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Articles 1 - 17 of 17
Full-Text Articles in Education
The Effect Of Mindfulness Techniques On Teacher Resilience As Moderated By Conscientiousness, Aundrea T. Harris, Nancy S. Bostain
The Effect Of Mindfulness Techniques On Teacher Resilience As Moderated By Conscientiousness, Aundrea T. Harris, Nancy S. Bostain
Journal of Educational Research and Practice
Burnout continues to be apparent among teachers and often leads to increased health care costs, absenteeism, and turnover rates. Burnout stems from unmanaged stress, which is the result of teachers’ response to challenges in the workplace. The purpose of this cross-sectional design study was to examine the relationship between mindfulness techniques and resilience in high school teachers. An additional purpose was to examine whether the personality trait and conscientiousness moderate the relationship between mindfulness techniques and resilience. The frameworks for this study were based on the self-awareness, -regulation, and -transcendence (S-ART) framework, the theory of planned behavior, and the concepts …
Evaluation Of A Teaching Assistant Program In Online Education, Shelley N. Armstrong, Kirsten Lupinski, Michelle M. Burcin, Kimberly Kato, Marsha Kaufman
Evaluation Of A Teaching Assistant Program In Online Education, Shelley N. Armstrong, Kirsten Lupinski, Michelle M. Burcin, Kimberly Kato, Marsha Kaufman
Journal of Educational Research and Practice
Online student success is determined by several factors, including learning effectiveness, access (academic, technical, and administrative support), faculty satisfaction, and student satisfaction. These factors are part of the Online Learning Consortium’s Pillars of Quality Online Education, which were established to ensure all students are provided a quality education, with high levels of student engagement, instructor feedback and interaction, and experiential learning opportunities. Using Teaching Assistants (TAs) in the virtual classroom is not a traditional practice for most online institutions, but is a strategy that can have a positive impact on these factors. This exploratory research study discusses a TA program …
Digital Colleague Connectedness: A Framework For Studying Teachers’ Professional Network Interactions, Darci J. Harland
Digital Colleague Connectedness: A Framework For Studying Teachers’ Professional Network Interactions, Darci J. Harland
Journal of Educational Research and Practice
The coronavirus outbreak will likely highlight both strengths and weaknesses of the pre-corona educational system. Researchers have a responsibility to examine the experiences educators have had during the pandemic; however, there are no education-specific frameworks for researchers to use to examine teachers interacting with digital colleagues for professional purposes. This paper describes the literature used to design the digital colleague connectedness framework. The purpose of the framework is to operationalize terminology used to examine educators interacting in professional exchanges within a virtual network. This framework includes six behaviors in which digital colleagues engage and four roles they may assume that …
Discipline Policies And Preschool Special Education Students' Personal-Social Skills, Amanda L. Tamagni, Andrea M. Wilson
Discipline Policies And Preschool Special Education Students' Personal-Social Skills, Amanda L. Tamagni, Andrea M. Wilson
Journal of Educational Research and Practice
Preschool special education students’ lack of personal–social skills is affecting their kindergarten readiness and placing them at risk for exposure to school discipline in a large school district in the Southeastern United States. The purpose of this quantitative investigation was to examine the relationship between the quality of school discipline policies and personal–social skills of preschool special education students within the focus district. Data collection included archived personal–social skills scores, as measured by the Battelle Developmental Inventory–2 (BDI-2), of 354 preschool special education students. Four trained educators rated the effectiveness of the schools’ discipline policies using the Teaching and Guidance …
Fostering Motivation When Virtually Mentoring Online Doctoral Students, Crissie Jameson, Kelly Torres
Fostering Motivation When Virtually Mentoring Online Doctoral Students, Crissie Jameson, Kelly Torres
Journal of Educational Research and Practice
Online learning in higher education has become commonplace as more working adults and nontraditional aged students return to pursue advanced degrees. Graduate education, specifically, has grown in recent years (Allen & Seaman, 2014), including doctoral degrees. Pursuing a doctoral degree requires writing a culminating paper (e.g., dissertation, doctoral study, capstone study). Writing and conducting such a study requires support and mentorship from faculty of the program. Establishing a positive relationship in which the student feels supported by the mentor is crucial to encourage dialogue and motivation throughout the process. In this case study, online doctoral students’ perceptions of autonomy, competence, …
Developing An Instrument To Observe And Evaluate Assessment System Maturity, Royce L. Robertson, Martha J. Larkin
Developing An Instrument To Observe And Evaluate Assessment System Maturity, Royce L. Robertson, Martha J. Larkin
Journal of Educational Research and Practice
Maturity models fill the need for a measure of overall growth in how outcomes assessment is defined and how feedback informs improvement to meet internal and external expectations at individual institutions of higher education. An exploratory qualitative study was conducted to develop an instrument, the Assessment System Maturity Matrix (ASMM), to observe and evaluate outcomes assessment system maturity. Research procedures included conducting a literature review and comparing business, software, and limited education maturity models; administering self-reported questionnaires to higher education outcomes assessment professionals; and piloting the instrument. Data collection results provided the ideal criteria for the ASMM design and content …
Outcomes Of The Boss Classroom Management Program Among Adults With Intellectual Disabilities, Mick Needham, Peter Ross, Karen Slonski, Steven Wells, Andrew W. Wood
Outcomes Of The Boss Classroom Management Program Among Adults With Intellectual Disabilities, Mick Needham, Peter Ross, Karen Slonski, Steven Wells, Andrew W. Wood
Journal of Educational Research and Practice
There is a current and growing need for evidence-based practices aimed at improving the social skills of adults with intellectual disabilities (ID). Despite an abundance of research on strategies to improve the social skills of young children with ID, there is limited research on interventions aimed at improving prosocial behaviors of adults with ID. A behavioral skills training approach was used to teach frontline, direct support professionals (DSPs) to implement a classroom management strategy called the Behavioral Opportunities for Social Skills (BOSS) program with adults with ID who lived in the community. The results showed that DSPs’ delivery of behavior-specific …
Metacognitive Reading Strategy And Emerging Reading Comprehension In Students With Intellectual Disabilities, Natasha Cox-Magno, Peter Ross, Kathleen Dimino, Andrea Wilson
Metacognitive Reading Strategy And Emerging Reading Comprehension In Students With Intellectual Disabilities, Natasha Cox-Magno, Peter Ross, Kathleen Dimino, Andrea Wilson
Journal of Educational Research and Practice
This article ventures to address the gap in special education practices by providing a metacognitive reading strategy to support the emerging reading comprehension skills of kindergarten students with intellectual disabilities. Historically, students with intellectual disabilities have low reading comprehension skills that can impede their overall academic success. There is a gap in practice regarding the identification and effective use of evidence-based reading comprehension instructional strategies for students with intellectual disabilities. Guided by Piaget’s and Vygotsky’s constructivist theories, the purpose of this study was to test the effectiveness of a metacognitive reading strategy on the emerging reading comprehension (ERC) skills of …
Relevance Of The Ies/Nsf Protocol To Identification Of Evidence-Based Practices, Barbara R. Schirmer, Alison S. Lockman, Todd N. Schirmer
Relevance Of The Ies/Nsf Protocol To Identification Of Evidence-Based Practices, Barbara R. Schirmer, Alison S. Lockman, Todd N. Schirmer
Journal of Educational Research and Practice
The Institute of Education Sciences (IES) and the National Science Foundation (NSF) issued common guidelines that provide a protocol by which the use of particular methodological designs in a line of research inquiry provides evidence for each successive step in the process of bringing any given instructional intervention into practice. Our purpose was to determine if research on two widely used literacy instruction approaches has been conducted at each methodological stage in the IES/NSF protocol and is relevant to identifying the approach as an evidence-based practice. We applied the IES/NSF pipeline-of-evidence guidelines to assess whether practices touted as having a …
Using Focus Groups To Explore Sources Of Self-Efficacy In Puerto Rican Preservice Teachers, Yitza A. Arcelay-Rojas
Using Focus Groups To Explore Sources Of Self-Efficacy In Puerto Rican Preservice Teachers, Yitza A. Arcelay-Rojas
Journal of Educational Research and Practice
This article used focus groups to explore Puerto Rican preservice teachers' perceptions of sources of self-efficacy. The present study allowed, through a qualitative design, examination of the experiences of preservice teachers at the end of their student teaching practicum. The qualitative design and the use of the focus group technique provided insight into the main sources of their perceived self-efficacy through the self-assessment of their field experience. The beginning of the student teaching practicum provoked an intense process of emotions in which the preservice teachers needed support and guidance, particularly in aspects of planning, differentiation, and classroom management. The participants …
Home As Workplace: A Qualitative Case Study Of Online Faculty Using Photovoice, Lee Stadtlander, Amy Sickel, Lori Lacivita, Martha Giles
Home As Workplace: A Qualitative Case Study Of Online Faculty Using Photovoice, Lee Stadtlander, Amy Sickel, Lori Lacivita, Martha Giles
Journal of Educational Research and Practice
The present study examined how online faculty members structure their workspace in their homes and how their work situation affects their home environment. The case study’s goal, guided by an extension of Vischer's user-centered model of the work environment, was to address this research gap through interviews and using PhotoVoice, a technique in which participants take photos and are interviewed about them. Eighteen faculty members from a large online university were recruited through ads in the faculty newsletter. The inclusion criterion was that the individual must only work online. Interested individuals completed an email interview and emailed a photo of …
Effect Of Vocabulary Test Preparation On Low-Income Black Middle School Students’ Reading Scores, Ingrid Mitchell, Nicolae Nistor, Beate Baltes, Michelle Brown
Effect Of Vocabulary Test Preparation On Low-Income Black Middle School Students’ Reading Scores, Ingrid Mitchell, Nicolae Nistor, Beate Baltes, Michelle Brown
Journal of Educational Research and Practice
Black middle school students in the United States continue to perform poorly on standardized reading achievement tests in comparison to other racial and ethnic groups. The purpose of this research study was to examine the effectiveness of a vocabulary-focused test preparation program for Black middle school students. The theoretical framework consisted of Thorndike’s concept of test-wiseness, a test-taking capacity. Teachers at the research site were trained on Larry Bell’s 12 Powerful Words strategy that aims to make students test-wise, that is, to familiarize them with key vocabulary terms related to tests. An intact-group comparison was conducted, involving a total of …
Cyber Bullying In Higher Education: Implications And Solutions, Gina S. Smith, Maria A. Minor, Henry M. Brashen
Cyber Bullying In Higher Education: Implications And Solutions, Gina S. Smith, Maria A. Minor, Henry M. Brashen
Journal of Educational Research and Practice
Cyberbullying exists in all levels of education, from kindergarten to postsecondary. Few studies have been conducted to examine the impact of cyberbullying in higher education. Minor, Smith, and Brashen (2013) identified the need for colleges and universities to set policies and standards on how to handle faculty being cyberbullying by students. Their study revealed that the majority of respondents were unaware of a policy in existence and/or the proper steps to take when bullying occurs. Six steps have been designed to assist college administrators when creating an antibullying policy and setting standards.
The Virtual Research Lab: Research Outcomes Expectations, Lee Stadtlander, Martha Giles, Amy Sickel
The Virtual Research Lab: Research Outcomes Expectations, Lee Stadtlander, Martha Giles, Amy Sickel
Journal of Educational Research and Practice
This paper examines the complexities of working with student researchers in a virtual lab setting, logistics, and methods to resolve issues. To demonstrate the feasibility of a virtual lab, a mixed method study consisting of quantitative surveys and qualitative data, examined changes in doctoral students’ confidence as measured by research outcome expectations and changes in a self-assessment of research knowledge and skills test in a three quarter virtual psychology research lab. In the lab, 10 doctoral students conducted a faculty-designed project, analyzed data, and co-wrote a literature review. Findings indicate lab students’ research knowledge and research outcome expectations improved significantly …
Social And Emotional Learning Competencies And Cross-Thematic Curriculum Related Skills Of Greek Students: A Multifactorial And Triangulation Analysis., Olympia Tsolou, Vasileios Margaritis
Social And Emotional Learning Competencies And Cross-Thematic Curriculum Related Skills Of Greek Students: A Multifactorial And Triangulation Analysis., Olympia Tsolou, Vasileios Margaritis
Journal of Educational Research and Practice
The cross-thematic curriculum (CTC) for school education has recently been implemented so that the quality of the Greek educational system is improved. This study aimed at assessing social and emotional learning competencies and CTC-related skills of 541 Greek students aged 11–13. Data triangulation was also used for validating these findings, having 145 school teachers reporting their perceptions on students' skills. Both students and teachers reported moderate scores of all students' skills. Multivariate analysis revealed that gender remained a significant predictor for high scores of all students' skills, and that the higher the grade level of the students, the lower the …
Cyberbullying In Higher Education, Maria A. Minor, Gina S. Smith, Henry Brashen
Cyberbullying In Higher Education, Maria A. Minor, Gina S. Smith, Henry Brashen
Journal of Educational Research and Practice
Bullying has extended beyond the schoolyard into online forums in the form of cyberbullying. Cyberbullying is a growing concern due to the effect on its victims. Current studies focus on grades K–12; however, cyberbullying has entered the world of higher education. The focus of this study was to identify the existence of cyberbullying in higher education, reveal the existence of students bullying instructors, and determine its impact. Three hundred forty-six online instructors from the undergraduate, graduate, and doctoral programs at the school of management at a large online university were surveyed. Of the respondents, 33.8% said they had been cyberbullied …
Phenomenological Investigation Of Elementary School Teachers Who Successfully Integrated Instructional Technology Into The Classroom, Lori R. Walker, Maryfriend Shepard
Phenomenological Investigation Of Elementary School Teachers Who Successfully Integrated Instructional Technology Into The Classroom, Lori R. Walker, Maryfriend Shepard
Journal of Educational Research and Practice
Technology integration in school curricula promotes student achievement, yet many teachers are not successfully integrating technology for learning. This phenomenological study explored the strategies of 10 elementary teachers in Georgia who overcame barriers to technology integration to successfully incorporate lessons within the public school curriculum. To understand the successes, we assessed strategies for overcoming barriers, intrinsic and extrinsic motivators, and professional development experiences. Rogers’s innovation-decision process provided the theoretical foundation and data sources consisted of an open-ended questionnaire and two in-depth, semistructured interviews. Data were coded for preliminary categories, and themes were generated using open coding. Despite common barriers, the …