas, research, and trends. This yearbook continues that tradition.Item Educational research and innovations(CEDER, Texas A&M University-Corpus Christi, 2012) Ortlieb, Evan; Bowden, Randall; Inman, Alissa; Hu, Bi Ying; Pate, Roberta Simnacher; Gauthier, Lane Roy; Schorzman, Emma M.As we inquire, investigate, and problem solve, we become more aware of how much there is to discover about teaching and learning as well as leading educational systems. The dissemination of research findings is also quintessential; otherwise, we continue to have replication instead of enhancement. Using this philosophy, the Consortium for Educational Development, Evaluation, and Research (CEDER) at Texas A&M University–Corpus Christi issued a call for manuscripts to Colleges of Education throughout the state of Texas and more broadly, the nation. We reviewed 36 manuscripts written by 52 authors. From that group of manuscripts, we selected 13 for publication. Each manuscript considered for inclusion in the 2012 CEDER Yearbook was peer-reviewed by two members of the editorial review board via a double-blind process. The selected set of manuscripts highlights educational research and innovations from acclaimed university scholars throughout the nation. Manuscripts have been categorized into the two following sections: K–12 Education and Higher Education. Within the K–12 area of study, authors present papers on preschool teachers’ perspectives of cultural relevant practices (Hu), effective questioning techniques to maximize student learning (Pate), difficulties associated with reading instruction of students with disabilities (Gauthier & Schorzman), and the nature of dyslexia, past and present, including how classroom teachers can provide necessary accommodations (Culbertson). Caring Organizational Practices that Enhance Success (COPES) provide teachers with transition tools necessary for their middle school students (Paciotti & Evan Ortlieb Hill), while we can also learn about adolescent literacy instruction from already motivated black female readers (Groenke, Bennett, & Hill). We also find that early college high school programs can provide a positive experience for students (Valadez, McDowell, Loveless, & DeLaGarza). Papers within the Higher Education section relate to building teacher preparation programs infused with theory (Chehayl), utilizing technological advances in developmental reading courses (Loveless & Bryant), and combining what we know about oral reading fluency towards understanding electronic texting fluency (Ortlieb). We also investigate the possibilities of using mixed methods in dissertation work (Stoves & Smith), discuss the relative transparency of higher education (Schell), and examine the relationship between English language learners’ underdeveloped first language and teacher certification test performance (Ward & Lucido).Item The effect of acute and chronic thermotherapy on type 2 diabetic skeletal muscle gene expression and inflammatory markers(Biomedicines; Molecular and Translational Medicine, 2021-09-20T23:00-06:00) Newmire, Daniel; Omoruyi, Felix; Sparks, Jean; Bachnak, LouayBackground: Type 2 diabetes (T2D) is a chronic illness associated with resistance or defective insulin secretion. This study investigated the effects of thermotherapy on cell viability, gene expression, and inflammation in skeletal muscle cell lines. Methods: Healthy and T2D hu-man skeletal muscle cell lines (HSMM and D-HSMM, respectively) were subjected to acute or chronic thermo-therapy (AT or CT, respectively). The CT consisted of a 30-minute exposure to 40°C, three times a week for three weeks; the AT was a one-time exposure. Results: Significant de-crease in D-HSMM cell viability percentage followed the AT; however, no significant change occurred in CT. HSMM yielded the highest elevations of genes following the CT. In D-HSMM, both treatments yielded genes up-regulation. Both treatments significantly down-regulated IL-1β, IL-6, IL-10, and TNF-α in HSMM. AT significantly decreased IL-1β, IL-6, and upregulated IL-10 and TNF-α levels in D-HSMM, while CT yielded a reduction in IL-4, TNF-α, and an up-regulation of IL-6 and IL-10. Conclusion: Increase in gene expression indicates actin activity, and cellular responses, suggesting an increase in transcriptional regulation. The upregulation of IL-6 and IL-10 in D-HSMM negatively correlated with a decrease in TNF-α and IL-1β, indicating improved adverse inflammatory effects associated with the disease.Item Empowering student researchers: Critical contributions by emerging 21st Century scholars(2021) Pletcher, Bethanie; Bruun, Faye; Banda, Rosa; Watson, Krystal; Perez, Angela S.; Mejia, Alissa; Courtland, Darcy; Peltier, Sharla Msko-kii; Aucoin, Brina; Cook, Candi; Hamilton, Lesley; Oberhofer, Caitlin; Sykes, JessicaThis yearbook is a project of the Consortium for Educational Development, Evaluation and Research (CEDER), the research and development arm of the College of Education and Human Development at Texas A&M University–Corpus Christi. With this edition of the CEDER Yearbook, the editors wished to support student researchers as emerging scholars. The call for proposals asked for empirical, conceptual and theoretical contributions to the area of research conducted by students. Personal Perspectives and Research Focus of students include the following categories: Culture, International Students, Men of Color, Teaching, Doctoral Students, Latino/a Culture, STEM, LBGTQ, Policy and Administration, Student Faculty, and Curriculum. The intended audience for this yearbook includes educators, decision-makers, policymakers, and leaders within faculty and student development programs as well as international student departments. We would like to thank our colleagues: David Scott, Dean of the College Education and Human Development, for his support and entrusting the CEDER Yearbook to us; Alissa Mejia, our associate editor, for her patience, continued encouragement, eye for detail, and guidance; our editorial advisory board; the thoughtful comments and recommendations offered by our peer reviewers, which are essential to the quality of the CEDER Yearbook; and to all wonderful contributors for their persistence, effort, and extraordinary ability to write. Without your experiences and research, this yearbook would not exist. A call for proposals was issued to a variety of universities and professional organizations. Two hundred and sixty-four articles from a total of 217 authors representing 72 different universities were submitted for the yearbook. Those blinded articles were distributed to a panel of reviewers. Each article was seen by two reviewers and the editors of the yearbook. The editorial team selected 21 articles for inclusion in this yearbook. The 2021 CEDER Yearbook is a peer-reviewed publication indexed in EBSCO, the Library of Congress, and the TAMU–CC research repository, which is widely available to university libraries and the general public.Item Enhancing Subjective Well-being Through Physical Activity for the Elderly in Korea: A Meta-Analysis Approach(International Journal of Environmental Research and Public Health, 2020-01-07T00:00-06:00) Won, Doyeon; Jun-sup, Bae; Byun, Hyun; Seo, Kwang-bongThe purpose of the current study was to meta-analytically investigate the psychological impacts of physical activities for the elderly population in Korea. The findings from 21 studies, using the comprehensive meta-analysis (CMA) program, indicated that participation in physical activities had a low but meaningful impact on the elderly’s subjective well-being. Of three components of exercise dose, the duration of physical activity was the most influential component, followed by the frequency and intensity of the elderly’s physical activity. Of six subjective well-being measures, self-efficacy was most strongly associated with physical activity, followed by life satisfaction, leisure satisfaction, exercise satisfaction, successful aging, and happiness. Results of moderator analyses indicated that the influence of physical activity was more pronounced as the proportion of males increased. Meanwhile, the influence of physical activity, only duration, was increased as the percentage of participants without a spouse or partner increased. Overall, regular participation in physical activity is one of the effective ways of promoting subjective well-being among older adults in Korea. Relevant guidelines regarding physical activity prescription and behavioral management strategies are discussed.Item The Impact of a Large Bolus Dose of L-leucine and L-isoleucine on Enteroendocrine and Pancreatic Hormones, and Glycemia in Healthy, Inactive Adults.(Journal of Nutrients, MDPI, 2019-11-04T00:00-06:00) Newmire, Daniel E.; Rivas, Eric; Deemer, Sarah E.; Willoughby, Darryn S.; Ben-Ezra, VictorBackground: The ingestion of whey protein and amino acids with carbohydrate (CHO) enhances the release of glucagon-like peptide-1 (GLP-1) and glucose-dependent-insulinotropic peptide (GIP) that promote insulin secretion. It is unknown if L-isoleucine (Ile) and L-leucine (Leu) have this same effect. The purpose of this study was to examine how Ile and Leu influence both GLP-1 and GIP, subsequent pancreatic hormones, and glycemia in healthy, inactive adults. Methods: Twelve adults (6F/6M; age 27.4 ± 2 years; BMI 26.3 ± 2 kg/m2; lean body mass 53.2 ± 5 kg; body fat 34.1 ± 3%) completed four conditions in a randomized, cross-over fashion. Treatments standardized (0.3 g/kg·LBM−1) (1) Leu, (2) Ile, (3) Equal (1:1 g) of Leu + Ile, and (4) placebo (Pla, 3.5 g inert stevia) ingested 30 min prior to an oral glucose tolerance test (OGTT). Samples of plasma glucose, insulin, glucagon, GIPTotal, and GLP-1Active were assessed. Results: A treatment (p = 0.01) effect comparing Ile vs. Leu (p = 0.02) in GIPTotal. Area under the curve showed an increase in GIPTotal from Ile compared to Leu and Pla (p = 0.03). No effect was found on GLP-1. The ingestion of Ile prior to CHO augmented GIP concentration greater than Leu or Pla. No correlation was found between GIP, insulin, and glucose between conditions. Conclusions: Ile impacts GIP concentration, which did not relate to either insulin or glucose concentrations. Neither Ile, nor Leu seem to have an effect on hyperglycemia ingested prior to a CHO drink.Item Improving adolescent psychosocial assessment through standardized patient simulation: An interdisciplinary quality improvement initiative(2024-02-29) Monahan, Laura; Eaves, Colleen L.; Watson, Joshua C.; Friese, Jordi; McKenna, Lisa; Estrada-Ibarra, ErikaAdolescent suicide and mental illness have increased at alarming rates. Healthcare professionals report a lack of skill and confidence in obtaining adolescent histories and managing confidential care due to limited training in residency. Nursing professional development practitioners face challenges of adequately preparing interdisciplinary healthcare providers to assess, identify, and intervene at all points of contact with adolescents. To increase the confidence in clinical communication skills and clinical competency, and to increase the number of social work referrals related to modifiable risk factors for adolescent patients, a Texas pediatric tertiary care center utilized standardized patient (SP) methodology to supplement traditional clinical experiences with communication-focused education based on the Home, Education, Eating, Activities, Drugs, Sexuality, Suicidality, and Safety (HEEADSSS) interviewing. This quality improvement (QI) pilot demonstrated the benefits of utilizing standardized patient methodology in communication-focused education based on the HEEADSSS interviewing. Following the SP simulations, confidence in clinical communication skills increased by 13%, clinical competency in performing comprehensive psychosocial interviews increased by 11%, use of HEEADSSS increased by 64%, and social work referrals increased by 89%. This interdisciplinary SP interviewing simulation pilot was beneficial in improving the 36 physician and nursing residents’ ability to conduct psychosocial assessments for risk factors of suicidality among adolescents.Item Las voces nuevas: Emerging scholarship on Latinas in leadership(CEDER, Texas A&M University-Corpus Christi, 2023) Maxwell, Gerri; Lara, Denise; Benedetti, Chris; Elliff, D. Scott; Salunke, Vedika; Luitel, Bibek; Mejia, Alissa; Martinez, Melissa A.; Mendez-Morse, Sylvia; Escalante, Karena Alane; Struloeff, Katrina; Flowers, Alonzo M.It has been our pleasure as a team of CEDER editors and reviewers at Texas A&M University-Corpus Christi, a designated Hispanic-Serving Institution, to first make this call and now humbly present the body of work produced by Las voces nuevas. The scholarship that moved us initially was a body of dissertations produced by our own Latina doctoral students, all of whom live, work, and lead in public schools in the Rio Grande Valley, serving majority Latina/o students living in poverty. Being incredibly honored to call them our colleagues, as well as inspired by and in awe of the enormity of their work and impact on students in the border region, we not only felt their struggles and heard their pain as they lead in their current roles but were implored to illuminate their work. Their studies are based on numerous pláticas (Guajardo & Guajardo, 2013) with and testimonios (Beverly, 2005) of Latina leaders from South Texas, as well as several studies specifically from the geographic border region of Texas and Mexico. Yet, we were impassioned to further broaden the call, inviting voces nuevas from across the country. We are incredibly pleased to include this cacophony of new scholars’ voices. As noted by Martinez and Mendez-Morse (2021), the field is overdue in welcoming and embracing the insight, passions, and perspectives of Latina leaders, which must be unearthed from unpublished dissertations and laid bare on the landscape of this critical transformative period in education.Item Literacy coaching: Research & practice(CEDER, Texas A&M University-Corpus Christi, 2009) Cassidy, Jack; Garrett, Sherrye; Sailors, Misty; Inman, Alissa; Maxfield, Paul; Patchett, Connie; Shanklin, NancyThe chapters in this volume are based on presentations from the First National Literacy Coaching Summit held at Texas A&M University-Corpus Christi on April 3 and 4, 2009. The conference drew more than 400 participants from 21 states, the Virgin Islands, Canada, and Washington, D.C. Keynote speakers included Dr. Nancy Shanklin of the University of Colorado, then-head of the Literacy Coaching Clearinghouse; Dr. Rita Bean of the University of Pittsburgh, a longtime researcher on the role of the reading specialist/literacy professional; Dr. MaryEllen Vogt of California State University Long Beach, an expert on teaching English language learners; and Gary Soto, a noted children’s author. Literacy coaching has been a hot topic in the field for most of the past decade (Cassidy & Cassidy, 2009-10). A literacy coach should be a well-qualified and highly-regarded classroom teacher with advanced training in literacy. Ideally, the literacy coach is assigned to one school and primarily works as a staff developer. However, the International Reading Association recognized the “changing roles … and variety of new titles, such as reading coach and literacy coach, and …the variability in the job descriptions for these coaches” (2004, p. 2). Chapters included in this book represent both research and practice in the field of literacy coaching. The 26 authors hail from 10 different states. These chapter authors are both school-based and university-based professionals. Each of the articles was blindly peer reviewed by at least two literacy professionals. Like the authors, Jack Cassidy & Sherrye Dee Garrett, these peer reviewers were both school-based and university based and came from ten different states. The first chapter introduces the major coaching themes and research presented in this book. The second chapter provides an overview provides an overview of the history and precursors of current literacy coaching. The next five chapters represent some of the research conducted on literacy coaching. Nancy Shanklin’s article begins the research section, and it highlights some of the most significant research on literacy coaching. The second section of the book focuses on specific practices associated with literacy coaching. This chapter opens with a piece by Rita Bean, delineating five lessons from her years working with and observing literacy coaching in schools. The remaining five chapters address specific programs and strategies that have proven effective.Item A mixed methods evaluation of an integrated primary and behavioral health training program for counseling students(2022-05-19) Watson, Joshua; Lenz, AlanBehavioral health provider shortages continue to grow in the United States, with the need for related services increasing as the SARS-COVID-19 pandemic persists. The implementation of integrated primary and behavioral healthcare (IPBH) practices represents one viable approach to leverage existing resources and maximize the potential for client outcomes; however, best practices for counselors within an IPBH paradigm remain unclear. We report the findings of a mixed method evaluation of an IPBH training program with 45 (36 females; 9 males; Mage = 31.65) professional counseling students who predominately identified with ethnic minority identities (55%), urban residences (66%), and disadvantaged backgrounds (44%). We detected statistically and practically significant changes in self-efficacy (p = .01, d = .55) and interprofessional valuing and socialization (p < .01, d = .76), but mixed findings for variables associated with multicultural competence. Stakeholder interviews and document analysis identified four key facilitators (Financial Support; Facilitated Engagement; Witnessing Collaboration; Holistic Representation of Clients and Client Care) and four barriers (Awareness Raising and Recruitment; Logistics and Coordination; Inconsistent Culture of IPBH; Momentum Maintenance) to program success.