Student and Faculty Publications
|Dr. Yi Ding|
Dr. Chun Zhang and Dr. Yi Ding, with co-authors, published an article, "A comparison of multiplication strategic development in low-achieving, average-achieving, and high-achieving students," in the European Journal of Psychology of Education.
In press with Training and Education in Professional Psychology are study results co-authored by Counseling Psychology student Emma Fialkov, Dr. Margo Jackson and Dr. Mitch Rabinowitz called "Effects of experience and surface-level distraction on ability to perceive ethical issues."
Dr. Margo Jackson published "Counseling older victims of ageism in the workplace" in Encyclopedia of Social Work (Oxford Press).
The results of Educational Psychology alum Dr. Allison (Crerar) Johnson's dissertation are in press, co-authored with Dr. Margo Jackson, Dr. Ed Selby, and Dr. John Houtz. The dissertation is titled "Predicting career interests from problem-solving style with high school students" in the International Journal for Talent Development and Creativity.
Alum, Student, and Faculty Presentations
|Dr. Akane Zusho|
- Investigating the addition of social goals within achievement goal theory, (Division 15)
- Causal attributions: Examining the CDS-II and the impact of attributions on achievement behaviors, ( Division 16)
Dr. Akane Zusho has also been asked to deliver the keynote address at an upcoming conference "Engaging the extremes in the 21st Century: Supporting the motivation and learning of all students" at the the IAFOR North American Conference on Psychology and the Behavioral Sciences in Providence, RI.
|Dr. Amelio D'Onofrio|
Congratulations to Counseling Psychology doctoral students Jane Berkman, Emma Fialkov, Josh Henderson, and Jason Reynolds, who are the recipients of the 2014 HRSA Structured Interventions Program (SIP) Grant!
In addition to receiving specialized training by Dr. Amelio D’Onofrio in the treatment of trauma in the child and adolescent population, the grantees will, in teams of two, be assigned to two inner-city schools in partnership with Fordham's Center for Educational Partnerships where they will implement an assessment and treatment protocol developed by the SIP team.