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The Intersection Of Lgbtq+ Identity And Disability: A Need For School Based Support, Jospeh A. Hogan
The Intersection Of Lgbtq+ Identity And Disability: A Need For School Based Support, Jospeh A. Hogan
Excelsior: Leadership in Teaching and Learning
Grounded in intersectional theory, this article explores the experience of LGBTQ+ students with disabilities. LGBTQ+ students with disabilities experience higher levels of bullying, harassment, suicidal ideation and other challenges in school. Post-school outcomes also reveal negative realities. Schools need to ensure that support is provided to students living at the intersection of LGBTQ+ identity and disability. Implications for school leaders, educational professionals, and educator preparation programs are discussed with recommendations for improving outcomes.
The Inclusion Of Classroom-Related Dispositions In Teacher Evaluations, David K. Griffin
The Inclusion Of Classroom-Related Dispositions In Teacher Evaluations, David K. Griffin
Excelsior: Leadership in Teaching and Learning
This paper examines various approaches to evaluating the classroom teacher and discusses the inclusion of dispositions in the evaluation process. A random sample of 150 teachers were asked to complete an online survey focusing on the inclusion of dispositions in their formal evaluations. They were asked to report what specific dispositions were evaluated, and if the specific dispositions were operationally defined. A summary of their responses to the survey items is discussed.
“Don’T Call On Me!”: Mediating Preservice Elementary Teachers’ Mathematics Anxiety In A Problem-Based Classroom, Christina Koehne, Wenyen Huang, Nataly Chesky
“Don’T Call On Me!”: Mediating Preservice Elementary Teachers’ Mathematics Anxiety In A Problem-Based Classroom, Christina Koehne, Wenyen Huang, Nataly Chesky
Excelsior: Leadership in Teaching and Learning
This study aims to understand the ways in which problem-based teaching in a mathematics content course can alleviate pre-service elementary school teachers' mathematics anxiety. The significance of this work is to help increase the content and pedagogical knowledge of mathematics education, as outlined in STEM policies. Using a mixed method approach, the teachers-researchers explore what methods, procedures, and other perhaps unknown variables, helped pre-service elementary teachers decrease their mathematics anxiety during two mathematics content courses. The findings illuminate five major themes the authors discuss, which are illustrated by rich descriptions of students’ narratives and interviews. Given the importance of mathematics …
Teachers' Experiences Of Using Play And Al's Pals To Teach Socio-Emotional Skills Through Coaching Support Models, Deborah Tamakloe, Elizabeth Powers, Alisa Landis, Lori Mccracken
Teachers' Experiences Of Using Play And Al's Pals To Teach Socio-Emotional Skills Through Coaching Support Models, Deborah Tamakloe, Elizabeth Powers, Alisa Landis, Lori Mccracken
Excelsior: Leadership in Teaching and Learning
Interactive teaching strategies provide opportunities for engaging children in discussing difficult concepts such as socio-emotional wellbeing and wide range of ideas about their social and personal lives. However, few studies have explored preschool teachers’ efficacy of using coaching through ‘Play and puppetry programs as approaches to developing children’s emotional regulation, socio-emotional learning and wellbeing. This paper reports on a “Labyrinth Project” aimed to gain in-depth understandings of preschool teachers’ experiences and perspectives pertaining to their efficacy of using play and puppetry as tools to promote children’s emotional learning and development. The results showed that despite early challenges with the use …
Message From The President, Excelsior
Message From The President, Excelsior
Excelsior: Leadership in Teaching and Learning
No abstract provided.
Table Of Contents, Excelsior
Table Of Contents, Excelsior
Excelsior: Leadership in Teaching and Learning
No abstract provided.
Letter From The Editors, Jesslyn Hollar, Joelle Fingerhut, Stephanie Purington
Letter From The Editors, Jesslyn Hollar, Joelle Fingerhut, Stephanie Purington
Excelsior: Leadership in Teaching and Learning
No abstract provided.