Kathryn Burke Data-verified
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Biography and Research Information
OverviewAI-generated summary
Kathryn Burke's research focuses on supporting self-determination and goal attainment for individuals with intellectual and developmental disabilities, particularly within educational settings. Her work investigates the quality of individualized education program (IEP) goals, examining how curricular philosophies and educational placements influence goal development for students with complex support needs. Burke has explored the application of Goal Attainment Scaling as a framework for research and practice in this field.
Her recent publications also address the broader context of self-determination research, including its future directions and the development of tools like the Goal-Setting Challenge App to engage users. Burke has investigated the intersection of factors such as race, ethnicity, and situational coping with student success, referencing control-value theory and John Henryism. She has a significant publication record, with an h-index of 17 and over 1,130 citations across 208 publications. She has also been involved in federally funded research, serving as PI on an NSF grant for collaborative research on magmatic underplating and as Co-PI on another NSF grant for the acquisition of scientific instrumentation.
Metrics
- h-index: 18
- Publications: 208
- Citations: 1,150
Selected Publications
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Instructional Content and Self-Determination in Individualized Education Program Annual Goals for Students With Extensive Support Needs (2024)
Federal Grants 2 $1,359,238 total
Collaborative Research: Impact of Magmatic Underplating on the Evolution of Lower Continental Crust
Collaboration Network
Top Collaborators
- Goal Attainment Scaling: A Framework for Research and Practice in the Intellectual and Developmental Disabilities Field
- Self-Determination Research: Current and Future Directions
- Development of the Goal-Setting Challenge App: Engaging Users to Promote Self-Determination
- Supporting All Students to Be Self-Determined: Using the Self-Determined Learning Model of Instruction Within Multi-Tiered Systems of Supports
- Educational Placement and Goal Quality for Students With Complex Support Needs
Showing 5 of 9 shared publications
- Goal Attainment Scaling: A Framework for Research and Practice in the Intellectual and Developmental Disabilities Field
- Supporting All Students to Be Self-Determined: Using the Self-Determined Learning Model of Instruction Within Multi-Tiered Systems of Supports
- Instructional Content and Self-Determination in Individualized Education Program Annual Goals for Students With Extensive Support Needs
- Curricular Philosophies Reflected in Individualized Education Program Goals for Students With Complex Support Needs
- Educational Placement and Goal Quality for Students With Complex Support Needs
- Instructional Content and Self-Determination in Individualized Education Program Annual Goals for Students With Extensive Support Needs
- John Henryism, psychological labor, and control-value theory: Race, ethnicity, and situational coping for student success
- Emergence of college students’ John Henryism during schoolwork: an exploratory study
- Beyond growth mindset: Exploring John Henryism and academic task engagement in higher education
- John Henryism, psychological labor, and control-value theory: Race, ethnicity, and situational coping for student success
- Emergence of college students’ John Henryism during schoolwork: an exploratory study
- Beyond growth mindset: Exploring John Henryism and academic task engagement in higher education
- John Henryism, psychological labor, and control-value theory: Race, ethnicity, and situational coping for student success
- Emergence of college students’ John Henryism during schoolwork: an exploratory study
- Beyond growth mindset: Exploring John Henryism and academic task engagement in higher education
- Goal Attainment Scaling: A Framework for Research and Practice in the Intellectual and Developmental Disabilities Field
- Understanding Career Goals Set by Autistic Youth
- Curricular Philosophies Reflected in Individualized Education Program Goals for Students With Complex Support Needs
- Instructional Content and Self-Determination in Individualized Education Program Annual Goals for Students With Extensive Support Needs
- Educational Placement and Goal Quality for Students With Complex Support Needs
- Evaluation of Program Costs for Implementing a Self-Determination Intervention Using the Ingredients Method
- Supporting All Students to Be Self-Determined: Using the Self-Determined Learning Model of Instruction Within Multi-Tiered Systems of Supports
- Instructional Content and Self-Determination in Individualized Education Program Annual Goals for Students With Extensive Support Needs
- Emergence of college students’ John Henryism during schoolwork: an exploratory study
- Beyond growth mindset: Exploring John Henryism and academic task engagement in higher education
- Emergence of college students’ John Henryism during schoolwork: an exploratory study
- Beyond growth mindset: Exploring John Henryism and academic task engagement in higher education
- Goal Attainment Scaling: A Framework for Research and Practice in the Intellectual and Developmental Disabilities Field
- Curricular Philosophies Reflected in Individualized Education Program Goals for Students With Complex Support Needs
- Evaluating Lifesharing: Quality of Life for Pennsylvanians with Intellectual Disability by Residence Type
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