Browsing by Subject "Alliance"
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Item Classroom working alliance for students with disabilities : differences between special education and general education teachers and association with student engagement(2020-08-13) McClelland, Amanda Marie; Toste, Jessica; Peng, Peng; Sandbank, Micheal; Knowles, ChristenStudents with disabilities (SWD) are at risk for a multitude of negative outcomes including academic failure, behavioral difficulties, and incarceration (e.g., National Center for Learning Disabilities, 2014; Rudasill et al., 2010). Students work throughout their day with both special and general education teachers to support their school progress. Upon entering middle school, additional challenges come in terms of developmental changes as well as changes in the school setting/dynamic, which can be very difficult for students. Positive relationships with teachers may help mitigate some of the risks that these students face (e.g., Hamre & Pianta, 2001). Positive teacher-student relationships (TSR) have been defined as high ratings of closeness and low ratings of conflict and have been associated with increased academics, and engagement (Murray & Zvoch, 2011; Spilt et al., 2012). Students that are more engaged show increases in academic achievement, social skills, behavior, and school success for both SWD and typically-developing students. At the same time, some studies have used measures to extend TSR to include the collaboration between teachers and students, called alliance (e.g., Heath et al., 2007; Rogers et al., 2015). Studies have shown associations between alliance and engagement for SWD from first through sixth grade (Knowles, 2017). The present study extended current research to identify the following: (a) Do student ratings of their classroom working alliance with teachers differ between their special education and general education teachers? (b) Do student ratings of classroom engagement differ between their special education and general education teachers? (c) Are student ratings of classroom working alliance differentially associated with engagement for special education or general education teachers? (d) Are the magnitudes of the relations between student ratings of alliance and engagement different for special education and general education teachers? These questions were addressed by recruiting 20 SWD in middle schools. Individual sessions were held with student and they answered surveys about their special and general education teachers. Results showed that students had higher levels of alliance and engagement with their special education teacher than their general education teacher. Significant differences were found within Emotional Engagement. Findings from this study show that alliance and engagement are moderately associated for special education teachers, while large, significant associations were found for general education teachers. When examined there were small associations between teachers, though most were non-significant. A better understanding of how relationships work across different teachers could impact the way teachers work and interact with their students and work together within the classroom.Item Controlling the fire : new-left governments and contentious movements in twenty-first century Latin America(2022-02-27) Burt, Thomas; Weyland, Kurt Gerhard; Madrid, Raul; Hunter, Wendy; Brinks, Daniel; Young, MichaelHow did the progressive governments of Latin America’s “pink tide” respond to the pressure of contentious social movements? Whereas the conventional wisdom depicts a “bottom-up” dynamic in which leftist presidents helped radical groups achieve long-term goals, I claim instead that left-wing rulers also employed “top-down” mechanisms to bring these organizations under control. In some cases, governments developed friendly ties with movements, helping them pursue long-sought objectives. In others, however, presidents neglected their demands and subjected groups to tactics of suppression. What explains this variation? I argue that two essential variables shape executive responses to radical mobilization: 1) the levels of compatibility between government and movement objectives; and 2) the degree of power concentration enjoyed by the executive. Based on eight months of field research about the new-left presidencies of the Kirchners in Argentina and Evo Morales in Bolivia, I demonstrate how these two factors conditioned the strategies that “pink-tide” presidents employed to handle the pressure of progressive social movements. Specifically, I argue that the interplay between these variables will produce one of the following results: a) alliance; b) cartelization; c) co-optation; and d) coercion. In considering a breadth of possible outcomes, my explanatory framework captures the varied patterns of government-movement interactions, and presents a novel take on the relationship between these actors during Latin America’s political move to the left.Item Predicting youth mental health treatment dropout : an examination of the role of treatment adherence and therapist competences(2020-03-24) Baker, Nichole; Bearman, Sarah KateDropout from youth mental health services is a significant concern that has been widely studied in the field. Previous research has examined a variety of client factors (age, gender, etc.) and some therapy process factors (perceived burden of treatment, alliance, etc.) that are potentially related to therapy dropout; however, the results are far from conclusive. With data gathered as part of a previous randomized controlled trial, multilevel modelling was used to examine the extent to which child age, race/ethnicity, problem area, income, baseline symptom severity, therapist discipline, and the therapy process factors of therapeutic alliance, adherence, and competence are predictive of dropout. Results indicated that of these factors, only problem area was a significant predictor. Caregiver-rated therapeutic alliance and race/ethnicity also approached significance