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Mindset Predicting Mindfulness: Developing Professional Capacity, Jess L. Gregory
Mindset Predicting Mindfulness: Developing Professional Capacity, Jess L. Gregory
NERA Conference Proceedings 2021
This paper examines the quantitative relationships between mindset and mindfulness in educators and considers how these data might inform strategies used in professional development. Until very recently, mindset and mindfulness were studied only independently of each other even though the theory authors, Dweck and Langer, inhabited similar geographic and temporal spaces. This study, based on 110 educator, self-reported, responses collected over six years, found a statistically significant relationship between a more incremental mindset and higher scores on the Five Factor Mindfulness Questionnaire. Mindfulness was found to predict mindset more strongly than mindset predicts mindfulness.
Literacy Initiatives In Guatemala And Educational Fairness, Miriam Pepper-Sanello, Adrienne Andi Sosin
Literacy Initiatives In Guatemala And Educational Fairness, Miriam Pepper-Sanello, Adrienne Andi Sosin
NERA Conference Proceedings 2013
The Consejo de Lectura de Guatemala, an affiliate council of the International Reading Association composed of literacy teachers and teacher-educators in Guatemala and the USA, is improving the lives of Guatemalan students and families through educational professional development. Observations conducted of Guatemalan literacy instruction demonstrate apparent gains in effectiveness and sustainability attributable to the Guatemalan Literacy Project and its companion initiatives in over twenty-plus years of continuous activity. Implications address the potential of the Consejo de Lectura to support literacy teaching and learning in Guatemala, and for this multi-faceted educational model to inform educators and policy makers in the …
Education Preparation To Respond To The Needs Of Homeless Children & Youth: Perceptions Of School Personnel, Sarah Elizabeth Harris
Education Preparation To Respond To The Needs Of Homeless Children & Youth: Perceptions Of School Personnel, Sarah Elizabeth Harris
Honors Scholar Theses
Each year, 1.5 million children spend at least one night in a homeless situation (Public Broadcast Station, 2009). These students struggle to achieve academically with schooling that is inconsistent in both location and curriculum and living conditions that are not conducive to homework and study. This study examined educators’ perceptions of homelessness and the academic and social needs of homeless students, as well as the preparation that teachers and other school personnel report that they have received in pre-service preparation programs and through professional development opportunities to address the unique needs of homeless children and youth. The project explored educator …
An Ihe/Lea Research Partnership: Closing The Achievement Gap Through Differentiated Professional Development For Preschool Educators, Maureen Mcsparran Ruby, Ann Anderberg
An Ihe/Lea Research Partnership: Closing The Achievement Gap Through Differentiated Professional Development For Preschool Educators, Maureen Mcsparran Ruby, Ann Anderberg
NERA Conference Proceedings 2010
This paper describes results from an Early Reading First project that is closing the gap between English and Spanish speaking preschoolers and supporting teachers through professional development and coaching. A university and school district research partnership is transforming 15 preschool classrooms serving low-income families into sites of educational excellence. After intensive classroom language and literacy interventions and professional development of teachers and support staff, improvements in both outcomes on English assessments of early literacy for both English and Spanish speaking children and on a Teacher Knowledge Test for teachers and paraprofessionals were seen.
Building A Successful Partnership Between A University And Local School Districts., Catherine Tannahill, Jeanelle Day
Building A Successful Partnership Between A University And Local School Districts., Catherine Tannahill, Jeanelle Day
NERA Conference Proceedings 2010
This paper describes the use of the Collaborative/Cooperative Model of staff development as a means for providing content knowledge and pedagogical skills to middle school teachers. The study involved four sequential one-year projects to increase science (and related mathematics and literacy) content knowledge and skills. The research question addressed: What is the most effective staff development model to provide science (and related mathematics and literacy) content knowledge and skills to middle school teachers? The study involved an intensive two week workshop at the beginning with on-going electronic and formal university based follow-up activities. Using pre-and post testing, participating teachers were …
An International Professional Development Collaboration In Literacy Education, Miriam Pepper-Sanello, Adrienne Andi Sosin
An International Professional Development Collaboration In Literacy Education, Miriam Pepper-Sanello, Adrienne Andi Sosin
NERA Conference Proceedings 2009
An International Professional Development Collaboration in Literacy Education is a report of an international professional development project in Guatemala designed to improve literacy instructional practices and thereby raise student achievement in reading and writing. The opportunity for coaching Guatemalan teachers in teaching literacy strategies and skills provides data for this participatory action research study. This research is intended to contribute to cross-cultural understanding by graduate and undergraduate students in literacy, improved pedagogical techniques, international outreach in developing countries, and student academic success worldwide.
Learning To Lead: Examining The Moderator Role In Debrief Conversations Among Professional Developers, Heather K. Harkins
Learning To Lead: Examining The Moderator Role In Debrief Conversations Among Professional Developers, Heather K. Harkins
NERA Conference Proceedings 2008
This paper reports on a study wherein the author examined her own practice when moderating debrief conversations. The analysis applied a multifaceted theoretical framework from professional learning. The findings suggest that the moderator's role as it was implemented primarily arranged organizing circumstances (Spear and Mocker, 1984) provoked by her own basic psychological needs (Deci and Ryan, 2000), her mental models (Seel, 2001), and her perception of these individual attributes in others. The implications for her future practice as a moderator are discussed.
Professional Development Initiatives That Bridge, Develop And Support Learning Environments For Culturally And Linguistically Diverse School Communities In The Us And Guatemala, Miriam Pepper-Sanello, Adrienne Andi Sosin, Michelle Zucaro, Cynthia Rainbow
Professional Development Initiatives That Bridge, Develop And Support Learning Environments For Culturally And Linguistically Diverse School Communities In The Us And Guatemala, Miriam Pepper-Sanello, Adrienne Andi Sosin, Michelle Zucaro, Cynthia Rainbow
NERA Conference Proceedings 2008
This paper describes action research initiated by members of the Alpha Upsilon Alpha Literacy Honor Society of the International Reading Association at Adelphi University. In an ongoing service project sponsored by the Nassau Reading Council (NRC) and sanctioned by the Minister of Education in Guatemala, the participants are teacher educators and teacher-researchers studying their own professional learning as they provide literacy pedagogical techniques for colleagues in the US, as well as observing the effects of the NRC professional development initiative in literacy for Guatemalan teachers. Educational insights will resonate in improved literacy practices in the US and Guatemala.