Carol L. Barry

TL;DR: The authors argue that professional development generally, and professional learning communities in particular, would benefit from the insights gleaned from the extensive literature on teacher expertise that focuses on how well teachers understand the content they teach and how well they understand how students learn that content.

TL;DR: This paper reviewed the literature to understand how various contexts (social, school, family, student) shape high school counselor interactions with students as they work to improve post-secondary outcomes of college access and enrollment.

TL;DR: In this paper, the authors investigated the measurement invariance of a particular measure of achievement goal orientation, the modified Achievement Goal Questionnaire (AGQ-M), across African American and white university students.

TL;DR: In this article, two studies were conducted to examine validity evidence for the College Self-Efficacy Inventory, by investigating dimensionality and theoretically based relationships with external criteria, and they concluded that the validity of the self-evaluation test was questionable.

TL;DR: This paper examined change in test-taking effort over the course of a three-hour, five test, low-stakes testing session and found significant variability in effort for each of the five tests, which could be predicted from examinees' conscientiousness, agreeableness, mastery approach goal orientation, and whether the examinee “skipped or attended the initial testing session.