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Articles 1 - 7 of 7
Full-Text Articles in Education
Perception Of Roles Of General Education Teachers & Special Education Teachers In Regard To The Inclusion Of Students With A Cognitive Impairment In The General Education Classroom, Justine B. Keuning-Lafrence
Perception Of Roles Of General Education Teachers & Special Education Teachers In Regard To The Inclusion Of Students With A Cognitive Impairment In The General Education Classroom, Justine B. Keuning-Lafrence
Masters Theses
The field of education has grown and changed to include students with a cognitive impairment being educated in the general education classroom. In order for these students to access the general education curriculum and achieve academic success, general education teachers and special education teachers must collaborate effectively to provide for the needs of these students. Effective collaboration depends on teachers having a perception of their roles and their co-workers’ roles that is compatible with their co-workers’ perceptions. This study looks at the perceptions of both general education teachers and special education teachers in regard to students with a cognitive impairment …
Building Principals’ Self-Efficacy Regarding Their Ability To Supervise Special Education Programing And Staff, Candida J. Marek
Building Principals’ Self-Efficacy Regarding Their Ability To Supervise Special Education Programing And Staff, Candida J. Marek
Masters Theses
This study uses quantitative data analysis to reveal Michigan building principals’ selfefficacy dependent on number of years on the job and types of certification they hold. These findings reveal the need for principals to have more opportunities to better understand this special population they are leading and are responsible for. Albert Bandura has established much research on self-efficacy and cognitive theory. Applying that research to that of principal responsibility reveals a need for more knowledge and confidence in the area of Special Education. Principals report that this area is not addressed formally in their certification journey and the need to …
Coming Home: How Identity Plays A Role In Students Who Study Abroad In An Area That Is Representative Of Their Heritage, Mariana I. Naddaf
Coming Home: How Identity Plays A Role In Students Who Study Abroad In An Area That Is Representative Of Their Heritage, Mariana I. Naddaf
Masters Theses
Study abroad participation has more than tripled over the past two decades in the United States and has led to increased research efforts on topics such as the benefits of study abroad and the development of students who study abroad; however, little research exists on students who have heritage connections to the area in which they study abroad. In order to address this need within the field of higher education and study abroad, a hermeneutic phenomenological qualitative study was conducted to explore what factors, if any, affect changes in identity salience for students who study abroad in areas that are …
Retaining Staff Members Of Color At A Midwestern Predominantly White Institution, Tiffany L. Steele
Retaining Staff Members Of Color At A Midwestern Predominantly White Institution, Tiffany L. Steele
Masters Theses
There continues to be a gap between the growing multicultural student body and predominantly White faculty and staff members who work with students. One factor in increasing the likelihood of persistence in college for minoritized students is the presence of a mentor with a similar ethnic background. Nevertheless, as of 2004, the populations of faculty, staff and administrators are still disproportionately dominated by White Americans. This study investigated how a university or college can better retain staff members of color. The participants were current and past staff members of color who worked at one university within the Midwestern United States. …
Racial Identity Development Of African American Students In Relation To Black Studies Courses, Ja'kia M. Fuller
Racial Identity Development Of African American Students In Relation To Black Studies Courses, Ja'kia M. Fuller
Masters Theses
The purpose of this study was twofold: (1) to provide understanding of the reason why African American students choose to enroll or do not enroll in Black Studies courses; and, (2) explore the relationship between racial identity development and Black Studies programs. Using a phenomenological approach, African American undergraduate students who have: (a) participated in a student organization that focuses on the advancement of Black people/African Americans, an organization that was founded with the purpose of creating an organization for Black Americans, or an organization that focuses on racial equality; or (b) be a Black Studies minor were interviewed. Findings …
The Effects Of Three Seating Arrangements On Players’ Preference Of Sound In A String Orchestra, Tammy J. Clark
The Effects Of Three Seating Arrangements On Players’ Preference Of Sound In A String Orchestra, Tammy J. Clark
Masters Theses
The purpose of this exploratory, action research study was to investigate the effect of three seating arrangements on players’ preference of sound in the string orchestra. Research questions included the following: (a) How was the players’ perception of string orchestra sound affected by the repositioning of sections across the orchestra? (b) What seating arrangement do orchestra members prefer? (c) How do the preferences of orchestra members vary by section, gender, grade and years of playing experience? High school orchestra members recorded three different one-minute excerpts each in three different seating arrangements. After listening to the recorded excerpts, they chose which …
In This Together: Secondary Language Arts Teachers’ Responses To Learning Labs, Lisa A. Britten
In This Together: Secondary Language Arts Teachers’ Responses To Learning Labs, Lisa A. Britten
Masters Theses
Since the No Child Left Behind (NCLB) Act was signed into law in 2001, literacy leaders and other school administrators have been challenged to increase student achievement to meet the law’s rigorous student proficiency goals and avoid penalties. To avoid the sanctions associated with not making adequate yearly progress (AYP), school and district leaders have been challenged to provide teachers with professional development that effectively equips teachers with the knowledge to meet the unique needs of each student in their classrooms. Because research has determined that high-quality professional development leads to higherquality teaching, and higher-quality teaching leads to increased student …