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Articles 61 - 65 of 65
Full-Text Articles in Education
Educators’ Perceptions Of Restorative Justice, Care, Inclusion, And Disability: A Phen[Women]Ological Study, Jennifer Hull
Educators’ Perceptions Of Restorative Justice, Care, Inclusion, And Disability: A Phen[Women]Ological Study, Jennifer Hull
Dissertations
In the State of Illinois, changes are taking effect related to classroom culture and educational policy is moving from “safe schools/zero tolerance” policies to restorative justice practices. Through a feminist disability studies lens, the focus of this a phen[women]ological study of the lived experiences of six educators from two different schools in Illinois and their perceptions of restorative justice, care, inclusion, and disability was to ask: How are educators making sense of restorative justice practices? What are the implications for students with disabilities? Five topics of significance surfaced, including (a) caring; (b) restorative justice and inclusion; (c) impact of technology; …
Supporting Novice Teacher Enactments In The Field Class, Diane Salmon, Kavita Kapadia Matsko, Ryan Mccarty, Aleksandra Veselovsky, Lisa Mozer, Xue Han
Supporting Novice Teacher Enactments In The Field Class, Diane Salmon, Kavita Kapadia Matsko, Ryan Mccarty, Aleksandra Veselovsky, Lisa Mozer, Xue Han
NCE Research Residencies
Teacher preparation programs at NLU are developing practice-centered approaches to teacher education that entail a core set of teaching practices and intentionally designed field-learning opportunities. One addition to prior practice with this approach is the inclusion of a video coaching context where candidates receive feedback from field supervisors on their teaching videos. This study investigated candidate and supervisor perceptions of the feedback in the video coaching context affords in addition to the traditional contexts of face to face field visits and competency appraisal surveys. The findings point to a unique self-regulatory benefit to the video coaching context. They also suggest …
Improving School Culture To Enhance Academic Achievement At Samad Islamic School: A Change Leadership Plan, Hanan Matari, Ruqia Ali
Improving School Culture To Enhance Academic Achievement At Samad Islamic School: A Change Leadership Plan, Hanan Matari, Ruqia Ali
Dissertations
The purpose of this leadership change plan was to understand the influence of Samad School’s culture on students’ academic achievement. The goal was to help Samad Islamic School to develop and follow an action plan to improve school culture. Wagner et al.’s (2006) 4C’s change leadership model was used to analyze four dimensions of the school: context, conditions, competencies, and culture. An adapted version of the School Culture Triage Survey was used to collect data. Survey results were presented to and discussed among teachers in both large and small group settings followed by written individual teacher reflections on the process. …
Promotion And Retention Of English Learners (Ells) In A Large Urban School District: A Policy Advocacy Document, Hanan Matari, Ruqia Ali
Promotion And Retention Of English Learners (Ells) In A Large Urban School District: A Policy Advocacy Document, Hanan Matari, Ruqia Ali
Dissertations
This policy advocacy document argues for a fair and equitable retention and promotion policy for English language learners (ELLs) in elementary grades of a large urban school district. Increasing access and instructional opportunities within bilingual/ESL services combined with more accurate measures of English proficiency would help mitigate random or unfair promotion and retention practices. A needs analysis was conducted on educational, economic, social, political, and moral-ethical dimensions and arguments made in support of the recommended policy (Browder, 1995). This policy solidifies district accountability for the education of all ELL students by mandating schools provide equal opportunity and access to high-quality …
Laying The Foundation To Improve Literacy In A K–12 Islamic School Through The Introduction Of A Professional Learning Community: A Formative Evaluation, Hanan Matari, Ruqia Ali
Laying The Foundation To Improve Literacy In A K–12 Islamic School Through The Introduction Of A Professional Learning Community: A Formative Evaluation, Hanan Matari, Ruqia Ali
Dissertations
To improve professional development, a professional learning community (PLC) was initiated at a small, K–12 Islamic school in northwest suburban Chicago, IL. This evaluation describes and assesses the initiation and year-one implementation of the PLC, and focuses on teachers’ literacy instruction skills. A formative evaluation approach was used to monitor and assess progress and encourage teachers’ ownership of their learning. Teachers collaborated in large and smaller grade or subject area PLC groups to identify, chart, and implement new teaching strategies under peer observation for feedback. Teachers succeeded in establishing school-wide literacy strategies; however, issues challenged the PLC’s future—time, resources, and …