Elizabeth Villares
Biographic Data
| ID | 1381309 |
|---|---|
| NAME | Elizabeth Villares |
| GIVEN NAMES | Elizabeth |
| FAMILY NAME | Villares |
| SIGNATURE | VILLARES E |
| AFFILIATIONS | Florida Atlantic University |
| ORCID | 0000-0002-1897-4335 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 1 |
A Randomized Control Trial of Elementary Teachers’ Perceptions of School Counselor Impact
The purpose of this study was to determine if 5th grade teachers’ perceptions of the school counselor’s impact (SCI) would differ from those of classroom teachers who did not collaborate with a school counselor to deliver the Student Success Skills (SSS) classroom program. Teachers (N = 234) from two large school districts in Florida participated in a randomized control trial. The teachers completed the SCI scale of the Teacher My Class Inventory…
Effects of the Girl Squad Curriculum on Grade 5 Females' Transition to Middle School
The study measured the impact of a gender-specific school counseling curriculum, Girl Squad (GS), on Grade 5 females' (n = 151) perceptions of relational aggressive, prosocial behaviors, and connectedness. Results from an analysis of covariance revealed participants in the treatment group (n = 85) who received the GS curriculum perceived less relational aggression after participation when compared to the comparison group (n = 66) who did not rece…
Updating the School Counseling Research Agenda
The authors updated an earlier Delphi study identifying the research priorities for school counseling (Dimmitt et al., ). A 29-member expert panel selected research questions from the prior study, generated new questions, and rank ordered the combined set. The results provide guidance for prioritizing dissertation topics, targeting future research, and focusing the scholarly efforts of counselor educators
Multilevel Confirmatory Factor Analysis of the Teacher My Class Inventory–Short Form
Researchers analyzed data from elementary teachers (N = 233) to further establish the psychometric soundness of the Teacher My Class Inventory–Short Form. Supporting previous psychometric research, confirmatory factor analyses findings supported the factorial validity of the hypothesized five-factor solution. Internal reliability estimates were satisfactory for an attitudinal measure. Implications for practice are briefly discussed
The Effect of a Student Achievement Curriculum on Grade 9 Completion Rate and Student Engagement
Data collected in a quasi-experimental, pre–posttest design study from Grade 9 students (N = 197) was used to evaluate the impact of the evidence-based student success skills classroom program on Grade 9 completion rate and student engagement. Results from analyses of covariance revealed there was a statistically significant difference at posttest on Grade 9 completion rate between students who participated in the intervention (n = 98) as compare…
Psychometric Properties and Confirmatory Factor Analysis of the Student Engagement in School Success Skills
This article describes the confirmatory factor analysis of the Student Engagement in School Success Skills (SESSS) instrument. The results of this study confirm that the SESSS has potential to be a useful self-report measure of elementary students’ use of strategies and skills associated with enhanced academic learning and achievement
Development of an Instrument to Measure Student Use of Academic Success Skills
This article describes the development of the Student Engagement in School Success Skills instrument including item development and exploratory factor analysis. The instrument was developed to measure student use of the skills and strategies identified as most critical for long-term school success that are typically taught by school counselors
The Impact of Student Success Skills on Standardized Test Scores
This meta-analysis investigates the practical significance of the Student Success Skills (SSS) program on student achievement. Each study involved the SSS intervention, math and reading scores, at least one treatment and comparison group, and a certified school counselor. The sample involved students (n = 1,279) in Grades 4, 5, 6, 8, and 9. Overall effect sizes for math (.41), reading (.17), and the SSS program (.29) were determined. New guidelin…
Closing the Achievement Gap of Latina/Latino Students
This article addresses the achievement gap of Latina/Latino students and evaluates the impact of a Spanish culturally translated classroom program, delivered by bilingual/bicultural school counselors in five 45-min lessons and three booster lessons. Latina/o limited English proficient (LEP) students in Grades 4 and 5 from three schools were assigned to treatment (n = 62) and comparison (n = 94) groups. A quasi-experimental, nonequivalent control …
Development of an Instrument to Measure Student Use of Academic Success Skills
This article describes the development of the Student Engagement in School Success Skills instrument including item development and exploratory factor analysis. The instrument was developed to measure student use of the skills and strategies identified as most critical for long-term school success that are typically taught by school counselors
Closing the Achievement Gap of Latina/Latino Students
This article addresses the achievement gap of Latina/Latino students and evaluates the impact of a Spanish culturally translated classroom program, delivered by bilingual/bicultural school counselors in five 45-min lessons and three booster lessons. Latina/o limited English proficient (LEP) students in Grades 4 and 5 from three schools were assigned to treatment (n = 62) and comparison (n = 94) groups. A quasi-experimental, nonequivalent control …
The Impact of Student Success Skills on Standardized Test Scores
This meta-analysis investigates the practical significance of the Student Success Skills (SSS) program on student achievement. Each study involved the SSS intervention, math and reading scores, at least one treatment and comparison group, and a certified school counselor. The sample involved students (n = 1,279) in Grades 4, 5, 6, 8, and 9. Overall effect sizes for math (.41), reading (.17), and the SSS program (.29) were determined. New guidelin…
Development of an Instrument to Measure Student Use of Academic Success Skills
This article describes the development of the Student Engagement in School Success Skills instrument including item development and exploratory factor analysis. The instrument was developed to measure student use of the skills and strategies identified as most critical for long-term school success that are typically taught by school counselors
Psychometric Properties and Confirmatory Factor Analysis of the Student Engagement in School Success Skills
This article describes the confirmatory factor analysis of the Student Engagement in School Success Skills (SESSS) instrument. The results of this study confirm that the SESSS has potential to be a useful self-report measure of elementary students’ use of strategies and skills associated with enhanced academic learning and achievement
The Effect of a Student Achievement Curriculum on Grade 9 Completion Rate and Student Engagement
Data collected in a quasi-experimental, pre–posttest design study from Grade 9 students (N = 197) was used to evaluate the impact of the evidence-based student success skills classroom program on Grade 9 completion rate and student engagement. Results from analyses of covariance revealed there was a statistically significant difference at posttest on Grade 9 completion rate between students who participated in the intervention (n = 98) as compare…
Multilevel Confirmatory Factor Analysis of the Teacher My Class Inventory–Short Form
Researchers analyzed data from elementary teachers (N = 233) to further establish the psychometric soundness of the Teacher My Class Inventory–Short Form. Supporting previous psychometric research, confirmatory factor analyses findings supported the factorial validity of the hypothesized five-factor solution. Internal reliability estimates were satisfactory for an attitudinal measure. Implications for practice are briefly discussed
Effects of the Girl Squad Curriculum on Grade 5 Females' Transition to Middle School
The study measured the impact of a gender-specific school counseling curriculum, Girl Squad (GS), on Grade 5 females' (n = 151) perceptions of relational aggressive, prosocial behaviors, and connectedness. Results from an analysis of covariance revealed participants in the treatment group (n = 85) who received the GS curriculum perceived less relational aggression after participation when compared to the comparison group (n = 66) who did not rece…
Updating the School Counseling Research Agenda
The authors updated an earlier Delphi study identifying the research priorities for school counseling (Dimmitt et al., ). A 29-member expert panel selected research questions from the prior study, generated new questions, and rank ordered the combined set. The results provide guidance for prioritizing dissertation topics, targeting future research, and focusing the scholarly efforts of counselor educators
A Randomized Control Trial of Elementary Teachers’ Perceptions of School Counselor Impact
The purpose of this study was to determine if 5th grade teachers’ perceptions of the school counselor’s impact (SCI) would differ from those of classroom teachers who did not collaborate with a school counselor to deliver the Student Success Skills (SSS) classroom program. Teachers (N = 234) from two large school districts in Florida participated in a randomized control trial. The teachers completed the SCI scale of the Teacher My Class Inventory…
Psychology (9 works) · Mathematics education (6 works) · Medical education (6 works) · Medicine (6 works) · Early Childhood Education and Development (5 works) · Educational and Psychological Assessments (5 works) · Academic achievement (4 works) · Developmental psychology (4 works) · Parental Involvement in Education (4 works) · Intervention (counseling (3 works)