Education Commons^™

Piloting A Theoretical Framework For Understanding Teacher Resilience In Hard-To-Staff Schools, Traci Durant

Electronic Theses and Dissertations

The study examined the nature of hard-to-staff schools in relation to teacher resilience. The study proposes a theoretical framework that blends theories of self and collective efficacy, critical race, and resilience theories with Bronfrenbrenner’s ecological systems theory to examine personal and organizational factors that contribute to or weaken the resilience of teachers in challenging urban schools.

Two research questions guided the study: What are the personal factors that strengthen resilience in teachers in hard-to-staff schools? And, What organizational factors impact teacher resilience in hard-to-staff schools?

Participants were recruited using convenience sampling methods. School administrators were asked to identify teachers who …

Public Educators Shaking Up Classrooms, Elizabeth Richards

Capstones

Through feedback from the community, largely in the form of continued interviews and conversations with teachers about what they were looking for and how they consumed news, I learned that a newsletter was the best way to reach them.

Navigating the challenges of hybrid learning has meant for teachers multiple lesson planning, which has compounded the existing challenge of being incredibly busy and potentially overwhelmed. A newsletter that could arrive in an email inbox — a place where public teachers spend much of their time — could help bring information directly and prevent teachers from having to spend more time …

Introduction: Stories That Mattered, Peter London

Artizein: Arts and Teaching Journal

Introduction to the themed issue of Artizein: Arts & Teaching Journal entitled 'Stories that Mattered.'

Gentry, Martha Beck "Mattie" (Spangler), 1862-1940 (Mss 733), Manuscripts & Folklife Archives

MSS Finding Aids

Finding aid for Manuscripts Collection 733. Journal, 1878-1880, of Mattie (Spangler) Gentry, Covington, Kentucky, chronicling her attendance at Lexington’s Hamilton Female College and at boarding school in Orléans, France; also her journal, 1889-1898, recording her life as a music teacher and her courtship and marriage. Includes photographs and a letter to Mattie in France from the president of Hamilton College (Click on "Additional Files" for typescript).

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 …

A Path To Equity: Solving New Mexico's Teacher Turnover Challenges, Prepared To Teach, Bank Street College

Prepared to Teach

This memo discusses New Mexico's need for shifts in teacher preparation structures and options to meet Yazzie/Martinez requirements. New models of sustainable, affordable teacher residencies that can provide New Mexico the teaching workforce its students need are outlined.

Utility And Professional Attitudes Toward Assistive Technology In Uae Special Needs Centers, Mohammad Fteiha, Deena Elsori, Ashraf Khalil, Ghanem Albustami

All Works

The attitude of teachers about the use of technology is critical. As a result, when teachers have a constructive outlook toward a new type of assistive technology, they are more likely to make meaningful efforts to successfully integrate it into the teaching-learning process. The way assistive technology is used in the teaching and learning environment is heavily influenced by a special education teacher's attitude. Therefore, the study explored the availability of assistive technology and explored the attitudes of professional of special education towards the use of assistive technologies in special needs centers of United Arab Emirates (UAE). Questionnaires were distributed …

The Attitude Of Staff Members With Regards To Trauma-Informed Care In A High School In Arizona, Deanna Aljean Iverson

Doctoral Dissertations and Projects

This study analyzes the attitudes and beliefs with regards to trauma-informed care, of certified staff members at one public high school, in a public school district, in the southeast valley of Phoenix, Arizona. Previous studies have demonstrated that the attitudes of certified staff members have had a large impact on the implication and effectiveness of trauma-informed care within schools. The certified staff members went through several trainings to increase their trauma-informed readiness, help them identify struggling students, and build trauma-informed strategies when working with students. The relationship between these trainings and the overall attitude of certified staff requires further research …

Teachers’ Perceptions Of Professional Development: A Narrative Inquiry Examining Insights From Middle School Teachers, Julie Hatling

Dissertations and Theses

Throughout their careers, teachers seek professional growth opportunities to continually improve their craft. This quest has resulted in various learning experiences for teachers that have impacted their practice in differing ways. Bayar (2014) writes that schools traditionally provide training for teachers, professional development (PD), to help in-service teachers grow as professionals. To gain further insight into the topic of teacher PD, this narrative inquiry sought to obtain a better understanding of PD based on teachers’ perceptions of their past PD experiences and how those experiences impacted their professional practice. This study was guided by a central question and sub-questions. The …

Teacher Knowledge, Perceptions, And Language Orientations Towards Oral Language Instruction In A Dual Language Classroom, Lucy A. Montalvo

Theses and Dissertations

Dual language (DL) schools provide literacy in students’ native languages; however, it is unknown if there is a focus on oral language (OL) development, an essential component for emergent bilinguals’(EB) literacy development. The purpose of this mixed-methods case study is to understand what DL teachers in Virginia know about OL instruction when providing literacy instruction to EB students. This study also explored DL teachers’ perceptions and language orientations towards OL instruction in a DL classroom. The Holistic Biliteracy Framework by Escamilla et al. (2014) provided a research-based pedagogical model to compare teachers’ knowledge on OL instruction. The Language Orientation Framework …

Perceptions Of Self-Efficacy & Support Among Secondary Early-Career Teachers And Their Principals During The Covid-19 Pandemic, James A. Martinez, Kelly Gomez Johnson, Frances E. Anderson, Frederick L. Uy

Journal of Curriculum, Teaching, Learning and Leadership in Education

In response to challenges faced by middle and high school educators during the COVID-19 pandemic, a study was conducted in the Spring of 2021 involving 33 early-career mathematics teachers and eight supervising school principals in the State of California. These participants completed detailed surveys which provided demographic information, as well as perceptions of support, efficacy and job satisfaction. Findings show a variety of associations among teacher perceptions of support and their efficacy and job satisfaction in the face of challenging circumstances. As it related to principal support and recognition, principal participants expressed confidence in their ability to support teachers as …

Silence., Mychelle H. Smith

Journal of Multicultural Affairs

Teaching in the COVID-19 pandemic has been a challenge for many reasons. In addition to personal fears and worrying about survival, educators like myself wonder if what we are doing for our students is enough. This same worry is mixed with an existential backlash. What is enough? Why are we even trying? This poem reflects my lived experience with the emotional journey of working virtually during the pandemic.

Bullying Prevention And Mediation: The Role Of Values Education, Janine Brown, Boris Handal, Liz Mckenna, Sandra Lynch

eJournal of Catholic Education in Australasia

The growing incidence of bullying in schools calls for alternative prevention and mediation approaches in which values are integrated into current practices. This study explores educators’ and parents’ beliefs about the explicit application of a values-based approach to bullying intervention and mediation in Catholic schools. Individual and focus group interview among teachers, principals and parents were held in three Catholic primary schools in the Sydney Metropolitan area. The study also served to identify current anti-bullying practices employed as well as to examine specific values perceived to be relevant by parents and educator in preventing and solving bullying conflicts. Respondents showed …

The Lived Experiences Of Filipino Teachers Teaching In Texas: A Transcendental Phenomenological Study, Jeffrey Chua

Electronic Theses and Dissertations

Among the estimated 100,000 Overseas Filipino Workers (OFW) working in the United States, a small group of Filipino teachers may have lasting impacts on one of the most important pillars of the nation: its public schools. Thus, it is important to understand the lived experiences of Filipino teachers teaching in Texas. This research aimed to contribute to existing literature that explores the lived experiences and the acculturation process of Filipino teachers. Utilizing a transcendental phenomenological approach, seven such teachers were selected through snowball sampling and were interviewed. The findings of the study showed their shared experiences revolved around four themes: …

Teachers’ Perceptions Of The Impact Of Educational Reforms Implemented By Abu Dhabi Education Council On Teacher Efficacy In Al Ain Public Schools, Cherry Jean Recio

Dissertations

Teachers’ self- efficacy has been considered as one of the main contributors to quality teaching and job performance of teachers. Teachers’ self- efficacy may be influenced by factors such as educational reforms. The aim of this dissertation is to investigate teachers’ perceptions on whether educational reforms implemented by ADEC from 2005-2017 contributed to their self-efficacy and influenced their abilities to carry out their teaching jobs. The second aim of this dissertation is to investigate whether teachers’ perceptions of their self-efficacy differ in relationship to ADEC reforms based on a number of demographic factors such as gender, cycle, years of teaching …

Fighting For Justice In Education: How Schools Can Lead The Change Towards A More Equitable World, Tara Kirton

Occasional Paper Series

“Historically, pandemics have forced humans to break with the past and imagine the world anew. This one is no different” (Roy, 2020). The COVID-19 pandemic has had tremendous implications for every aspect of life. School, work, celebrations and everyday social interactions have all felt the repercussions of the pandemic. While the shutdown called for an immediate pivot from our everyday ways of being, it has also provided opportunities for stillness and deep reflection. This moment of pause has provided an opportunity to think, speak and act differently. As a parent my hope is that educators will lead the change.

Taking Flight: Giving Up The Things That Weigh Me Down, Karina Malik

Occasional Paper Series

From the perspective of a Latinx, dual-language, special education, public school teacher, I explore and detail what an equitable and just education could look like in our future. I begin by envisioning a future that:

• Values collaboration in teaching and learning

• Allows for spaces of ongoing teacher learning where we teachers decide where we want to grow and how we want to learn.

• Invests in our growth and development as educators.

• Consists of a solid understanding that there is more expertise across communities than in any one person.

I continue by explaining that in order for this to be a …

#Blackfemaleteachersmatter: The Experiences Of Three African American Female Teachers Who Left The Classroom During Their Induction Years, Ashlye Victoria Wilkerson

Theses and Dissertations

This study captured the lived experiences of three African American, female classroom teachers who left the profession within three years of beginning their careers. The main goal that led this research was to center the perspectives of African American women in the conversation about teacher retention, turnover, and attrition percentages that plague the field of education. The primary questions that guided this study were: (1) “What can be learned from the life stories of former African American female teachers who left the teaching profession from South Carolina public classrooms during their induction years?”, (2) “What do their life stories reveal …

Teachers’ Self-Efficacy And Augmentative And Alternative Communication Technology Use, Tamara Therese Parks

Doctoral Dissertations and Projects

Students identified with disabilities and complex communication needs (CCN) add a unique aspect to teaching practice and pedagogy. Both special education and general education teachers play a vital role in providing opportunities for students to learn and succeed. Using augmentative and alternative communication (AAC) devices is one way for students with CCN to access the general curriculum as well as become active participants in the classroom. Research has indicated that teachers’ attitudes and self-efficacy using AAC may affect how well the devices are used in the classroom. Though teachers are expected to provide the necessary supports required by students with …

Teachers Who Complain About Burnout Are Not Bad Teachers, Bek Wuay Tang, Jacinth Jia Xin Tan

Research Collection School of Social Sciences

Psychology tells us it’s natural but wrong to assume teachers aren’t coping well with stress due to their own inability to manage time or be tough, say SMU’s Tang Bek Wuay and Jacinth Tan. A worrying spotlight was recently shone on burnout among teachers. In a Ministry of Education (MOE) engagement survey conducted in June, three in 10 teachers said they could not cope with stress at work.

Data Protection Awareness Survey Of Tertiary Sector Teachers And Lecturers In Ireland, Aidan Kenny

Reports

Within the European Union all organisations and companies which process personal data must comply with the terms of the General Data Protection Regulation (GDPR) 2016 which was transposed into law in 2018. GDPR provides fundamental rights to individuals relating to the protection of personal data, the terms for processing personal data and privacy of personal data. The regulation also requires both data controllers and data processors to take an active approach to ensuring compliance and to promoting awareness of data protection. The regulation includes powers of enforcement, investigation, and sanction. The Data Protection Commission in Ireland is the independent national …

Understanding How Covid-19 Has Changed Teachers’ Chances Of Remaining In The Classroom, Gema Zamarro, Andrew Camp, Dillon Fuchsman, Josh B. Mcgee

Education Reform Faculty and Graduate Students Publications

The 2020-2021 academic year was a year like no other. After nationwide school closures during the spring of 2020, schools reopened in the fall of 2020 using combinations of in-person, hybrid, and remote learning models. Teachers had to adapt to unexpected conditions, teaching in unprecedented ways, using synchronous and asynchronous instruction, while also being challenged to establish connections with students, families, and colleagues. Health concerns added to the mix as some teachers went back to in-person education during the height of the pandemic. As a result, teachers' levels of stress and burnout have been high throughout these unusual pandemic times …

Infographic: My Ninth Teacher Alphabet, Jo Earp

Teacher infographics

What do you need information on? Evidence-based practice? Tutoring in schools? Oral language? Data interpretation? The ninth Teacher alphabet brings you quick links to popular content that you might find useful. Download the PDF for a hyperlinked version.

Student And Teacher Diversity In The Mountain West, Marie A. Falcone, Guadalupe De La Rosa, Caitlin J. Saladino, William E. Brown Jr.

K-12 Education

This fact sheet highlights public K-12 teacher and student diversity in the Mountain West states of Arizona, Colorado, Nevada, New Mexico, and Utah. We explore data from Michael Hansen and Diana Quintero’s “Mountain West states face growing teacher diversity gaps” a 2018 Brookings Institution report. Specifically, we explore the teacher and student population in Mountain West states by race, revealing a disproportionate gap between students of color and teachers of color.

Teachers Attitudes Regarding Adverse Childhood Experiences, Trauma-Informed Educational Practices, And Student Resiliency, Alyson Reynolds Kohl

Dissertations

Purpose: The purpose of this convergent parallel design mixed methods case study was to determine how training on Adverse Childhood Experiences and Trauma-Informed Educational Practice affected the attitudes of teachers, in Shasta County’s Enterprise Elementary School District (EESD), regarding students who had experienced Adverse Childhood Experiences (ACE). A further purpose of this study was to understand if teachers in EESD perceived training in ACE and Trauma-Informed Educational Practices (TIEP) was effective in changing their classroom practices to support the resiliency of students who had experienced ACEs.

Methodology: The methods for this research included: an online survey, The Attitudes Regarding Trauma-Informed …

A Study On The Teachers’ Lifelong Learning Competences And Their Reading Motivation: Sapanca Sample, Cigdem Ayanoglu, Nese Guler

University of South Florida (USF) M3 Publishing

In this research, the relationship between the teachers' lifelong learning competences and their reading motivation was examined. The study sample consisted of 326 teachers working in the district of Sapanca in the province of Sakarya. The research data was collected through The Scale of Key Competences for Lifelong Learning developed by Şahin, Akbaşlı, ve Yelken Yanpar (2010) and through Adult Reading Motivation Inventory developed by Schutte ve Malouff (2007) and adapted to Turkish by Yıldız, Yıldırım, Ateş ve Çetinkaya (2013). As a result of the research, it was determined that teachers' lifelong learning competence perceptions and their reading motivation were …

Teachers As Change-Makers: International Volunteering As Enabling Or Hindering Their Capacity To Teach Global Development, Mags Liddy

University of South Florida (USF) M3 Publishing

Teachers role in educating and preparing learners for global challenges assumes their competence and capacity to understand and engage with these challenges. This paper examines the potential of overseas volunteering to enhance teachers’ understanding of global development and to motivate them as global citizenship educators. The findings illustrate a translation dynamic between their experience and professional practices. This analysis is informed by practice theory where changes in dispositions are mediated within constraining or enabling factors of habitus. Habitus is viewed as the site of negotiation of between individuals’ agency and dispositions within social structures. This dynamic is demonstrated in two …

Building Resilient Education Systems: A Rapid Review Of The Education In Emergencies Literature, Pina Tarricone, Kemran Mestan, Ian Teo

International Education Research

The COVID-19 pandemic has highlighted the vulnerabilities and inequalities of national education systems and hindered the education of millions of children globally. In response, the Global Education Monitoring (GEM) Centre, which is a long-term, strategic partnership between the Australian Council for Educational Research (ACER) and the Australian Government’s Department of Foreign Affairs and Trade (DFAT), undertook a rapid review of literature to support policymakers. The research has six evidence-based outcomes that can help policymakers to build resilient education systems and thereby enhance education quality and equity during emergencies. The COVID-19 emergency provided the impetus for this research, with much of …

Development And Initial Evaluation Of The Assessment Of Teacher Expectations And Practices (Atep), Kimberly Barajas

Dissertations

Teacher practices and expectations are important factors for students’ academic and behavioral functioning (Andersson & Palm, 2016; Oliver, Wehby, & Reschly, 2011; Rimm-Kaufman, Storm, Sawyer, Pianta, & LaParom 2006; Rubie-Davies, 2007; Sandholtz, 2011). The current measures available require a great deal of resources (i.e., time, money, personnel), have poor psychometric properties, or are not comprehensive (e.g., facets assessed; assessment of teacher practices for different grade levels). Given these concerns, the proposed study aimed to develop a psychometrically sound measure that is time and cost efficient and comprehensively assesses the multi-faceted construct of teacher practices. This measure is expected to allow …

Perceptions Of Southwest Missouri Public School K‒12 Teachers And Building Principals In Regard To Preparedness Of Culturally Responsive Teaching, Katie C. Kensinger

Dissertations

Over the past two decades, K‒12 public education demographics have reflected an increase in student diversity while over 80% of the teaching population remains White (Ramirez et al., 2016). As student demographics evolve, public schools must adjust to provide all students with an education relevant to their backgrounds and experiences (Jones-Good, 2015). Teachers must prioritize and be prepared to teach diverse groups of students (Gay, 2018). This mixed-methods study included an analysis of teacher and principal perceptions of their level of preparedness for culturally responsive teaching in four southwest Missouri school districts with diverse student populations. The focus was placed …