Afternoon Keynote: Pennsylvania Gun Policies and Nationwide Comparison

Allison Anderman became the managing attorney at Giffords Law Center in April 2017, where one of her primary focuses is partnering with cities and counties around the country to improve local gun laws. A leading expert on firearms policy and legislation, Allison frequently speaks at conferences and events around the country and has analyzed and debated gun laws on CNN, HuffPost Live, and other news programs. Allison’s radio appearances include national NPR, KQED in San Francisco, KCRW in Los Angeles, and many other regional stations. She has been quoted extensively in the press, including by the New York Times, the Los Angeles Times, Newsweek, the Guardian, and many others

Adolescent Development for Educators

Designed for both undergraduate and masters-level adolescent development courses. Also appropriate for educational psychology courses for teachers training to teach at the secondary school level. This package includes the loose-leaf version and MyEducationLab® with Enhanced Pearson eText. An adolescent development text written for educators. The existing textbooks on adolescent development are predominantly written for undergraduate psychology majors and have little to say about what the theories and research mean for teachers in schools working with adolescent students. The key feature that guided the development of this book and that sets it apart from other textbooks on adolescent development is the focus on application of concepts to educational settings and the practical implications for teachers.https://scholarcommons.scu.edu/faculty_books/1222/thumbnail.jp

Relations of Perceived Social Efficacy and Social Goal Pursuit to Self-Efficacy for Academic Work

Successful functioning in a classroom setting requires students to interact effectively and form positive social relationships both with teachers and peers. Self-efficacy for success in schoolwork, therefore, should depend in part on students' perceptions of their social efficacy and on their endorsement of goals to be responsible class members and to form intimate peer relationships. Survey data from 753 fifth-grade students indicated that girls felt more efficacious in their interactions with their teachers and endorsed both responsibility and intimacy goals more strongly than did boys. No gender difference was found for social efficacy with peers. Hierarchical regression analysis indicated that students' perceptions of their social efficacy both with teacher and peers and their endorsement of responsibility goals were related significantly to their academic efficacy after accounting for prior achievement and gender These findings indicated that such social perceptions are important for students'academic progress and that teachers should pay serious attention to students'social relationships in the classroom.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/67648/2/10.1177_0272431697017002001.pd

Social Goals, Academic Goals, and Avoiding Seeking Help in the Classroom

Why do some students avoid seeking help with their class work when it is needed? Investigated in this study were the relations between early adolescents' academic and social goals and reports of avoiding help-seeking and perceiving that help-seeking is a threat to self-worth. Surveys were administered to 443 fifth graders in 12 elementary schools. Being oriented to demonstrating ability (relative ability goals) and wanting to be associated with the popular group (social status goals) were related positively to perceiving threat and avoiding help-seeking. Being oriented to developing ability (task-focused goals) was related negatively to perceiving threat and avoiding help-seeking. Wanting to form positive relationships with peers (intimacy goals) was related negatively to avoiding help-seeking. There was a significant Grade Point Average x Relative Ability Goals interaction, indicating that lower-achieving students with relative ability goals were more likely to avoid help-seeking than were higher-achieving students.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/67832/2/10.1177_0272431697017002003.pd