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Full-Text Articles in Education
Principals' Lived Experiences In Childhood Poverty Impacting Resiliency Of Students In Poverty, Jonathan Rasmussen
Principals' Lived Experiences In Childhood Poverty Impacting Resiliency Of Students In Poverty, Jonathan Rasmussen
Electronic Theses and Dissertations
The number of children living in poverty within the United States is on the rise, which translates to more public school students experiencing those risk factors associated with poverty. Given the severity of the negative effect living in poverty has on the likelihood of academic success, paired with the current climate of accountability in U.S. public schools, it is imperative that educational leaders understand how to create a school culture that fosters resilience in students from poverty. The purpose of this study was to examine principals' lived experiences in childhood poverty impacts the decisions they make. More precisely, it examines …
Principals' Perceptions On Educating Elementary Students Who Are Gifted, Ingrid Cumming
Principals' Perceptions On Educating Elementary Students Who Are Gifted, Ingrid Cumming
Electronic Theses and Dissertations
Students who are gifted need student centered academic challenges and authentic problems to spark reflection and enhance student outcomes. When academic needs are not met,students who are gifted may not reach their full academic potential and may lose motivation for learning. A primary reason for students who are gifted to underachieve in academics is equated to school factors including lack of instructional resources, social/emotional support, and teachers who are unprepared to teach students who are gifted. The purpose of this phenomenological research study is to explore the perceptions and lived experiences of participating elementary school principals in an urban school …
Urban School Principal Rated As Highly Effective: Support And Culture For Co-Teaching, Michelle San
Urban School Principal Rated As Highly Effective: Support And Culture For Co-Teaching, Michelle San
Electronic Theses and Dissertations
The recent revisions to the Individuals with Disabilities Education Improvement Act (2004) and the passing of the No Child Left Behind Act (2001) promoted a movement toward meaningful inclusion, which has led to an increase in interest in co-teaching (Friend, Cook, Hurley-Chamberlain, & Shamberger, 2010; Nichols, Dowdy, & Nichols, 2010). When co-teaching is effectively executed both students with and without disabilities benefit academically and socially (Friend & Cook, 2007). Researchers indicate that a key factor in effective co-teaching is administrative support (Friend et al.; Dieker & Murawski, 2003; Murawski & Dieker, 2008; Murawski & Dieker, 2004; Scruggs et al., 2007). …