Papers by Sumita Chakraborti-Ghosh
Inclusion, Equity and Access for Individuals with Disabilities, 2019
Strength-Based Instruction (SBI) is a systematic approach to instruction with a primary focus on ... more Strength-Based Instruction (SBI) is a systematic approach to instruction with a primary focus on a child’s strength. The purpose of this chapter is to introduce an instructional training model that focuses on the identification of a child’s strength (Chakraborti-Ghosh 2013). This training model has been used with a high school freshman to improve her academic performances in English. A quantitative methodology using single-subject design was used. The description of this model will highlight the step-by-step guidelines for SBI to prepare all educators, administrators, and parents to be part of this intervention and instructional process for a better outcome of students, teachers, and schools. An example of evidence-based practice using single-subject design across the settings is also discussed in the chapter.
International Journal of …, 2010
This paper presents cross-cultural comparisons on definitions, prevalence, and outcomes of studen... more This paper presents cross-cultural comparisons on definitions, prevalence, and outcomes of students with emotional-behavior disorders (EBD). In addition, the paper addresses the concern of disproportionality and the need for teachers of students with behavior problems to be culturally responsive to perceived inappropriate behaviors. A review of literature revealed that most Western countries recognize EBD as a disability and provide special services to students with this label, while developing countries continue to be more likely to address more visible disabilities. The review of literature modestly suggests that (1) labeling results in appropriate intervention, positive outcomes, and accountability data, (2) teachers must recognize how their beliefs on behavior are mediated by a number of factors (including ethnicity, socioeconomic status, and gender), (3) inclusive practices must be implemented responsibly in the context of high accountability reform, and (4) preventive approaches to EBD must begin early in the classroom with culturally competent teachers. Cross-cultural comparisons on emotional-behavior disorders (EBD) have remained scarce over the past decade; however, such research could broaden our understanding of how vastly different behavior is perceived and addressed in various cultures. In the United States where cultural diversity is a norm, it is also important to determine if and to what extent strides have been made toward cultural competence. Research indicates that in the United States, there is an ongoing concern regarding the over-identification of students with EBD from diverse backgrounds, particularly African American students (U.S. Department of Education, 2005). In order to understand how to address behavior, and thus EBD, in the context of culturally diverse classrooms, it is necessary to investigate how various countries and cultures define, perceive, and provide services for students with EBD worldwide. The past decade has prompted attention to global inclusive movements in education (Clough, Garner, Pardeck, & Yuen, 2005), proactive positive approaches toward behavior interventions, collaboration in comprehensive programming, and an urgent call to address disproportionality among students with EBD (
Global Journal of Human-Social Science Research, 2016
The purpose of this study was to investigate the possibility of meeting the needs of Taiwanese te... more The purpose of this study was to investigate the possibility of meeting the needs of Taiwanese teachers trained at the colleges and universities in Taiwan. This study combined both qualitative and quantitative methods, using a narrative case study methodology and survey questionnaire. This paper only presents the quantitative results to maintain the interest of target audience..
The purpose of this study was to explore the perceptions, identification and treatment of student... more The purpose of this study was to explore the perceptions, identification and treatment of students with behavior problems or disorders in India and the United States. Participants in the study were students and teachers in the United States and India. A qualitative approach included in-depth interviews and participant observations. These were conducted in classrooms both in India and the United States with teachers, students, and their parents/guardians. Data analysis reflected ongoing reflective journals, audio and video recordings, still photographs, and collections of ethnographic information which were gathered during interviews and observations by the researcher. Findings indicated that there were several factors i.e., family backgrounds, socioeconomics, environments, peer influence, cultural practices, societal expectations, and cultural gaps between home and school which influenced teachers’ perceptions and understanding of behavior problems and disorders in the United States...
The purpose of this study was to examine the differences in philosophies and perceptions of inclu... more The purpose of this study was to examine the differences in philosophies and perceptions of inclusive education between teachers in Brazil and teachers in the United States. As part of a study abroad program, a team of university faculty and graduate students from Tennessee traveled to Rio de Janeiro, Brazil, in order to investigate their inclusive educational practices. Mixed-methodology approach was used including analyzing classroom and school observations, teacher and administrator interviews, and analysis of survey questionnaire. The participants were teachers from both private and public schools in the United States and Brazil. Results demonstrated that the Brazilian philosophy of inclusion is not exclusively related to special education and students with disabilities, but encompasses a more democratic ideal for all students, including those with disabilities and those from extreme poverty. Of all the teachers surveyed, the private school teachers in Brazil had the most positi...
Education Sciences, Jul 19, 2016
Perfectionism can influence how one approaches challenges and deals with setbacks, and, consequen... more Perfectionism can influence how one approaches challenges and deals with setbacks, and, consequently, can inhibit or facilitate achievement. The present study (1) explored the relationship between Frost's six dimensions of perfectionism and five types of coping strategies; (2) examined how dimensions of perfectionism predict coping in response to academic stress; and (3) investigated differences between gifted underachievers and other gifted students on perfectionism and coping among 130 American gifted students in grades 6-8. Results of stepwise regression models revealed approach coping was predicted by adaptive perfectionism (Positive Strivings-notably Organization), whereas avoidance coping (Internalizing, Externalizing, and Distancing) was predicted by various combined models. Gifted underachievers displayed lower Positive Strivings perfectionism scores and lower positive coping when compared to achievers. This information is helpful when considering ways to guide gifted students to high levels of academic achievement while utilizing adaptive approaches.
Journal for The Education of The Gifted, 2010
This study investigated the effects of an affective curriculum on multiple dimensions of perfecti... more This study investigated the effects of an affective curriculum on multiple dimensions of perfectionism among middle school (grades 6–8) gifted students. A quasi-experimental nonequivalent control group design was employed; all participants (N = 153) completed pre- and posttests of the Goals and Work Habits Survey. The experimental group received affective curriculum consisting of nine 45–50-minute lessons in a gifted classroom
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Papers by Sumita Chakraborti-Ghosh