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Articles 31 - 36 of 36
Full-Text Articles in Education
Supporting Positive School Culture Through Interpersonal Engagement: Phase One Report: Kinross College December 2015, Geoffrey Lummis, Graeme Lock, Julia Morris
Supporting Positive School Culture Through Interpersonal Engagement: Phase One Report: Kinross College December 2015, Geoffrey Lummis, Graeme Lock, Julia Morris
Research outputs 2014 to 2021
The Industry Collaboration Project, ‘Supporting Positive School Culture Through Interpersonal Engagement’ is a joint project between Edith Cowan University, Hampton Senior High School, Kinross College and Mindarie Senior College. The project aims to empower school leaders to co-create, implement and evaluate professional learning programs that promote enhanced staff relationships. Supporting school leaders to improve staff relationships is important because staff (both teaching and school support) are key stakeholders in children’s educational outcomes (Stringer, 2013). Ensuring school staff feel valued in their school community is also of ongoing importance, particularly as staff accountability and burnout rises in the teaching profession both …
Research In Action: Leading Literacy Learning In Primary Schools: Final Report 2013 - 2014, Deslea Konza
Research In Action: Leading Literacy Learning In Primary Schools: Final Report 2013 - 2014, Deslea Konza
Research outputs 2014 to 2021
PALL Plus was funded by a Public Education Endowment Trust (PEET) grant and was conducted with the leaders of 12 primary schools serving low socio-economic communities in metropolitan Perth throughout 2013 and 2014. It was a development of the Principals as Literacy Leaders (PALL) pilot project funded by the Commonwealth Government in 2009-10, which was designed to assist primary school principals across Australia to develop their capacity to lead the teaching of reading in their schools...
A Factor Analytic Validation Study Of The Scale Of Teachers' Attitudes Towards Inclusive Classrooms (Static)), Trisha Sugita Nishimura, Randy T. Busse
A Factor Analytic Validation Study Of The Scale Of Teachers' Attitudes Towards Inclusive Classrooms (Static)), Trisha Sugita Nishimura, Randy T. Busse
Education Faculty Articles and Research
General and special education teachers (N = 125) completed the Scale of Teachers’ Attitudes towards Inclusive Classrooms (STATIC). The internal consistency of the instrument was strong with an alpha of .89. The measure demonstrated excellent test-retest reliability (r = .99) and a dependent t-test was non-significant, indicating mean group temporal stability. An exploratory factor analysis resulted in a five-factor scale accounting for 61.6% of the variance versus the original four factors identified by the author of the instrument. Future research and potential use of the instrument are discussed.
The Relationship Between Growth Scores And The Overall Observation Ratings For Teachers In A Public School System In Tennessee, James H. Lampley, Virginia P. Foley, Joshua Davis
The Relationship Between Growth Scores And The Overall Observation Ratings For Teachers In A Public School System In Tennessee, James H. Lampley, Virginia P. Foley, Joshua Davis
ETSU Faculty Works
Abstract is available to download.
Preparing Teachers To Use Technology Effectively Using The Technological, Pedagogical, Content Knowledge (Tpack) Framework, Helen Crompton
Preparing Teachers To Use Technology Effectively Using The Technological, Pedagogical, Content Knowledge (Tpack) Framework, Helen Crompton
Teaching & Learning Faculty Publications
Although technology is on the rise in society and schools, many teachers are not effectively incorporating technology into their teaching and learning. The lack of use can be attributed to teachers’ negative beliefs and feelings about technology. Effective teaching requires not only mastery of the subject content, pedagogical techniques, and technological affordances, but also how to achieve a successful dynamic interaction between those three factors. In this paper, the author has elucidated how these teacher beliefs and feelings are generate and the Technological, Pedagogical, Content knowledge framework (TPACK) framework is presented as a method of ameliorating these negative teacher impressions …
Culturally Relevant Booktalking: Using A Mixed Reality Simulation With Preservice School Librarians, Janice Underwood, Sue Crownfield Kimmel, Danielle Forest, Gail K. Dickinson
Culturally Relevant Booktalking: Using A Mixed Reality Simulation With Preservice School Librarians, Janice Underwood, Sue Crownfield Kimmel, Danielle Forest, Gail K. Dickinson
Teaching & Learning Faculty Publications
The role of school librarians is often overlooked in advancing a respect for cultural diversity among youth, yet librarians are in key positions to champion for social justice reform in educational settings. In this qualitative study, we examine preservice school librarians' experiences with booktalking multicultural literature in a mixed reality simulation environment, as a vehicle to introduce social justice issues. Our purpose was to explore the booktalking experience as a means of developing preservice librarians' understanding of culturally relevant pedagogy, a stance concerned with developing cultural competence and critical consciousness. Our findings revealed that preservice librarians gained different levels of …