Anger Rumination, Stress, and Dangerous Driving Behaviors as Mediators of the Relationship between Multiple Dimensions of Forgiveness and Adverse Driving Outcomes

Motor-Vehicle crashes are the leading cause of death for teens and young adults. Research and public interventions have primarily examined the impact of external factors related to driving; however, less work has examined internal factors. Limited research has shown a negative association between trait forgiveness of others and both driving anger and driving aggression. The current study replicates previous findings and expands to include multiple dimensions of forgiveness and adverse driving outcomes as a dependent variable. It was predicted that multiple dimensions of forgiveness would be directly and indirectly related to adverse driving outcomes through the mediators of anger rumination, stress, and dangerous driving. Undergraduate students (N=759) at a regional university completed a series of self-report questionnaires online examining driving anger, driving aggression, multiple dimensions of forgiveness, adverse driving outcomes, anger rumination, stress, and dangerous driving behaviors. Hierarchical multiple regression analyses were used to replicate previous findings (analysis 1) and multiple serial mediations as expansion (analysis 2). In replication, trait forgiveness of others was shown to have a negative bivariate correlation with driving anger and driving aggression and to be a significant predictor of driving aggression above that of driving anger (analysis 1). Multiple serial mediation demonstrated an indirect only effect of multiple dimensions of forgiveness on adverse driving outcomes through the various mediators (analysis 2); however, varied relationships were observed. As a result, forgiveness of self and of uncontrollable situations demonstrated a significant negative effect on adverse driving outcomes through the various mediators. However, although, forgiveness of others was found to have a significant negative effect through anger rumination and dangerous driving behaviors in serial, it demonstrated a positive effect with stress as a mediator. The results support and replicate previous research and demonstrate a significant indirect only effect of multiple dimensions of forgiveness on adverse driving outcomes through the current mediators. The relationships were varied, however. Therefore, multiple dimensions of forgiveness continue to be meaningful variables related to driving anger, driving aggression, and adverse driving outcomes

THE NATIONAL BOARD CERTIFICATION PROCESS AS PROFESSIONAL DEVELOPMENT: PERCEPTIONS ABOUT THE IMPACT THAT CHARACTERISTICS OF THE PROCESS HAD ON PROFESSIONAL GROWTH

Professional development is used by teachers to improve their teaching to enhance student learning, and research indicates that the National Board Certification (NBC) process contains high-quality professional development characteristics. Engagement in the NBC process can lead to professional growth by changing teachers’ knowledge, instructional practices, and students’ learning. This quantitative study investigated the extent to which characteristics of the NBC process influenced National Board Certified Teachers’ (NBCTs) professional growth. Using an online survey, the study collected responses from 119 NBCTs who participated in a specific NBC support program. Key findings included that all 20 high-quality professional development characteristics investigated had a perceived positive influence on professional growth, with some notable differences. The characteristics involving individual analysis of student work and teaching videos along with reflection were perceived to be most important, while those centering on collaboration with other candidates were perceived as less important. Second, characteristics that had the greatest perceived impact were those that focused on changing pedagogy rather than increasing content knowledge. Furthermore, a significant relationship was found between the perceived importance of duration in the experience and the length of time the candidate was in the process: NBCTs who achieved in one year, as compared to NBCTs who achieved in two or three years, had statistically significant lower ratings on the influence that the duration had on their professional growth. Additionally, those who engaged in the process for financial reasons, as compared to professional growth, had a lower rating of perceived importance when all characteristics were combined

Teacher Evaluation: Artifacts that Document How the Work of the Teacher Results in Student Academic Progress

Developed by the Virginia Department of Education, the Virginia Standards for the Professional Practice of Teachers (2011) includes seven teacher performance standards that define what teachers should know and be able to do. The seven performance standards cover professional knowledge, instructional planning, instructional delivery, assessment of and for student learning, learning environment, professionalism, and student academic progress. The Code of Virginia requires that teacher evaluation systems be consistent with the performance standards, and thus the Virginia Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers (Guidelines) (2011), which becomes effective July 1, 2012, serves as a guide for school divisions as they develop and implement teacher evaluation systems