Supporting Student Connectedness And Social Satisfaction During Recess, 2018 Dominican University of California
Supporting Student Connectedness And Social Satisfaction During Recess, Elizabeth Teasdale Wells
Master's Theses and Capstone Projects
This project examines the effects of how recess preparation and reflection can be focused on providing students an opportunity to connect socially and strengthen overall happiness. By investigating the role social satisfaction plays in a child’s life during recess, educators may gain knowledge about how to foster social connectedness for every child. While most studies about recess focus on a child’s level of physical activity or negative behaviors, researchers have yet to investigate recess as a place to improve a child’s well-being and social satisfaction. This study was conducted at a public elementary school through qualitative interviews ...
Employee Engagement Through The Instructional Leadership Team, 2018 National Louis University
Employee Engagement Through The Instructional Leadership Team, Stephen Juracka
The Instructional Leadership Team (ILT) is an organizational structure designed to improve employee engagement, which for this project is defined as employee collaboration, autonomy, ownership and shared purpose, in the curriculum development process (Farris-Berg, 2013). This program evaluation, grounded in organizational theory, self-determination theory, and social exchange theory; it is aimed at validating the importance of creating an organizational structure designed to shape a cultural environment that supports employee ownership and autonomy while creating a social exchange economy that supports employee motivation. The Instructional Leadership Team created and initiated the ILT Engagement Survey to K-5 grade level teachers in ...
Professional Learning Through Professional Learning Communities, Mentorship, And Shared Leadership, 2018 National Louis University
Professional Learning Through Professional Learning Communities, Mentorship, And Shared Leadership, Stephen Juracka
This Policy Advocacy paper focuses on expanding the District ABC Staff Development policy to include Drago-Severson’s (2009) pillars of adult learning. Research indicates the inclusion of a mentorship program, professional learning communities, and teacher leadership opportunities, will increase teacher collaboration, engagement, and professional capacities. There are significant educational, economic, political, social, legal and moral implications associated with the proposed staff development policy. Additionally, the staff development policy requires careful planning, implementation, and assessment, as will be addressed in this Policy Advocacy paper.
A Case Study On How Meeting The Academic Needs Of Students Substantially Below Grade Level In Mathematics Affects Their Self-Efficacy Beliefs And Engagement, Lauren K. M. Burton
All Graduate Theses and Dissertations
This researcher examined an alternative classroom structure for ninth-grade students substantially below grade level (SBGL) in mathematics. This researcher considered whether targeting the academic and social needs of students SBGL in mathematics in a ninth-grade class would increase their self-efficacy and engagement with the mathematics by studying four teaching effects: teacher, teacher-curriculum, peer-curriculum, and peer.
The researcher used interviews, observations, and surveys to collect qualitative and quantitative data. The case study (n = 19) employed a QUAL + quan convergent parallel mixed methods case study. Meta-inferences from the analyses of qualitative and quantitative data indicate that the structure of the observed class ...
Improving Professional Learning Community Structures For Enhanced Professional Practice, 2018 National Louis University
Improving Professional Learning Community Structures For Enhanced Professional Practice, Stephen Juracka
This Change Plan gauges the historical reality of the District ABC professional learning communities (PLC) to gain a better understanding of their past effectiveness and secure recommendations for the future. This Change Plan included a qualitative study conducted with the members of the Instructional Leadership Team (ILT). The ten members of the ILT provided feedback to the PLC Survey. The PLC survey was then coded for general themes and common language. The PLC Survey found that in past practice PLCs were absent within District ABC and collaboration among teachers was inconsistent and ineffective. Based upon the findings of the ...
Journal Of Qualitative Research In Sports Studies Issn 1754-2375 Overview: Guide To Contents, Editorials And Themes By Volume, Clive Palmer
Student And Faculty Perceptions Of Live Synchronous Distance Education For Allied Health Students Following Program Expansion To A Rural Campus, 2018 University of Nebraska Medical Center
Student And Faculty Perceptions Of Live Synchronous Distance Education For Allied Health Students Following Program Expansion To A Rural Campus, Betsy J. Becker, Kelsey Rutt, Allyson Huntley, Harlan Sayles, Kim Michael
Internet Journal of Allied Health Sciences and Practice
Background & Purpose: Distance education (DE) is a means to meet allied health workforce needs in rural locations where healthcare worker shortages are apparent. Five allied health programs were expanded to a rural campus teaching synchronously using distance education technology. The purpose of this convergent parallel mixed methods study was to explore perceptions of allied health students and faculty at two campus locations.
Methods: Quantitative and qualitative information were collected through a survey of students and faculty (physical therapy, physician assistant, and medical imaging [diagnostic medical sonography, radiography, magnetic resonance imaging] programs). Both campuses served as live and distance sites depending on instructor location and area of content expertise. For example, morning courses may be taught live from one campus, and afternoon classes taught live from the other campus. Only one program, physical therapy, offered labs by distance education. Response distributions were compared for questions by campus using Cochran-Armitage trend tests and analyzed de-identified qualitative comments using constant comparisons to establish themes.
Results: Student (n=121) and faculty (n=19) mostly agreed distance education technology was effective for teaching and learning. Significant differences were found in student opinions about receiving a similar educational experience between the two campuses. More students at the Main campus somewhat or strongly disagreed (n=34, 37%) it was similar compared to the Rural campus (n= 5, 17%, p=0.024). There were no comments specifically related to the physical therapy lab experience. Open-ended comment themes included training, purposeful engagement of both campus locations, and setting clear expectations.
Conclusions: Although differences in learning experiences exist between the main and rural campus locations; the results indicated using distance education technology is an effective means to deliver the curriculum. Both students and faculty commented about the lack of experience with the educational technology before implementation. Synchronous, distance education offers the opportunity for program expansion and effective delivery of curriculum content. Using the results of this study can enhance future education in allied health professions using synchronous distance education technology.
Exploring Effective Foreign Language Teaching From The Eyes Of Iranian Learners: Reporting A Qualitative Interview Study, Alireza Omidi Oskouei, Azizollah Dabaghi, Dariush Nejad Ansari
The Qualitative Report
This article reports on a qualitative study of the learners’ beliefs about effective foreign language teaching in an Iranian setting. A semi-structured interview covering several fundamental issues in foreign language (FL) pedagogy was conducted with 22 upper-intermediate Iranian English as a Foreign Language (EFL) learners. Qualitative content analysis of the transcript data yielded several interesting and informative themes. Among the most prominent results of the study, mention can be made of learners’ strong penchant for modern, learner-centered approaches to FL teaching such as communicative language teaching (CLT) and task-based language teaching (TBLT). Among the other notable themes were learners’ endorsement ...
Teaching Science Through Inquiry Based Field Experiences Using Orientation And Mobility, 2018 The Ohio State University
Teaching Science Through Inquiry Based Field Experiences Using Orientation And Mobility, Danene K. Fast, Tiffany A. Wild
Journal of Science Education for Students with Disabilities
Instruction in science can be difficult for students with visual impairments due to the use of visual instruction that is often used for conceptual understanding. Pedagogical approaches to teaching science continue to evolve, with inquiry-based science instruction as a primary instructional method used in current classrooms.
In teaching students with visual impairments, inquiry is a strategy that has been traditionally been used in orientation and mobility (O&M) instruction, in an effort to teach students with vision loss to explore and make conclusions about their environments through the use of all senses.
The purpose of this review is to outline ...
Infographic: Wise Words On Change, 2018 Australian Council for Educational Research (ACER)
Infographic: Wise Words On Change, Dominique Russell
Our annual reader survey is open now and we’re asking educators: ‘If you could share one piece of advice with your peers, what would it be?’ One of the themes to emerge is ‘change’. Here are some of the responses we’ve received so far on the topic.
Holding Onto Dread And Hope: The Need For Critical Whiteness Studies In Education As Resistance In The Trump Era, 2018 Miami University - Oxford
Holding Onto Dread And Hope: The Need For Critical Whiteness Studies In Education As Resistance In The Trump Era, Brittany A. Aronson, Kyle Ashlee
Journal of Critical Scholarship on Higher Education and Student Affairs
The purpose of this article is to critically examine how white higher education instructors work through the tensions of dread and hope while supporting and preparing educators during the Trump Administration. Dread is a result of the permanence of racism while hope seeps through a collective effort and commitment to dismantling white supremacy. Aronson is racialized as a white, ethnically Latina female teacher educator who educates predominantly white female pre-service teachers and Ashlee is a white male doctoral candidate who teaches master’s level student affairs courses to predominantly white students. Using critical autoethnographic narratives, they reflect on their experiences ...
Language & Online Learning: Inform, Inspire And Engage Virtual Learning Communities, 2018 Walden University
Language & Online Learning: Inform, Inspire And Engage Virtual Learning Communities, Linda Foster, Anita Neuer Colburn, Cynthia Briggs
The Journal of Counselor Preparation and Supervision
Standards for technology-assisted teaching/learning have existed for nearly 20 years (ACES, 1999), and trends show that counselor education programs increasingly integrate technology into the delivery of instruction for students either through hybrid classes, fully online classes, or fully online programs. While many researchers have investigated various aspects of student engagement in online formats, counselor educators still lack consensus for best practices in the online classroom. Maximizing the effectiveness of online pedagogy will help improve overall learning, retention of students, and growth of online programs. We suggest the intentional use of appropriate, warm, inviting and supportive language to inform, inspire ...
Book Review-- Prison Pedagogies: Learning And Teaching With Imprisoned Writers, 2018 Mountjoy Prison, Dublin, Ireland
Book Review-- Prison Pedagogies: Learning And Teaching With Imprisoned Writers, June Edwards
Journal of Prison Education and Reentry
Prison Pedagogies, Learning and Teaching with Imprisoned Writers
Edited by Joe Lockard and Sherry Rankins-Roberson
Syracuse University Press, New York, 2018
Reviewed by JUNE EDWARDS
Mountjoy Prison, Dublin, Ireland
And There Was Ds For All: Extending Access Throughout The Library For A Sustainable Service Model, 2018 University of Rochester
And There Was Ds For All: Extending Access Throughout The Library For A Sustainable Service Model, Kimberly D. Hoffman, Eileen Daly-Boas, Kristen Totleben, Emily Sherwood
Bucknell University Digital Scholarship Conference
In order to create a sustainable service model for Digital Scholarship (DS), River Campus Libraries recognized the need to expand staff expertise and advocacy beyond the Digital Scholarship Lab (DSL). The challenge: Training everyone in a way that is both timely and fiscally responsible. The solution: Leveraging costly, intensive professional development opportunities to re-create a modified peer-to-peer learning experience. By increasing staff access to foundational DS theories, concepts, methodologies, and tools, libraries can foster a community of experts toward advocating for and working collaboratively to facilitate DS projects.
In this interactive workshop, presenters will share benefits resulting from collaborative professional ...
What First-Year Teachers Really Want From Principals During Their Induction Year: A Beginning Teacher Study Group's Shared Inquiry, Patricia J. Norman, Sara A.S. Sherwood
Journal of Practitioner Research
University teacher educators have a role to play in helping their graduates manage the transition from formal teacher preparation to independent teaching. This study focuses on a shared inquiry that five first-year elementary teachers conducted while participating in a monthly study group facilitated by two teacher educators from their teaching preparation program. The novices regularly perceived a lack of support from their campus administrator, including failing to give the beginning teachers permission to carry out teacher research projects they had designed. After analyzing the degree and kinds of support that they did or did not receive from their principals, the ...
A Framework For Reflective Practice, 2018 Utah State University
A Framework For Reflective Practice, Diana L. Moss, Claudia Bertolone-Smith, Teruni D. Lamberg
Journal of Practitioner Research
Teaching involves making constant choices and orchestrating interventions that impact purposeful teaching and learning. Finding time to collect information and develop solutions for a teaching challenge can be problematic. Teachers may feel pressure to shift instructional practices without incorporating purposeful reflection. We developed a reflection framework and tested it in a middle grades classroom over a two-week period, and employed practitioner research to investigate the potential of allowing for deep reflection within the middle school structure. We investigated how the framework impacted the teacher’s ability to reflect and adjust based on student learning in the classroom. We conclude that ...
Collaborating Across National Boundaries For Narrative Teaching And Learning, 2018 University of Baltistan, SKardu
Collaborating Across National Boundaries For Narrative Teaching And Learning, Haji Karim Khan, Theresa Y. Austin
Journal of Practitioner Research
University faculty members always learn through their collaborative engagement in teaching and research. This article reports on collaborative efforts between a Pakistani and US university professor to develop and teach a graduate seminar on narrative inquiry. We used a self-study approach to record, analyze, and report on our experience of teaching narrative inquiry in a graduate research course. We used our reflective journals, course outline, course description, session plans, class-notes, and students’ reflections as data for analysis. As a result, we developed our analytical stories of experiences under several themes.
Findings showcase insights arising from philosophical (ontological and epistemological) underpinnings ...
Clinical Field Experiences Of Nontraditional Pre-Service Teachers: Issues And Beliefs, 2018 University of West Florida
Clinical Field Experiences Of Nontraditional Pre-Service Teachers: Issues And Beliefs, Melanie Diloreto
Journal of Practitioner Research
According to the American Association for Colleges of Teacher Education (AACTE, 2010), effective teaching practices and good clinical experiences share a mutually beneficial relationship. Additionally, according to research reported by AACTE (2010), an important link exists between future P–12 student-achievement and effective clinical practices experienced by pre-service teachers. This case study sought to determine experiences deemed effective or important by nontraditional pre-service teachers while engaged in fieldwork completed in an elementary and/or middle school classroom setting. Four themes were derived from the qualitative data obtained through semi-structured interviews of four junior or senior teacher education students engaged in ...
Non-Traditional Students At Public Regional Universities: A Case Study, 2018 University of South Carolina Upstate
Non-Traditional Students At Public Regional Universities: A Case Study, Lizabeth Zack
Teacher-Scholar: The Journal of the State Comprehensive University
This paper investigates the topic of non-traditional students enrolled at four-year public regional universities and addresses questions about who they are, what makes them non-traditional and how they experience college life. The analysis is based on survey data collected from 187 undergraduates at one regional public college in the southeastern United States. The study found a higher portion of non-traditional students than expected and that the non-traditional students tended to break down into two types, a younger worker-student and an older adult student, rather than conforming to a single profile. While the findings highlight other similarities with the broader population ...
The Role Of Support Systems For Success Of Underrepresented Students In Communication Sciences And Disorders, 2018 Brooklyn College/The City University of New York
The Role Of Support Systems For Success Of Underrepresented Students In Communication Sciences And Disorders, Akiko Fuse, Michael Bergen
Teaching and Learning in Communication Sciences & Disorders
There is limited representation in Communication Sciences and Disorders (CSD) professions of individuals from diverse populations. This study examined the relationship among CSD students' degree of financial, emotional/moral, and academic support. The relationship between role models and admissions outcomes was also assessed. It explored how support received by CSD students differs by racial/ethnic backgrounds. A survey was completed by 57 alumni of an undergraduate CSD program, revealing information about participants’ backgrounds, support characteristics, and other factors. The study 1) highlighted the importance of emotional/moral and financial support, 2) revealed reduced access to financial and academic role models ...