School Psychology Program Research Labs and Facilities
Student Initiated Research Lab
Dr. Stage’s research laboratory was started through student-initiated research interests that included a wide range of topics pertinent to school-aged children and adolescents at-risk for exposure to excessive disciplinary practices, social alienation, segregated school education, unreliable or invalid assessment practices, and academic and/or behavioral interventions for students with disabilities.
What the students have studied:
• The effect of accommodations for students with disabilities on grades and state-mandated tests
•Racial disparities in exclusionary discipline and college readiness at the school level
•What determines the time spent in an alternative school for students with disabilities?
•The validity of office discipline referrals using Poisson-based data analysis
•The treatment mechanism of the Check, Connect & Expect school-wide behavior intervention
•Peers’ cognitive attributions and empathy towards students with an autistic spectrum disorder
•The construct validity of some typical measures of autism; or, “I know it, when I see it”
Educational Research and Partnerships for Academic Success
Through research and service, John Begeny and his team aim to advance educational equity both nationally and internationally, particularly by improving academic outcomes for children and adolescents. Their work is mainly designed to support the educators who routinely interact with children and adolescents. In nearly all cases, their projects involve collaborative partnerships with schools, parents/caregivers, educational nonprofit organizations, and other community members who seek to improve educational equity. This website provides more detail about their work, team members, and reasons for wanting to engage in projects that fight against oppressive systems.
Social and Academic Well-Being and Family Alliance Lab
Dr. Norwalk is currently working on two primary areas of research. The first focuses on ways in which teachers can support their students' social and academic well-being through knowledge of classroom social dynamics. This includes being knowledgeable about students' social roles (e.g., bully, victim) and social status (e.g., rejected, isolated, popular), and understanding how to use this information to create a more inclusive classroom environment. The second area focuses on improving educational outcomes for children and youth in foster care, particularly those that have disabilities. This work has been supported by the Center for Family and Community Engagement at NC State, the NC Department of Social Services, and the Foster Family Alliance of NC.
The main facilities of the NC State School Psychology Program are located in Rooms 634 and 612 of Poe Hall. Poe 634 serves multiple functions for faculty and students associated with the program. It serves as a common classroom and location for core school psychology faculty meetings, and where graduate students meet for research meetings.
Poe 612 is where the Psychoeducational Clinic is housed and is composed of a waiting room for parents and clients, a front office for clinic teaching assistants who provide scheduling and intake services as well as clinical services. There is also a family therapy room with a large play space and a table to meet with families. There are two clinicians’ rooms for assessment and therapy and three offices where the licensed psychologists or associates provide services and supervision.