Open Access. Powered by Scholars. Published by Universities.®
- Institution
- Publication Year
- Publication
-
- Antioch University Full-Text Dissertations & Theses (2)
- Communication Disorders & Special Education Faculty Publications (2)
- Doctoral Dissertations and Projects (2)
- Buffet Early Childhood Institute Reports and Publications (1)
- Counseling Faculty Publications (1)
-
- Faculty Scholarship (1)
- Introduction to Research Methods RSCH 202 (1)
- Masters Theses & Specialist Projects (1)
- Nebraska Center for Research on Children, Youth, Families, and Schools: Faculty Publications (1)
- Publications & Research (1)
- Research Collections (1)
- Teaching & Learning Faculty Publications (1)
Articles 1 - 15 of 15
Full-Text Articles in Education
Concern, Conflict, And Chaos: Nebraska Educator Experiences During The Pandemic, Amanda Witte, Amanda Prokasky, Courtney Boise, Renata T.M. Gomes, Gwen Nugent, Susan Sheridan
Concern, Conflict, And Chaos: Nebraska Educator Experiences During The Pandemic, Amanda Witte, Amanda Prokasky, Courtney Boise, Renata T.M. Gomes, Gwen Nugent, Susan Sheridan
Nebraska Center for Research on Children, Youth, Families, and Schools: Faculty Publications
During the spring of 2020, Nebraska’s 983 public schools sat vacant, and Nebraska’s 329,290 Pre-Kindergarten to Grade 12 students were learning in environments other than school. Educators were expected to pivot quickly from traditional classroom instruction to remote experiences. Understanding the effects of the pandemic on educators is necessary to effectively meet their needs and the needs of students. The purpose of this study was to identify and describe the experiences of Nebraska’s urban and rural PreK–Grade 12 educators during the early stages of the COVID-19 pandemic. In surveys collected in July 2020, participants (i.e., superintendents, principals, and teachers) completed …
Why Do Students Attend Stem Clubs, What Do They Get Out Of It, And Where Are They Heading?, Margaret R. Blanchard, Kristie S. Gutierrez, Kylie J. Swanson, Karen M. Collier
Why Do Students Attend Stem Clubs, What Do They Get Out Of It, And Where Are They Heading?, Margaret R. Blanchard, Kristie S. Gutierrez, Kylie J. Swanson, Karen M. Collier
Teaching & Learning Faculty Publications
This research investigated what motivated and sustained the involvement of 376 students in culturally relevant, afterschool STEM clubs at four rural, under-resourced schools. A longitudinal, convergent parallel mixed methods research design was used to investigate participants’ participation in and perceptions of the clubs, their motivations to attend, and their future goals, over three years. Situated Expectancy-Value Theory (SEVT) served as a guiding theoretical and analytical framework. Overall, students who attended the clubs were African American (55%), female (56%), and 6th graders (42%), attended approximately half of the clubs (43%), and agreed with quality measures on the STEM Club Survey (M …
What Is The Impact Of Work-From-Home (Wfh) Arrangements On The Quality Of Life (Qol)?, Jordan Lee, Mykyta Pervak, Augustine Peh, Jun Hao Tang, Eoh Jin Cho, Calister Tan
What Is The Impact Of Work-From-Home (Wfh) Arrangements On The Quality Of Life (Qol)?, Jordan Lee, Mykyta Pervak, Augustine Peh, Jun Hao Tang, Eoh Jin Cho, Calister Tan
Introduction to Research Methods RSCH 202
The ongoing pandemic has forced countries’ education systems to continue to operate in a fragile and uncertain environment. Given the limited existing literature regarding the pandemic’s impact on the Quality of life (QoL) for teachers, this study aims to bridge the gap and provide a detailed analysis of how the extent of providing online courses and time to transition online during the pandemic could impact a tertiary educator’s QoL. The factors defining the dependent variable, QoL, were derived from past studies and made applicable within the confines of our research. The independent variables are the amount of time spent …
Professional Standards For School-Based Behavior Analysts, Selena J. Layden, Daniel Irwin, Karen L. Berlin, Erin P. Jordan, Kaylan Long, Daria K. Lorio-Barsten, Christine Mckee, Jennifer L. O'Berry, Jessica Olesevich, Katie Phelps, Hannah Riddle, Allyson Wharam
Professional Standards For School-Based Behavior Analysts, Selena J. Layden, Daniel Irwin, Karen L. Berlin, Erin P. Jordan, Kaylan Long, Daria K. Lorio-Barsten, Christine Mckee, Jennifer L. O'Berry, Jessica Olesevich, Katie Phelps, Hannah Riddle, Allyson Wharam
Communication Disorders & Special Education Faculty Publications
The Professional Standards for School-Based Behavior Analysts are intended to serve as an enhanced foundational layer for behavior analysts working specifically in the context of public school settings. These Professional Standards were developed by a team of behavior analysts with experience working in public schools and feedback was obtained from additional behavior analysts and other education professionals. There are five identified Professional Standard areas including: 1) Ethical & Professional Practice; 2) Collaboration; 3) Systems Capacity Building; 4) Instruction; and 5) Leadership & Policy.
Workforce Well-Being: Personal And Workplace Contributions To Early Educators' Depression Across Settings, Amy M. Roberts, Kathleen C. Gallagher, Alexandra Daro, Iheoma Iruka, Susan Sarver
Workforce Well-Being: Personal And Workplace Contributions To Early Educators' Depression Across Settings, Amy M. Roberts, Kathleen C. Gallagher, Alexandra Daro, Iheoma Iruka, Susan Sarver
Buffet Early Childhood Institute Reports and Publications
Building on research demonstrating the importance of teachers' well-being, this study examined personal and contextual factors related to early childhood educators' (n =1640) depressive symptoms across licensed child care homes, centers, and schools. Aspects of teachers' beliefs, economic status, and work-related stress were explored, and components of each emerged as significant in an OLS regression. After controlling for demographics and setting, teachers with more adult-centered beliefs, lower wages, multiple jobs, no health insurance, more workplace demands, and fewer work-related resources, had more depressive symptoms. Adult-centered beliefs were more closely associated with depression for teachers working in home-based settings compared …
Effect Of Student Classroom Cell Phone Usage On Teachers, Daniel Pulliam
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 …
Neurodiversity In The Classroom: Pilot Of A Training Resource For Teachers Educating Autistic Inclusion Students In A General Education Setting, Ariel Danlys Detzer
Neurodiversity In The Classroom: Pilot Of A Training Resource For Teachers Educating Autistic Inclusion Students In A General Education Setting, Ariel Danlys Detzer
Antioch University Full-Text 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 …
The Effects Of Video-Based Embedded Supplemental Instruction Upon Preservice Teachers’ School Law Competency, Jeffrey Keeling
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 …
A Phenomenological Study Of Public School Biology Teachers Who Believe In The Literal Genesis Account Of Creation, Eric Dougherty
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 …
At The Heart Of The Classroom: Teachers' Experience Of The Suffering And Success Of Students For Whom They Care, Randall Kenyon Bartlett Jr.
At The Heart Of The Classroom: Teachers' Experience Of The Suffering And Success Of Students For Whom They Care, Randall Kenyon Bartlett Jr.
Antioch University Full-Text 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 …
Teachers Or Psychologists : Who Should Facilitate Depression Prevention Programs In Schools?, Melanie S. Wahl, Jill L. Adelson, Margarete A. Patak, Patrick Possel, Martin Hautzinger
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 …
Loving The World And Our Children Enough--Nurturing Decidedly Different Scientifc Minds, By Design, Stephanie Pace Marshall
Loving The World And Our Children Enough--Nurturing Decidedly Different Scientifc Minds, By Design, Stephanie Pace Marshall
Publications & Research
Wise world-shaping and problem-solving requires that we and our children think in decidedly different, integral and wise ways. This transformation requires a fundamental shift in consciousness and the emergence of global minds that can creatively live into a new worldview of an interconnected planet and a sustainable and interdependent human family. "The fullness of our humanity and the sustainability of our planet rest with the nurturing of decidedly different minds."
Hard Times And An Uncertain Future: Issues That Confront The Field Of Emotional/Behavioral Disorders, Robert A. Gable
Hard Times And An Uncertain Future: Issues That Confront The Field Of Emotional/Behavioral Disorders, Robert A. Gable
Communication Disorders & Special Education Faculty Publications
In this article, I examine challenges to better preparing teachers of students with emotional/behavioral disorders (E/BD). Foremost among these challenges is the lack of agreement regarding a conceptual framework upon which to build quality prevention/intervention practices; instead, various authorities advocate disparate approaches, not all of which have empirical support. I assert that unresolved issues surrounding translating scientific research into classroom practice further hinder efforts to apply the most efficacious intervention options, as does our failure to exert control over the infrastructure of public education and the context in which we serve students with E/BD. Finally, I offer some modest proposals …
The Development And Validation Of The Ethical Climate Index For Middle And High Schools, Laura E. Schulte, Franklin Titus Thompson, Jeanie Talbott, Ann Luther, Michelle Garcia, Shirley Blanchard, Laraine Conway, Melanie Mueller
The Development And Validation Of The Ethical Climate Index For Middle And High Schools, Laura E. Schulte, Franklin Titus Thompson, Jeanie Talbott, Ann Luther, Michelle Garcia, Shirley Blanchard, Laraine Conway, Melanie Mueller
Counseling Faculty Publications
One school characteristic that needs to be considered as important in keeping schools safe is school climate. The purposes of this study were to develop and validate an instrument that measures the ethical climate of middle and high schools. To create the School Ethical Climate Index (SECI), we adapted the Ethical Climate Index for graduate and professional school programs to apply to middle and high schools. The SECI measures a school’s sense of community by assessing student and teacher interactions and relationships through the application of five ethical principles: respect for autonomy, nonmaleficence, beneficence, justice, and fidelity. To provide evidence …
Handbook Of Information For Caneyville Graded And High School, Kentucky Library Research Collections
Handbook Of Information For Caneyville Graded And High School, Kentucky Library Research Collections
Research Collections
"The purpose of this handbook is to acquaint you with the activities of Caneyville High School and to help you realize the importance of honorable mannerisms and constructive actions as a student in good standing at Caneyville." Includes a SHORT HISTORY OF CANEYVILLE GRADED, HIGH AND NORMAL SCHOOLS