Joseph P Robinson
Datos Biográficos
| ID | 5140660 |
|---|---|
| NOMBRE | Joseph P Robinson |
| NOMBRES | Joseph P |
| APELLIDO | Robinson |
| FIRMA | ROBINSON J P |
| AFILIACIONES | Joseph P. Robinson and Dorothy L. Espelage are with the Department of Educational Psychology, University of Illinois at Urbana-Champaign. |
| ORCID | 0000-0001-7699-2104 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 6 |
| TOTAL DE CITAS | 160 |
| TOTAL COMO AUTOR | 6 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2006 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2013 |
| ÍNDICE H | 5 |
Peer Victimization and Sexual Risk Differences Between Lesbian, Gay, Bisexual, Transgender, or Questioning and Nontransgender Heterosexual Youths in Grades 7–12
Objectives. Before and after accounting for peer victimization, we estimated sexual risk disparities between students who self-identified as lesbian, gay, bisexual, transgender, or questioning (LGBTQ) and students who self-identified as nontransgender heterosexual. Methods. Students in grades 7 through 12 in Dane County, Wisconsin, were given the Web-administered Dane County Youth Assessment. One set of analyses was based on a sample that include…
Bullying Explains Only Part of LGBTQ–Heterosexual Risk Disparities
Students who identify as lesbian, gay, bisexual, transgender, and questioning (LGBTQ) experience higher rates of victimization by bullying than do their heterosexual-identified peers. In this article, we investigate the extent to which this difference in rates of victimization can explain LGBTQ youths’ greater rates of suicidal ideation, suicide attempts, and unexcused absences from school. Our sample consisted of 11,337 students in Grades 7 thro…
Inequities in Educational and Psychological Outcomes Between LGBTQ and Straight Students in Middle and High School
This study finds that, compared with straight-identified youth, youth who identify as lesbian, gay, bisexual, transgender, or questioning (LGBTQ) are at greater risk of suicidal thoughts, suicide attempts, victimization by peers, and elevated levels of unexcused absences from school. Results disaggregated by LGBTQ subgroups reveal heterogeneity within the broad LGBTQ group, with bisexual youth appearing to be particularly at risk. Also, although …
The Development of Gender Achievement Gaps in Mathematics and Reading During Elementary and Middle School
Using K–8 national longitudinal data, the authors investigate males’ and females’ achievement in math and reading, including when gender gaps first appear, whether the appearance of gaps depends on the metric used, and where on the achievement distribution gaps are most prevalent. Additionally, teachers’ assessments of males and females are compared. The authors find no math gender gap in kindergarten, except at the top of the distribution; howev…
The Effects of Test Translation on Young English Learners’ Mathematics Performance
Using a nationally representative sample of kindergarteners and first graders, this study asks if native-language test translations help English language learners (ELLs) demonstrate their mathematics skills. ELLs frequently encounter testing hurdles because they are not proficient in English, the predominant language of assessments. Low scores on these assessments can limit ELLs’ academic opportunities through inappropriate track placements and d…
Oh, Won't You Stay
The No Child Left Behind Act of 2001 requires that every classroom be staffed with a "qualified teacher." A growing literature is focusing on what causes teachers to leave their jobs and/or the teaching occupation, rather than solely on factors influencing teacher recruitment. This article uses nationally representative data from the 1999-2000 Schools and Staffing Survey to address teacher attrition in a multilevel analytic framework, accounting …
Inequities in Educational and Psychological Outcomes Between LGBTQ and Straight Students in Middle and High School
This study finds that, compared with straight-identified youth, youth who identify as lesbian, gay, bisexual, transgender, or questioning (LGBTQ) are at greater risk of suicidal thoughts, suicide attempts, victimization by peers, and elevated levels of unexcused absences from school. Results disaggregated by LGBTQ subgroups reveal heterogeneity within the broad LGBTQ group, with bisexual youth appearing to be particularly at risk. Also, although …
Bullying Explains Only Part of LGBTQ–Heterosexual Risk Disparities
Students who identify as lesbian, gay, bisexual, transgender, and questioning (LGBTQ) experience higher rates of victimization by bullying than do their heterosexual-identified peers. In this article, we investigate the extent to which this difference in rates of victimization can explain LGBTQ youths’ greater rates of suicidal ideation, suicide attempts, and unexcused absences from school. Our sample consisted of 11,337 students in Grades 7 thro…
The Development of Gender Achievement Gaps in Mathematics and Reading During Elementary and Middle School
Using K–8 national longitudinal data, the authors investigate males’ and females’ achievement in math and reading, including when gender gaps first appear, whether the appearance of gaps depends on the metric used, and where on the achievement distribution gaps are most prevalent. Additionally, teachers’ assessments of males and females are compared. The authors find no math gender gap in kindergarten, except at the top of the distribution; howev…
Oh, Won't You Stay
The No Child Left Behind Act of 2001 requires that every classroom be staffed with a "qualified teacher." A growing literature is focusing on what causes teachers to leave their jobs and/or the teaching occupation, rather than solely on factors influencing teacher recruitment. This article uses nationally representative data from the 1999-2000 Schools and Staffing Survey to address teacher attrition in a multilevel analytic framework, accounting …
Peer Victimization and Sexual Risk Differences Between Lesbian, Gay, Bisexual, Transgender, or Questioning and Nontransgender Heterosexual Youths in Grades 7–12
Objectives. Before and after accounting for peer victimization, we estimated sexual risk disparities between students who self-identified as lesbian, gay, bisexual, transgender, or questioning (LGBTQ) and students who self-identified as nontransgender heterosexual. Methods. Students in grades 7 through 12 in Dane County, Wisconsin, were given the Web-administered Dane County Youth Assessment. One set of analyses was based on a sample that include…
The Effects of Test Translation on Young English Learners’ Mathematics Performance
Using a nationally representative sample of kindergarteners and first graders, this study asks if native-language test translations help English language learners (ELLs) demonstrate their mathematics skills. ELLs frequently encounter testing hurdles because they are not proficient in English, the predominant language of assessments. Low scores on these assessments can limit ELLs’ academic opportunities through inappropriate track placements and d…
Oh, Won't You Stay
The No Child Left Behind Act of 2001 requires that every classroom be staffed with a "qualified teacher." A growing literature is focusing on what causes teachers to leave their jobs and/or the teaching occupation, rather than solely on factors influencing teacher recruitment. This article uses nationally representative data from the 1999-2000 Schools and Staffing Survey to address teacher attrition in a multilevel analytic framework, accounting …
The Effects of Test Translation on Young English Learners’ Mathematics Performance
Using a nationally representative sample of kindergarteners and first graders, this study asks if native-language test translations help English language learners (ELLs) demonstrate their mathematics skills. ELLs frequently encounter testing hurdles because they are not proficient in English, the predominant language of assessments. Low scores on these assessments can limit ELLs’ academic opportunities through inappropriate track placements and d…
Inequities in Educational and Psychological Outcomes Between LGBTQ and Straight Students in Middle and High School
This study finds that, compared with straight-identified youth, youth who identify as lesbian, gay, bisexual, transgender, or questioning (LGBTQ) are at greater risk of suicidal thoughts, suicide attempts, victimization by peers, and elevated levels of unexcused absences from school. Results disaggregated by LGBTQ subgroups reveal heterogeneity within the broad LGBTQ group, with bisexual youth appearing to be particularly at risk. Also, although …
The Development of Gender Achievement Gaps in Mathematics and Reading During Elementary and Middle School
Using K–8 national longitudinal data, the authors investigate males’ and females’ achievement in math and reading, including when gender gaps first appear, whether the appearance of gaps depends on the metric used, and where on the achievement distribution gaps are most prevalent. Additionally, teachers’ assessments of males and females are compared. The authors find no math gender gap in kindergarten, except at the top of the distribution; howev…
Bullying Explains Only Part of LGBTQ–Heterosexual Risk Disparities
Students who identify as lesbian, gay, bisexual, transgender, and questioning (LGBTQ) experience higher rates of victimization by bullying than do their heterosexual-identified peers. In this article, we investigate the extent to which this difference in rates of victimization can explain LGBTQ youths’ greater rates of suicidal ideation, suicide attempts, and unexcused absences from school. Our sample consisted of 11,337 students in Grades 7 thro…
Peer Victimization and Sexual Risk Differences Between Lesbian, Gay, Bisexual, Transgender, or Questioning and Nontransgender Heterosexual Youths in Grades 7–12
Objectives. Before and after accounting for peer victimization, we estimated sexual risk disparities between students who self-identified as lesbian, gay, bisexual, transgender, or questioning (LGBTQ) and students who self-identified as nontransgender heterosexual. Methods. Students in grades 7 through 12 in Dane County, Wisconsin, were given the Web-administered Dane County Youth Assessment. One set of analyses was based on a sample that include…
Psychology (6 obras) · Clinical Psychology (3 obras) · Developmental psychology (3 obras) · Lesbian (3 obras) · LGBTQ Health, Identity, and Policy (3 obras) · Mathematics education (3 obras) · Medicine (3 obras) · School Choice and Performance (3 obras) · Transgender (3 obras) · Bullying, Victimization, and Aggression (2 obras)