June E Gothberg

June E Gothberg
Cornell University | CU · School of Industrial and Labor Relations

Ph.D.

About

34
Publications
13,247
Reads
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209
Citations
Citations since 2016
25 Research Items
200 Citations
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Introduction
My lifelong interest has been improving outcomes for all youth and my research-to-practice interests work towards those ends. Voices must be heard. Unfortunately, research has shown that the voices of marginalized, hard-to-reach, and vulnerable populations often go unheard in evaluation, measurement, and research. When they are heard, often they are the sole focus of a project, "leaving the minority out of majority research" (Gothberg, 2016). I, along with other colleagues have created materials to increase participation through the use of universal design (see Universal Design of Evaluation, Sulewski & Gothberg, 2014; Universal Design of Research, Gothberg & Thurston, 2016; Universal Design of Assessment and the Idea of Fairness in Assessment, Gothberg testimony, 2010).
Additional affiliations
May 2021 - present
Cornell University
Position
  • Senior Extension Associate
Description
  • June Gothberg, Ph.D., is a Senior Associate for Data at the K. Lisa Yang and Hock E. Tan Institute on Employment and Disability (YTI). June currently serves on three projects: (a) lead evaluator for the New York SPDG grant, (b) a technical assistance provider for the New York TAP for Data, and (c) an external evaluator for the National Science Foundations INCLUDES grant TAPDINTO-STEM.
January 2018 - September 2021
Western Michigan University
Position
  • Professor (Assistant)
January 2015 - present
Western Michigan University
Position
  • Principal Investigator
Description
  • Provide technical assistance to SEAs, LEAs, SVRs, and LVRs for implementation, performance, and evaluation of EBPPs to improve education, graduation rates, and effectiveness of rehabilitation services to improve outcomes of students with disabilities.
Education
September 2007 - June 2012
Western Michigan University
Field of study
  • Evaluation Measurement and Research

Publications

Publications (34)
Chapter
Full-text available
Despite legislative initiatives and mandates, numerous studies have shown that student with disabilities have higher dropout rates compared to students without disabilities and the post-school outcomes for students with disabilities lag significantly behind their peers in all outcome areas including postsecondary education, employment, and independ...
Thesis
Full-text available
The purpose of this study was to examine the equivalence or non-inferiority for comparisons of telephone focus group venue to face-to-face focus group venue, Internet video-based focus group venue to face-to-face focus group venue, and Internet video based focus group venue to telephone focus group venue. Research questions examined the equivalence...
Article
Full-text available
As an Asian graduate student and a Native professor at a U.S. Midwestern Predominantly White Institution, we reflected upon Masta’s (2018) article, What the Grandfathers Taught Me: Lessons for an Indian Country Researcher, to examine the decolonizing aspects of autoethnography. Masta’s use of autoethnography to explore her experiences provides a de...
Method
Full-text available
The purpose of this checklist is to provide support for program evaluators who design, develop, implement, and disseminate evaluations. This checklist is designed to assist the evaluator to include all individuals in the evaluation process; people of all ages and all abilities. To do this, evaluators are encouraged to use the seven principles of Un...
Article
Full-text available
More than 20,000 international student-athletes are currently competing at the NCAA level and the numbers are expected to rise (NCAA, 2019), which illustrates the successful combination of higher education and sports in North America since the 1990s (Danylchuk & Grbac, 2016). Some studies have addressed international student-athletes’ experiences a...
Method
Full-text available
The purpose of this checklist is to provide support for program evaluators who design, develop, implement, and disseminate evaluations. The fifth edition brings in an update to include the best practices that have come from adjusting evaluation to virtual environments. This tool is designed to assist the evaluator to include all individuals in the...
Method
Full-text available
A Crosswalk of Universal Design for Assessment and Evaluation used to research the administration of assessments and design of evaluations.
Article
With transition litigation on the rise in recent years, educators need access to current legal trends in special education. Traditionally, educators have been dependent on researchers and attorneys to report on the implications of legal cases to guide the education and services for students with disabilities. In response to this, the Three Dimensio...
Article
Full-text available
Much of education research in recent years has focused on how the bullying and victimization of LGBTQ+ students and youth with disabilities (YWD) can lead to increased challenges and limited opportunities later in life. However, few studies have focused on how bullying and victimization affect students who both have disabilities and identify as LGB...
Article
News of teenager’s death in California shocked the special education community in early December 2018. Despite the Individuals With Disabilities Education Act’s provision for positive behavior supports for students with disabilities, these inidividuals continue to be secluded and restrained at disproportionately higher rates than their nondisabled...
Article
Full-text available
Post-school outcomes are poor for youth with disabilities, in general, but even more discouraging for certain sub-populations of individuals with disabilities, particularly those from culturally and linguistically diverse (CLD) backgrounds. The authors discuss structural inequalities in public schools which potentially contribute to the poorer tran...
Book
Full-text available
This Evaluation Toolkit represents the contributions of several individuals including staff and graduate students at Western Michigan University and the National Technical Assistance Center on Transition (NTACT). These individuals were involved in the conceptualization, development, and review of the Evaluation Toolkit. Without their commitment and...
Chapter
Full-text available
The primary purpose of the Individuals with Disabilities Education Act (IDEA) is to prepare students with disabilities for adulthood. To this end, students with disabilities in public school are entitled to transition planning and services beginning no later than their sixteenth birthday. These coordinated services are intended to increase the succ...
Book
Full-text available
This Facilitator Preparation Manual is adapted from How to Facilitate Groups, published by the National School-to-Work Opportunities Team in the mid-1990s and the National Secondary Transition Technical Assistance Center in the 2000s. We acknowledge that we used much of the STW team’s text, and then enhanced the examples and procedures to align wit...
Data
This project focuses on effective practices shown by empirical research to provide success for students with disabilities as they navigate the numerous transitions that occur from birth to young adulthood. We are studying the ways to bridge the educational divide between settings (pre-K to postsecondary. The work is grounded by evidence based pract...
Data
Growing recognition that youth with disabilities are disproportionally represented in juvenile justice systems around the world and the high rates of recidivism have led the field to examine practices and policies that have the potential to positively impact outcomes. For over two decades, professionals working with the general population of youth...
Chapter
Full-text available
Growing recognition that youth with disabilities are disproportionally represented in juvenile justice systems around the world and the high rates of recidivism have led the field to examine practices and policies that have the potential to positively impact outcomes. For over two decades, professionals working with the general population of youth...
Article
Full-text available
Post-school outcomes are poor for youth with disabilities, in general, but even more discouraging for certain subpopulations of individuals with disabilities, particularly those from culturally and linguistically diverse (CLD) backgrounds. The authors discuss structural inequalities in public schools which potentially contribute to the poorer trans...
Poster
Full-text available
This study focused on five Midwestern states to determine if there are specific state laws that address the attendance of pregnant and parenting students.
Chapter
Full-text available
Attaining successful outcomes in school and life requires a process of supports and individualized learning experiences that begin long before high school graduation. This need for supports and planning early is true for all learners but particularly important for vulnerable populations, such as individuals with disabilities. Individuals with disab...
Book
Full-text available
This toolkit is a practical guide for local educators and leaders who are thinking about, in the process of or looking to improve a transition fair. It provides descriptions of essential components of a transition fair, along with detailed planning tools and resources for implementation.
Book
Full-text available
Over the past three decades, transition practices research has demonstrated that post-school outcomes of students with disabilities improve when educators, families, students, and community members and organizations work together to implement a broad perspective of transition planning, more appropriately referred to as transition-focused education....
Poster
Full-text available
Formulas for writing measurable postsecondary goals and annual IEP goals
Poster
Full-text available
In 2013, CEC released the new Advanced Special Education Transition Specialist competencies replacing the 2009 publication What Every Special Education Must Know: Ethics, Standards, and Guidelines and classifying the Special Education Transition Specialist (SETRS) as an Advanced Level Specialty Set. CEC states these items “have been the knowledge a...
Article
Full-text available
Research indicates a gap in postsecondary readiness; students are exiting high school underprepared. Although much time, effort, resources, and legislation are aimed at addressing the academic skill gap; nonacademic skills receive much less attention. Nonacademic skills have shown to be highly correlated with successful academic and employment outc...
Article
Special education professionals are charged with developing relevant, compliant, and legally defensible IEPs for transition age students with disabilities. This charge is intensified as we strive to provide plans that will genuinely prepare students for postsecondary education, employment, and independent living. Developing triangulated annual goal...
Article
Full-text available
Special education professionals are charged to develop relevant, compliant, and legally defensible IEPs for transition-age students with disabilities. This charge is intensified as educators strive to provide plans that will genuinely prepare students for postsecondary education, employment, and independent living. This manuscript demonstrates how...
Article
Full-text available
With increased use of technology in qualitative research, it is important to understand unintended, unanticipated, and unobvious consequences to the data. Using a side-by-side comparison of face-to-face, telephone, and Internet with video focus groups, we examined the yield differences of focus group venue (medium) to the data (message) rendered fo...
Research
Full-text available
Youth with disabilities often struggle making the transition from school to adult life. To address this issue, a federally funded, national Technical Assistance and Dissemination (TAD) center created a model to support and improve transition planning, services, and outcomes for these youth. This model was implemented in several states. For unknown...

Questions

Questions (2)
Question
More and more we are seeing the RG score presented as part of the tenure and promotion package. I am wondering what is the value of including the RG score and how is the RG score is used in the decision-making process for your university or department?
I've heard arguments from both sides e.g.:
Cons:
there are more rigorous and legitimate measures of impact
the old measures of impact hold many scientists back from publishing and becoming part of this system
One study (Stuart et al., 2017) indicated that RG scores are biased with scores higher for men than women and higher-ranked faculty
Pros:
The more our faculty use RG, the higher the visibility of our institution
research is a social activity
RG has the potential to increase dissemination and therefore the researcher's impact
a researcher might have an important impact on the field relative to their area of publication but the scarcity of research publications does not allow for a high index
The old system needs to improve RG better measures reputation in the digital age
Question
We are looking to better understand how people have been using the principles of universal design in either research or evaluation to address equity and inclusion.

Network

Cited By

Projects

Projects (10)
Project
Researchers and evaluators are tasked to ensure representative samples in their work. Many populations are hard-to-reach and therefore make this task difficult. Designing studies to include all people, especially diverse, vulnerable, and hard-to-reach populations is vital to ensure valid results. Universal Design is essential to ensure that these populations are fairly represented and included in the study process.
Project
The purpose of this study was to understand how radical organizational change impacts the effectiveness of state-level sport organizations from the perspectives of internal and external stakeholders. A single case study methodology of GD Swimming Association – the governing body of swiming in GuangDong State – was employed.
Project
This pilot study seeks to use a single case study design to describe the practices, processes, and behaviors used by foundations with one or less staff dedicated to evaluation, to build evaluation capacity in organizations they regularly work with. The questions this study seeks to answer are: (1) What practices do foundation staff use to provide capacity-building around informal and/or formal evaluation for nonprofit organizations? (2) What assets and barriers influence informal and/or formal evaluation capacity-building efforts? (3) How do foundation staff know if their informal and/or formal evaluation capacity-building efforts were successfully implemented?