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Correlates Of Attitudes Toward Academic And Physical Inclusive Practices For Students With Disabilities And Selected Leadership Behaviors Among Middle School Principals In North Carolina, Mary Houser, Virginia Dickens, Terence Hicks
Correlates Of Attitudes Toward Academic And Physical Inclusive Practices For Students With Disabilities And Selected Leadership Behaviors Among Middle School Principals In North Carolina, Mary Houser, Virginia Dickens, Terence Hicks
Faculty Working Papers from the School of Education
The purpose of the study was to examine the relationship between attitudes toward academic and inclusive practices for students with disabilities and selected leadership behaviors (transformational and transactional) among principals in North Carolina. Participants for this study were randomly selected middle school principals from public schools in North Carolina. This study used a one-group, correlational design, using two instruments. The results of this study found a significant relationship between academic and physical inclusive practices and transformational leadership behaviors, r (75) =.320, p <. 0 I). However, no significant relationship was found between academic and physical inclusive practices and transactional leadership behaviors, r (72) = -.068, p <.05 . The findings for this study suggest that the more North Carolina middle school principals demonstrated transformational leadership behaviors, the more positive their attitudes were toward academic and physical inclusive practices for students with disabilities.
Teaching Outside One’S Comfort Zone: Helping Diverse Millennials Succeed, Miriam Chitiga, Patrica Chogugudza, Tinotenda Chitiga
Teaching Outside One’S Comfort Zone: Helping Diverse Millennials Succeed, Miriam Chitiga, Patrica Chogugudza, Tinotenda Chitiga
Faculty Working Papers from the School of Education
This paper discusses some ways educators may utilize their knowledge of generational characteristics and differences to enhance their teaching and inter-generational relationships with Millennials. It cautions against over- generalizing the popularly accepted generational characteristics to diverse students; it suggests that, like any other category of social classification, generational difference should be considered within the larger context of social diversity, including race, class, and gender,and geographical region. This paper critically discusses specific strategies that educators, who are working outside their comfort zones, can employ to increase the effectiveness of the educational experiences they facilitate for diverse millennial students.
Correlates Of Attitudes Toward Academic And Physical Inclusive Practices For Students With Disabilities And Selected Leadership Behaviors Among Middle School Principals In North Carolina, Mary Houser, Virgina Dickens, Terence Hicks
Correlates Of Attitudes Toward Academic And Physical Inclusive Practices For Students With Disabilities And Selected Leadership Behaviors Among Middle School Principals In North Carolina, Mary Houser, Virgina Dickens, Terence Hicks
Faculty Working Papers from the School of Education
The purpose of the study was to examine the relationship between attitudes toward academic and inclusive practices for students with disabilities and selected leadership behaviors (transformational and transactional) among principals in North Carolina. Participants for this study were randomly selected middle school principals from public schools in North Carolina. This study used a one-group, correlational design, using two instruments. The results of this study found a significant relationship between academic and physical inclusive practices and transformational leadership behaviors, r (75) =.320, p <. 01). However, no significant relationship was found between academic and physical inclusive practices and transactional leadership behaviors, r (72) = -.068, p <.05. The findings for this study suggest that the more North Carolina middle school principals demonstrated transformational leadership behaviors, the more positive their attitudes were toward academic and physical inclusive practices for students with disabilities.
Preparing Pre-Service Teachers To Teach African American Students Using The Culturally Relevant Pre-Service Teacher Intervention Model, Juanita Bey, Susan Blunck, Leontye Lewis, Terence Hicks
Preparing Pre-Service Teachers To Teach African American Students Using The Culturally Relevant Pre-Service Teacher Intervention Model, Juanita Bey, Susan Blunck, Leontye Lewis, Terence Hicks
Faculty Working Papers from the School of Education
African Americans experience varying disparities including racial discrimination and cultural discontinuities, which are manifested in public school classrooms. Hence these students struggle academically and are less likely to attend college. This study was designed to investigate the effectiveness a Culturally Relevant Pre-Service Teacher (CRPT) Intervention Model for pre-service
teachers. Qualitative methods were used alongside the Cross Racial Identity Scale to respond the effectiveness of CRPT Intervention Sessions. Results indicated that pre-service teachers gained a more in-depth understanding of relationship between their identities within the context of their cultural experiences and all pre-service teachers applied some culturally relevant teaching strategies.