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Full-Text Articles in Education

Teenagers Perceptions Of Teachers: A Developmental Argument, J-F J-F, Karen Swabey, Darren Pullen, Seyum Getenet, Tony Dowden Jan 2018

Teenagers Perceptions Of Teachers: A Developmental Argument, J-F J-F, Karen Swabey, Darren Pullen, Seyum Getenet, Tony Dowden

Australian Journal of Teacher Education

Using the concept of a developmental lens (Brighton, 2007; Caskey & Anfara, 2014; Davis, 2006; J-F, Pullen, & Carroll, 2013; National Middle School Association, 2010; Peterson, 2010), this article focuses on young teenage students’ perceptions of teachers. School teachers play an important role in the educational development of teenagers but little is known about how teachers cater for teenage students’ social, emotional, physical and cognitive developmental domains. Even less is known about teenage students’ perceptions of their teachers. The current study asked a cohort of Year 9 students in a secondary school in Brisbane, Australia (N=182) to comment on what they “liked” about their teachers ...


Supporting A Growth Mindset In High School Classroom Teachers, Peter Abboud Dec 2017

Supporting A Growth Mindset In High School Classroom Teachers, Peter Abboud

Dissertations

Purpose. The purpose of this qualitative case study was to identify and describe the strategies that California public high school principals utilized to develop a growth mindset in classroom teachers.

Methodology. This qualitative case study used interviews from 12 high school principals to gain an understanding for how they supported a growth mindset in their classroom teachers. The population for the case study was northern California high school principals, and the sample included high school principals from Napa, Sonoma, Solano, Marin, Alameda, and Contra Costa counties. To participate in the study, principals needed to be serving in at least their ...


Principles For Responding To Children In A Traumatic Time, Sal Vascellaro Nov 2017

Principles For Responding To Children In A Traumatic Time, Sal Vascellaro

Occasional Paper Series

A list of principles that aim to help educators in their struggle to respond to the range of traumatic experiences many children have to live with—the death of a loved one, serious illness, violence, drug addiction, homelessness. This list offers something tangible to use as they respond to the children in their care.


The Construction Of “Discomfort Psychological”: An Exploration Of Italians Teachers' Reports, Antonio Iudici, Matteo Fabbri Aug 2017

The Construction Of “Discomfort Psychological”: An Exploration Of Italians Teachers' Reports, Antonio Iudici, Matteo Fabbri

The Qualitative Report

Although there are several studies on youth problems in school, there are few studies on how teachers report psychological discomfort of the students and on what criteria does their procedure. Considering that schools increasingly make such reports to social or neuropsychiatry services, we wanted to find out whether it is flawless (bias, etc.) and how it can affect a student's career. This research presents an investigation on how the practice of signaling "psychological discomfort" at school is set up. Objects of the survey are the procedures used by the teachers to submit the psychological problems. The research subjects were ...


The Moderating Effects Of Positive Religious/Spiritual Coping On Teachers’ Pain And Stress, Dawn Green Aug 2017

The Moderating Effects Of Positive Religious/Spiritual Coping On Teachers’ Pain And Stress, Dawn Green

Electronic Theses and Dissertations

The objective of this internet-based survey was to investigate the effects of positive religious or spiritual coping strategies on teachers’ chronic pain reports. Teachers in the United States may represent a vulnerable group due to a high prevalence of risk factors for chronic pain conditions. Teachers have been identified to experience high stress (Johnson, et al., 2005; Kyriacou, 2001) and report poor job satisfaction (Wang, Hall, & Rahimi, 2015), which are associated with development of chronic pain conditions (Kopec & Sayre, 2004). Religious coping strategies have been associated with beneficial associations with stress and health (Reutter & Bigatti, 2014). The internet-based survey of U.S. public school teachers (N = 377) was distributed primarily through social media. Included were items related to demographic information, religious/spiritual and other coping strategies, work-related stressors and physical demands, health history, and job satisfaction. Results indicate positive religious/spiritual coping strategies moderated pain reports for teachers reporting high levels of stress; however, at lower levels of stress, positive religious/spiritual coping was associated with increased pain reports. Chronic pain was associated with higher stress, older age, lower job satisfaction, and increased physical demands for the ...


Developing A Competency-Based Framework To Guide Elementary School Teachers' Efforts In Helping Bullied Children, Samantha Gregus Aug 2017

Developing A Competency-Based Framework To Guide Elementary School Teachers' Efforts In Helping Bullied Children, Samantha Gregus

Theses and Dissertations

The current study aimed to develop a competency-based framework designed to assist elementary school teachers in their efforts to help bullied children. Drawing from extant research, Gregus and Cavell (2017) created an initial draft of the framework that contained 25 components representing a mix of knowledge, attitudes, and skills. In Study 1, I obtained input on the framework from practicing elementary school teachers (n = 26) and researchers who study school bullying (n = 14). Teacher input was gathered via a series of focus groups and researchers responded using an online survey. Both teachers and researchers viewed the framework positively and agreed ...


Dynamic School Psychology: Perceptions Between School Psychologists, Teachers, And Administrators On School Psychology And Paradigm Shift Theory, Homero Flores Apr 2017

Dynamic School Psychology: Perceptions Between School Psychologists, Teachers, And Administrators On School Psychology And Paradigm Shift Theory, Homero Flores

Education Dissertations

The purpose of this research paper is to gain current perceptions of school psychology services and paradigm shift theory in school psychology by school psychologists, teachers and administrators within public school systems. The paper will focus on the history of school psychology, federal legislation, and IDEA. Surveys were collected from school psychologists, teachers and administrators regarding perceptions of school psychology and paradigm shift theory in school psychology services. Although the results were non-significant, results of the surveys indicate similar results to previous perceptual surveys. While teachers and administrators would like more services in general from school psychologists, school psychologists remained ...


Effect Of Student Classroom Cell Phone Usage On Teachers, Daniel Pulliam Apr 2017

Effect Of Student Classroom Cell Phone Usage On Teachers, Daniel Pulliam

Masters Theses & Specialist Projects

The increase in student cell phone use in classrooms has led to a decrease in academic performance and satisfaction with instruction (Dietz & Henrich, 2014). Currently, it is unknown as to whether student classroom cell phone usage has any effect on the teacher. The purpose of this study was to determine student and teacher opinions of classroom cell phone usage and perceived distraction. Surveys were conducted with a sample of college students (N = 163) and college faculty (N = 289), from a university in the Southeastern region of the United States. Data indicate there are differing opinions on classroom cell phone usage between students and teachers. Results revealed teachers believe significantly more than students that cell phones should not be used during class. A majority of teachers also reported they have been distracted by students using their phones, while only about half of the students believe their teachers have been distracted by cell phones. Students using cell phones during class may affect more than just their individual academic performance; student cell phone use may actually have a negative impact on the entire class and the quality of teaching.


Teachers Or Psychologists : Who Should Facilitate Depression Prevention Programs In Schools?, Melanie S. Wahl, Jill L. Adelson, Margarete A. Patak, Patrick Possel, Martin Hautzinger Feb 2017

Teachers Or Psychologists : Who Should Facilitate Depression Prevention Programs In Schools?, Melanie S. Wahl, Jill L. Adelson, Margarete A. Patak, Patrick Possel, Martin Hautzinger

Patrick Pössel

The current study evaluates a depression prevention program for adolescents led by psychologists vs. teachers in comparison to a control. The universal school-based prevention program has shown its efficacy in several studies when implemented by psychologists. The current study compares the effects of the program as implemented by teachers versus that implemented by psychologists under real-life conditions. A total of 646 vocational track 8th grade students from Germany participated either in a universal prevention program, led by teachers (n = 207) or psychologists (n = 213), or a teaching-as-usual control condition (n = 226). The design includes baseline, post-intervention, and follow-up (at 6 ...


Communication, Empathy, And Trust: Exploring Teachers' Partnerships With The Families Of Their Most Challenging Students, Kimberly W. Mcknight Jan 2017

Communication, Empathy, And Trust: Exploring Teachers' Partnerships With The Families Of Their Most Challenging Students, Kimberly W. Mcknight

Theses and Dissertations

The purpose of this embedded mixed methods collective case study was to explore eight kindergarten, first, and second grade teachers’ experiences partnering with families of their students who are at risk for emotional or behavioral disorders (EBDs). The teachers worked in two high-poverty, non-accredited Title-1 schools in an urban city. The study was part of a federally funded intervention called Behavioral, Emotional, and Social Training: Competent Learners Achieving School Success (BEST in CLASS- Elementary; BiC-E; Sutherland et al., 2017), which is targeted for students at risk for the development of EBDs. It uses evidence- based instructional practices to decrease students ...


Neurodiversity In The Classroom: Pilot Of A Training Resource For Teachers Educating Autistic Inclusion Students In A General Education Setting, Ariel Danlys Detzer Jan 2017

Neurodiversity In The Classroom: Pilot Of A Training Resource For Teachers Educating Autistic Inclusion Students In A General Education Setting, Ariel Danlys Detzer

Dissertations & Theses

Autism spectrum disorder (ASD) is one of the most common neurodevelopmental differences in the United States, with estimates of prevalence as high as 1 in 68 (Centers for Disease Control and Prevention [CDC], 2016). Over recent decades, two trends have converged to bring autism to the fore as a challenge facing public education. First, changes in the conceptualization of autism have led to greater diagnostic capture of autistic individuals, and second, changes in special education practice regarding inclusion (emphasizing placement in Least Restrictive Environment) have increased the number of autistic students in mainstream classrooms. Meanwhile, autism research has largely been ...


Say That The River Turns: Social Justice Intentions In Progressive Public School Classrooms, Beatrice Fennimore Sep 2016

Say That The River Turns: Social Justice Intentions In Progressive Public School Classrooms, Beatrice Fennimore

Occasional Paper Series

Fennimore confronts the deficit-based talk prevalent in many schools serving marginalized students in “Say that the River Turns.” She argues that teaching for social justice begins by replacing deficit-based talk with clearly articulated intentions that subsequently transform into actions.


The Evaluation Of Family-School Collaboration With Culturally And Linguistically Diverse Families, Samantha Silver May 2016

The Evaluation Of Family-School Collaboration With Culturally And Linguistically Diverse Families, Samantha Silver

Educational Specialist

Research has demonstrated that when parents are involved in their children’s academic and school life, children experience improved language achievement, overall behavior, grades, test scores, have improved attendance, and a lower chance of dropping out of school (Friend and Cook, 2007). Despite the growing diversity of U.S. schools, there is a still a systemic lack of effort to include parents of culturally and linguistically diverse backgrounds. This research study sought to examine barriers to establishing a successful collaborative relationship with these families from the perspective of elementary, middle, and high school teachers using an online survey. A total ...


The Effects Of Video-Based Embedded Supplemental Instruction Upon Preservice Teachers’ School Law Competency, Jeffrey Keeling Apr 2016

The Effects Of Video-Based Embedded Supplemental Instruction Upon Preservice Teachers’ School Law Competency, Jeffrey Keeling

Doctoral Dissertations and Projects

This quasi-experimental posttest only study examined the impact of embedded school law video-based mini-lessons upon preservice teachers’ levels of proficiency with school law. The intent of the study was to address the concern that approximately only 18 out of 700 American teacher education programs include a required school law course (Gullatt & Tollett, 1997). The study aimed to discover whether or not a statistically significant difference in level of school law proficiency as measured by Schimmel and Militello’s (2007) Education Law Survey would emerge between preservice teachers who had been exposed to a series of eight video mini-lessons containing school ...


An Interpretive Phenomenological Investigation Of The Meaning Of Job Satisfaction Among Veteran Special Educators, Raeann Barnes Jan 2016

An Interpretive Phenomenological Investigation Of The Meaning Of Job Satisfaction Among Veteran Special Educators, Raeann Barnes

Walden Dissertations and Doctoral Studies

The attrition rate among special education teachers is ranked among the highest in the education profession. Retaining teachers early in their careers continues to be a concern due to increased job responsibilities, larger caseloads, challenging student behaviors, minimal support from colleagues, increased paperwork, and diminishing resources. The purpose of this phenomenological study was to examine the meaning of satisfaction special education teachers made of their careers. The transactional model developed by Lazarus and Folkman (1984) can help to explain how the occurrence of stressful events can impact an individual. A purposive sample of 9 tenured, certified special education teachers currently ...


Exploring Commitment And Turnover Intentions Among Teachers: What We Can Learn From Hong Kong Teachers [Accepted Manuscript], Dennis Mcinerney, Fraide A. Ganotice Jr., Ronnel B. King, Herbert W. Marsh, Alexandre Morin Nov 2015

Exploring Commitment And Turnover Intentions Among Teachers: What We Can Learn From Hong Kong Teachers [Accepted Manuscript], Dennis Mcinerney, Fraide A. Ganotice Jr., Ronnel B. King, Herbert W. Marsh, Alexandre Morin

Faculty of Health Sciences Publications

This study examines the relationship between affective, normative, and continuance commitment of teachers to their profession and their organization, and turnover intentions. Hong Kong teachers (N = 1060) from religious and non-religious, English medium and Chinese medium of instruction, and band 1 and band 2 schools participated. Teachers from religious schools were higher in affective commitment to organization while teachers from non-religious schools were higher in normative commitment to profession. Teachers from EMI and band 1 schools were higher in affective and normative commitments while teachers from CMI and band 2 schools were higher in turnover intentions.


A Phenomenological Study Of Public School Biology Teachers Who Believe In The Literal Genesis Account Of Creation, Eric Dougherty Nov 2015

A Phenomenological Study Of Public School Biology Teachers Who Believe In The Literal Genesis Account Of Creation, Eric Dougherty

Doctoral Dissertations and Projects

he purpose of this phenomenological study was to understand the experiences of Christian public high school biology teachers who believe in a literal, young earth account of creation as revealed in the book of Genesis. There is a gap in the literature regarding understanding the teaching experiences of Christians who believe in a strict interpretation of the biblical book of Genesis. This study was conducted by interviewing 11 Christian public school biology teachers from multiple states who met the criteria for being identified as young earth creationists. Data were also collected through a focus group and reflective vignettes. Data were ...


How Do We Know A Good Teacher (1948), Barbara Biber, Agnes Snyder Oct 2015

How Do We Know A Good Teacher (1948), Barbara Biber, Agnes Snyder

Bank Street Thinkers

In engagingly simple language, the authors illustrate the many facets of personality and knowledge that make up good teachers and good teaching. They also detail the many reasons why evaluating good teaching is so difficult.


The Relationship Between Teacher Training, Perceptions Of School Violence, And Burnout., Kristi Lynn Geissler Feb 2015

The Relationship Between Teacher Training, Perceptions Of School Violence, And Burnout., Kristi Lynn Geissler

All Dissertations, Theses, and Capstone Projects

The present study seeks to contribute to the limited body of literature addressing teachers and school violence (SV). The development of SV is analyzed through an ecological perspective (i.e., Bronfenbrenner, 1979), that allows consideration of how SV is influenced by individual, classroom, school, and community factors. Literature suggests that few teachers report feeling prepared to respond to instances of violence prior to entering the field (Kandakai & King, 2002) and that it is not clear if teachers are receiving adequate training to equip them with strategies and coping skills for dealing with SV (Espelage et al., 2013; Sela-Shayovitz, 2009). The purpose of this study is to fill the gaps in the existing research by exploring training experiences related to SV that teachers have received, and how having such training influences ...


At The Heart Of The Classroom: Teachers' Experience Of The Suffering And Success Of Students For Whom They Care, Randall Kenyon Bartlett Jr. Jan 2015

At The Heart Of The Classroom: Teachers' Experience Of The Suffering And Success Of Students For Whom They Care, Randall Kenyon Bartlett Jr.

Dissertations & Theses

The core of teaching is the relationship of care between the student and the teacher. A community can be created in the classroom that honors and respects the inherent worth of each individual and through such mutual respect students and teachers can experience success. The suffering and the successes that teachers experience are central to the way they care for their students. There is currently a great deal of focus on education and schooling in the United States and generally this focus ignores the necessity and vitality of the relationship of care. Teachers must daily support and care for students ...


Successful Approaches To Encourage Family Involvement In A School Division Located In Southeastern Virginia With Varying Income Levels, Katelyn Elizabeth Montague Dec 2014

Successful Approaches To Encourage Family Involvement In A School Division Located In Southeastern Virginia With Varying Income Levels, Katelyn Elizabeth Montague

Senior Honors Projects, 2010-current

The purpose of this project was to identify successful approaches that teachers use to encourage involvement of all families. Following a review of professional and research literature, a survey of Pre-kindergarten through fifth grade teachers was distributed in a school division located in southeastern Virginia with varying income levels.

The findings in this survey suggested that participating teachers encouraged family involvement by inviting families into the classroom and explaining to them how they could help their children at home. The teachers utilized weekly communication in various forms such as printed material, electronic formats, and classroom websites. Teachers were also flexible ...


In-Service Teachers' Perceptions Of Students With Emotional Behavioral Disorder, Cassandra Schreiber, Ashley Kuemper Aug 2014

In-Service Teachers' Perceptions Of Students With Emotional Behavioral Disorder, Cassandra Schreiber, Ashley Kuemper

Journal of Undergraduate Research at Minnesota State University, Mankato

Teachers play an important role in the education of children with emotional and behavioral disorders (EBD). While parents and caretakers often are aware of their child’s difficulties, educators witness the child’s level of progress (VanGelder, Sitlington, & Morrison-Pugh, 2008). Teachers are these students’ first advocates within the academic setting. According to one study, a majority of teachers working with these students are planning on leaving their positions within the next five years (Adera & Bullock, 2010). Another study found that special education teachers are more likely to leave their position than those in general education fields such as math and ...


Relations Between Teachers’ Classroom Goals And Values: A Case Study Of High School Teachers In Far North Queensland, Australia, Claudia E. Pudelko, Helen J. Boon Jan 2014

Relations Between Teachers’ Classroom Goals And Values: A Case Study Of High School Teachers In Far North Queensland, Australia, Claudia E. Pudelko, Helen J. Boon

Australian Journal of Teacher Education

To date, there is an empirical gap in the evidence of the relations between teachers’ classroom goals and values, two key variables linked to students’ achievement motivation. The purpose of this study was to investigate this relationship in an Australian teacher sample. We surveyed 102 high school teachers from seven schools in Cairns, Queensland using items of Wentzel’s Classroom Goals Scales and Schwartz’s Portrait Values Questionnaire. Results showed several positive associations between teachers’ classroom goals and values. Social goals were linked to a wide range of values, while academic goals were linked to specific value dimensions, e.g ...


Teachers Or Psychologists : Who Should Facilitate Depression Prevention Programs In Schools?, Melanie S. Wahl, Jill L. Adelson, Margarete A. Patak, Patrick Possel, Martin Hautzinger Jan 2014

Teachers Or Psychologists : Who Should Facilitate Depression Prevention Programs In Schools?, Melanie S. Wahl, Jill L. Adelson, Margarete A. Patak, Patrick Possel, Martin Hautzinger

Faculty Scholarship

The current study evaluates a depression prevention program for adolescents led by psychologists vs. teachers in comparison to a control. The universal school-based prevention program has shown its efficacy in several studies when implemented by psychologists. The current study compares the effects of the program as implemented by teachers versus that implemented by psychologists under real-life conditions. A total of 646 vocational track 8th grade students from Germany participated either in a universal prevention program, led by teachers (n = 207) or psychologists (n = 213), or a teaching-as-usual control condition (n = 226). The design includes baseline, post-intervention, and follow-up (at 6 ...


Online Facilitators And Sense Of Community In K-12 Online Learning, Jeffery S. Drysdale Dec 2013

Online Facilitators And Sense Of Community In K-12 Online Learning, Jeffery S. Drysdale

Theses and Dissertations

Despite the continued growth of K-12 online learning, there remains a need for additional research addressing roles of online facilitators and how they can improve the sense of community at K-12 online schools. The first article of this dissertation presents a case study illustrating how online facilitators can provide the same level of support for their students that on-site facilitators provide students in blended environments. Data was gathered from teachers at Mountain Heights Academy (MHA), a fully online high school. MHA implemented a "Shepherding Program" to provide student with online facilitators. Each teacher, or shepherd, was responsible for 20 to ...


Fostering Creativity: Ontario Teachers’ Perceptions, Strategies, And Experiences, Catharine M. Dishke Hondzel Dec 2013

Fostering Creativity: Ontario Teachers’ Perceptions, Strategies, And Experiences, Catharine M. Dishke Hondzel

Catharine Dishke Hondzel

This study provides a broad overview of perceptions elementary school teachers hold regarding creativity, the strategies those teachers use to foster creative thinking and behaviour in their students, and the environmental challenges and opportunities they navigate when striving to develop 21st century skills in students. Earlier research examining teachers’ perceptions and creativity-fostering behaviours have typically asked teachers to describe their classroom practices, or self-report their perceptions regarding creative children or children’s creative actions. Using a mixed-methods approach, in this study 22 Grade 5-7 teachers working in Ontario completed an online questionnaire which measured their creativity-fostering behaviours. Following the survey ...


Exploring Heterosexist Bias And Oppressive Bullying In Anti-Bullying Prevention Programs, Shayna Yamashiro Aug 2013

Exploring Heterosexist Bias And Oppressive Bullying In Anti-Bullying Prevention Programs, Shayna Yamashiro

UNLV Theses, Dissertations, Professional Papers, and Capstones

Children in the K-12 school environment who identify in the sexually underrepresented groups experience the effects of heterosexism, which is a manifestation of oppressive bullying. This work explores and analyzes the results of Anti-Bullying Prevention Pilot Program (ABPPP) which is a large-scale three-year evaluation. This study analyzed qualitative data (structured interviews) by utilizing a Consensual Qualitative Research (CQR) and Mixed Methods approach to find the emergent theme of heterosexism. Grounded Theory was then used to code that information. This work found thick descriptions which illustrated the presence of heterosexist bias in the qualitative data. Thus, this writer proposes a model ...


Types, Subjects, And Purposes Of K-12 Online Learning Interaction, Jered A. Borup Jun 2013

Types, Subjects, And Purposes Of K-12 Online Learning Interaction, Jered A. Borup

Theses and Dissertations

Although K-12 online learning has experienced exceptional growth, research in the area has lagged behind. This dissertation addressed this gap in the literature using a multiple article dissertation format. The first article used survey data from two online English courses at the Open High School of Utah (OHSU) to examine students' reported interactions with content, peers, and instructors. The large majority of students viewed all investigated types of interaction as educational and motivational. Students perceived learner--instructor and learner--content interactions to have significantly higher educational value than learner--learner interactions, and viewed learner--instructor interaction to be significantly more motivational than learner--content interaction ...


Teachers’ Knowledge Of Anxiety And Identification Of Excessive Anxiety In Children, Clea Headley, Marilyn A. Campbell May 2013

Teachers’ Knowledge Of Anxiety And Identification Of Excessive Anxiety In Children, Clea Headley, Marilyn A. Campbell

Australian Journal of Teacher Education

This study examined primary school teachers’ knowledge of anxiety and excessive anxiety symptoms in children. Three hundred and fifteen primary school teachers completed a questionnaire exploring their definitions of anxiety and the indications they associated with excessive anxiety in primary school children. Results showed that teachers had an understanding of what anxiety was in general but did not consistently distinguish normal anxiety from excessive anxiety, often defining all anxiety as a negative experience. Teachers were able to identify symptoms of excessive anxiety in children by recognizing anxiety-specific and general problem indications. The results provided preliminary evidence that teachers’ knowledge of ...


Fostering Creativity: Ontario Teachers’ Perceptions, Strategies, And Experiences, Catharine M. Dishke Hondzel Apr 2013

Fostering Creativity: Ontario Teachers’ Perceptions, Strategies, And Experiences, Catharine M. Dishke Hondzel

Electronic Thesis and Dissertation Repository

This study provides a broad overview of perceptions elementary school teachers hold regarding creativity, the strategies those teachers use to foster creative thinking and behaviour in their students, and the environmental challenges and opportunities they navigate when striving to develop 21st century skills in students. Earlier research examining teachers’ perceptions and creativity-fostering behaviours have typically asked teachers to describe their classroom practices, or self-report their perceptions regarding creative children or children’s creative actions. Using a mixed-methods approach, in this study 22 Grade 5-7 teachers working in Ontario completed an online questionnaire which measured their creativity-fostering behaviours. Following the ...