Nelson Brunsting

Nelson Brunsting
Wake Forest University | WFU · International Studies

PhD

About

35
Publications
17,852
Reads
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673
Citations
Additional affiliations
July 2015 - June 2016
Wake Forest University
Position
  • Part-Time Lecturer
January 2014 - May 2015
University of North Carolina at Chapel Hill
Position
  • Instructor

Publications

Publications (35)
Article
Consistent evidence indicates the importance of teachers of color for experiences and outcomes of students of color. Fortunately, extant studies consistently indicate special education teachers (SETs) teaching students with EBD are more likely to be people of color than other SETs. These SETs require supportive working conditions, but, to our knowl...
Article
Full-text available
We examined changes in burnout across three timepoints in one school year, in a sample ( N = 230) of special educators serving students with emotional-behavioral disorders, in 15 school districts selected through stratified random sampling at the national level. Emotional exhaustion decreased at each timepoint in the school year and personal accomp...
Article
Special education teacher (SET) burnout is a significant concern, especially for SETs serving students with emotional–behavioral disorders (EBD), as they tend to experience higher burnout than other teachers. Working conditions, especially social support, have the potential to ameliorate burnout, but prior research has not articulated the sources a...
Article
To advance understanding of international students’ psychological well-being and social-emotional experiences, we tested whether specific social influences could enhance international students’ belonging and well-being and attenuate loneliness. Graduate and undergraduate international students (N = 126) from two universities in the United States pa...
Article
Full-text available
Teacher burnout occurs when teachers undergoing stress for long periods of time experience emotional exhaustion, depersonalization, and lack of personal accomplishment (Maslach, 2003). Outcomes associated with burnout include teacher attrition, teacher health issues, and negative student outcomes. Special educators are at high risk for burnout, as...
Article
Special education teachers’ (SETs) working conditions play a crucial role in shaping the size, quality, and effectiveness of the SET workforce, and thereby shape the quality of instruction provided to students with disabilities. Valid measures of SETs’ working conditions are essential for conducting robust research on how to improve working conditi...
Article
Special education teacher (SET) burnout is a significant concern, especially for SETs serving students with emotional–behavioral disorders (EBD), as they tend to experience higher burnout than other teachers. Working conditions, especially social support, have the potential to ameliorate burnout, but prior research has not articulated the sources a...
Chapter
Shared conceptions of special and general educators’ roles are essential to effective inclusive elementary schools. Yet extant research indicates there is wide variability in how their roles are conceptualized and enacted across different contexts, as educators have varied conceptions of the purposes of their roles, as well as broad discretion in h...
Article
Treatment integrity is an important component of rigorous educational research. Information about the extent to which an intervention was implemented as planned provides necessary context for interpreting student outcomes. In the context of increasing use of tiered systems in schools, treatment integrity takes on additional practical importance. Ti...
Article
Full-text available
Using a biopsychosocial framework, our study examined the biological, psychological, and sociocultural factors associated with depression among a cross-sectional sample of undergraduate international students (N = 712) attending 28 U.S. colleges and universities. Consistent with hypotheses, regression analysis revealed that self-esteem, life satisf...
Article
Students with emotional/behavioral disorders are increasingly included in general education settings, requiring their special educators to coordinate with other educators. Yet, research provides limited insights into their interactions with other educators. Thus, we qualitatively examined how special educators experienced and navigated interactions...
Article
We examined educators’ sense of efficacy and burnout within comprehensive, integrated, three-tiered (Ci3T) models of prevention implemented in four middle and two high schools. At the time of this study, schools had completed 2 years of implementing Ci3T models as part of a larger district initiative. We examined how educators were faring with a sp...
Article
The present study explores how international students’ (IS; N = 169; Mage = 19.81 years, 36% male) identity fusion, the extent to which they feel connected with a particular social group, is concurrently and longitudinally correlated with belonging, loneliness, well-being, and perceived social support. IS reported higher fusion with other IS than w...
Article
Students with emotional/behavioral disorders (EBD) in self-contained settings depend on special educators to deliver high-quality instruction and behavior management, and special educators depend on administrators to create supportive working environments. Yet, to date, no studies have examined how working conditions relate to special educators’ pr...
Article
In this article, we examined educators’ efficacy and burnout within Comprehensive, Integrated, Three-tiered (Ci3T) models of prevention, as implemented in 14 elementary schools in a Midwestern state. Participating schools completed a year-long training series to design their Ci3T plans and were in their second year of implementation as part of a di...
Article
Special educators are responsible for providing quality reading instruction to students with emotional and behavioral disorders (EBD), but they often experience difficulties fulfilling this responsibility, especially for students with EBD who are placed in dedicated settings, including self-contained classes. Administrators can help by ensuring spe...
Article
Full-text available
Writing is an essential skill for success in K-12 schooling and the 21st century workforce. Unfortunately, students identified with emotional and behavioral disorders (EBD) often struggle to develop proficient writing skills. The self-regulated strategy development (SRSD) model is the only evidence-based practice for teaching writing to students wi...
Article
Full-text available
To increase knowledge of international students' psychological well-being at U.S. universities, we examined the degree to which demographic factors, perceived language competence, and domestic student social support were associated with Ryff's (1989a, 1989b) six aspects of psychological well-being. Participants (n = 216) were undergraduate and grad...
Article
Special education teachers (SETs) who teach students with emotional or behavioral disorders (EBD) in self-contained settings are often less qualified, more stressed and burned out, and more likely to leave teaching than other SETs, resulting in a less effective workforce teaching students with significant behavioral and academic needs. Working cond...
Article
Schools experience difficulty retaining special educators to serve students with emotional or behavioral disorders (EBD) in self-contained settings, as they have higher rates of burnout and attrition than other educators. Administrators could prevent these outcomes by improving working conditions, but research provides limited insights into which c...
Article
We conducted this systematic review to map the literature and classify the evidence-based status of teacher-directed strategies to increase students’ opportunities to respond (OTR) during whole-group instruction across the K-12 continuum. Specifically, we conducted this review to determine whether OTR could be classified as an evidence-based practi...
Article
Despite the increase in methodological sophistication and complexity of models being tested for international student adjustment to universities in the United States (U.S.), researchers often do not test or control for salient demographic differences between students, including their educational status (i.e., graduate or undergraduate) and country...
Article
Full-text available
The current study details changes in first-year international undergraduate students’ perceived knowledge of, confidence in, and usefulness of intercultural skills in specific US university contexts after completing a semester-long academic and cultural transition course at a mid-sized private university. Results revealed significant increases in p...
Article
Full-text available
The current study details changes in first-year international undergraduate students’ perceived knowledge of, confidence in, and usefulness of intercultural skills in specific US university contexts after completing a semester-long academic and cultural transition course at a mid-sized private university. Results revealed significant increases in p...
Article
We report findings of a psychometric study comparing scores from two screening tools: Student Risk Screening Scale–Internalizing and Externalizing (SRSS-IE, an adapted version of the Student Risk Screening Scale) and Behavior Assessment System for Children–Second Edition, Behavioral and Emotional Screening System (BASC-2 BESS). Participants were 62...
Article
The most recent literature review of predictors of international student adjustment in institutions of higher education in the United States (U.S.) included studies from 1990 to 2009 (Zhang & Goodson, 2011). The current review was designed to understand the strengths and gaps of the literature on undergraduate international student adjustment to U....
Article
Wake Forest University (WFU) developed the academic college transition (ACT) program to increase international pre-college students’ academic preparedness for US universities. High school students at one private high school in Qingdao, China, completed a one-week course and additional programming components focused on two student learning outcomes:...
Article
In addition to behavior problems, students with emotional and behavioral disorders (EBD) often experience persistent reading difficulties. These struggles in reading become more pronounced in secondary school (grades 6-12) due to the increased rigor of the curriculum. Although the research pertaining to academic interventions for students with EBD...
Presentation
The presentation examined academic and socio-emotional outcomes of Wake Forest first-year international students enrolled in an academic writing and cultural transitions course.
Article
Students with emotional disturbance (ED) depend upon special education teachers (SETs) to use evidence-based practices (EBPs) to promote their well-being. SETs, in turn, depend upon school leaders to provide working conditions that support learning and implementation of academic and social EBPs. We conducted an integrative narrative review of resea...
Article
This paper provides outcomes of a study examining the effectiveness of a year-long professional development training series designed to support in-service educators in learning a systematic approach to functional assessment-based interventions developed by Umbreit and colleagues (2007) that has met with demonstrated success when implemented with un...
Article
Bullying is a serious problem among school-aged youth. Research suggests students with autism spectrum disorder (ASD) are overrepresented as victims within the bullying dynamic. This review synthesizes 21 articles involving prevalence rates of victimization of school-age youth with ASD and factors related to the victimization of youth with ASD. Pre...
Article
Full-text available
As the reading difficulties experienced by students with emotional-behavioral disorders (EBD) receive more attention, the corresponding call for evidence-based practices has become more pronounced. We conducted a systematic review of comprehension and fluency interventions for middle and high school students with EBD served outside of the general e...
Article
Full-text available
We report findings of a validation study comparing two screening tools: the Student Risk Screening Scale–Internalizing and Externalizing (SRSS-IE, an adapted version of the Student Risk Screening Scale) and the Social Skills Improvement System–Performance Screening Guide (SSiS-PSG). Participants included 458 kindergarten through fifth-grade element...
Thesis
The goal of this thesis is to extract from the Homeric and Hesiodic poems Archaic Greek thought on the concept of personal ownership and its interrelation with plunder. As is often the case when working with the Iliad and Odyssey, the discussion is broader in focus than is currently the norm for academic theses. In this instance a wide-ranging scop...

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Projects

Projects (2)
Project
The goal of this study is to understand the interplay of personal factors (e.g., home culture collectiveness, perceived language skills) and institutional factors (e.g., domestic student social support, academic stress) on international students’ adjustment, including belonging, psychological well-being, and academic achievement. https://global.wfu.edu/global-outreach/rise/
Project
My current research focus investigates the academic, social, and emotional adjustment of international undergraduate students entering US colleges and universities. Ongoing projects include understanding the influence of intercultural skills training in context on student campus belonging, perceived social support, and GPA.