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Articles 1 - 30 of 37
Full-Text Articles in Education
The Role Of Stakeholders: Implications For Continuous Improvement In Principal Preparation, Ethel M. Arzu, Tia Agan, Gary J. Miller, Kevin Badgett
The Role Of Stakeholders: Implications For Continuous Improvement In Principal Preparation, Ethel M. Arzu, Tia Agan, Gary J. Miller, Kevin Badgett
School Leadership Review
Research conducted in partnership with the Wallace Foundation and the Education Development Center revealed the importance of school principals on the success of student achievement and attendance, as well as on teacher efficacy and retention. The implications of this research reveal the importance of stronger and more focused principal preparation programs. Therefore, the Wallace Foundation established a continuous improvement process that engages teams of program faculty and stakeholders in conducting evidence-based assessments of program quality. In this article, three programs document their experiences with the self-study process. Readers will gain a deeper appreciation for the collaborative role that stakeholders play …
Goal Setting: Impacting Teacher Candidate Growth In Residency Practicum Prior To Student Teaching, Shantel Farnan, Victoria Seeger, Sue Wood, Greg Rich
Goal Setting: Impacting Teacher Candidate Growth In Residency Practicum Prior To Student Teaching, Shantel Farnan, Victoria Seeger, Sue Wood, Greg Rich
Journal of Human Services: Training, Research, and Practice
Educator preparation programs and school districts continue to strive to meet their commitment to better prepare future teachers for entry into the field of education. For more than 100 years, beginning as a normal school, a midwest university has had a strong reputation for the preparation of teachers. After a significant revision to the curriculum to one driven by competencies, this university increased field experiences for teacher candidates, including a culminating year out called Residency Practicum and Student Teaching. Over the course of the undergraduate program, candidates work toward achievement of competencies assigned throughout the coursework and aligned to state …
The Rapid Transition From Face-To-Face To Online Education Due To Covid-19: Observations Of Higher Education Faculty In Texas, Bill Mchenry, Kevin Williams, Ellen Melton
The Rapid Transition From Face-To-Face To Online Education Due To Covid-19: Observations Of Higher Education Faculty In Texas, Bill Mchenry, Kevin Williams, Ellen Melton
TxDLA Journal of Digital Learning
The COVID-19 pandemic has made a profound impact on education on a global scale. Disruptions and changes in modalities in the delivery of education, both in higher education and pk12 environments, have potentially forever changed the expectations of education systems. This study discusses the rapid transition to online education due to the pandemic from the lenses of higher education faculty in Texas.
The Impact Of Recruiting And Retaining Teachers With Advanced Degrees On Student Learning, Elisabeth Krimbill, Wowek S. Kearney, Lawrence Scott
The Impact Of Recruiting And Retaining Teachers With Advanced Degrees On Student Learning, Elisabeth Krimbill, Wowek S. Kearney, Lawrence Scott
School Leadership Review
This paper presents a mixed method study examining the relationship between teacher advanced degree attainment and student achievement. This study utilizes teacher demographic data along with standardized test scores from 702 public schools in south central Texas. First, OLS regression analyses were employed to measure the relationship between the percent of teachers with advanced degrees and student achievement. The results of these analyses indicate that the percentage of teachers with advanced degrees made a statistically significant independent contribution to the variance in student outcomes on the state exam in English Language Arts, Science, and Social Studies. Following the analysis of …
Supportive Strategies For Human Services Online Internships: A Case Study Of Guttman Community College’S Remote Binary Model, Anya Spector, Nicole Kras
Supportive Strategies For Human Services Online Internships: A Case Study Of Guttman Community College’S Remote Binary Model, Anya Spector, Nicole Kras
Journal of Human Services: Training, Research, and Practice
Creating a viable human services internship program at the community college level presents many challenges, from retaining partner agencies willing to supervise, often inexperienced, beginning students, to retaining students willing to overcome personal, academic, and financial challenges to participate in an internship. These challenges were exacerbated by restrictions placed on in-person teaching and internships during the COVID-19 pandemic. In response, Guttman Community College’s human services program has developed a remote binary internship model that offers fieldwork students the benefits of participating in an internship through online agency-based supervised field placements or class-based asynchronous assignments for fieldwork students that cannot participate …
We Didn’T Return To Campus: Covid-19 Pandemic As An Opportunity For Critical Reflection On The Essence Of Education, Marisol Diaz
We Didn’T Return To Campus: Covid-19 Pandemic As An Opportunity For Critical Reflection On The Essence Of Education, Marisol Diaz
Journal of Multicultural Affairs
For many students across the United States, their last day on school campuses was the week before spring break of 2020. Due to the rising concern over COVID-19, most schools across PK to higher education moved to remote learning. This article is a critical reflection by the author in which she shares her experiences as a professor in higher education at the start of the COVID-19 pandemic. The author questions the role of education, using a critical framework and a Marxist analysis of capitalism, to center the function of the education system during COVID-19. From the author’s perspective, economic interests …
The Show Must Go On: Challenges, Questions, And Pedagogical Pivots In Response To Covid-19, Patrick S. De Walt
The Show Must Go On: Challenges, Questions, And Pedagogical Pivots In Response To Covid-19, Patrick S. De Walt
Journal of Multicultural Affairs
On March 18, 2020, many universities and university systems had or were in their initial stages of transitioning to virtual teaching as a result of COVID-19. This transition had varied effects on all aspects of the university community. This paper explores this transition through the teaching experiences of a tenure-track professor during the pandemic. The examination of six sections of a capstone undergraduate course over the course of three semesters was conducted. Through self-reflection, many of the challenges faced shifting from face-to-face to a virtual environment were discussed. Among some of the challenges and limitations experienced when teaching nontraditional and/or …
Educators In The Time Of Covid: Metamorphosis Of A Profession And Of A People, Sara Abi Villanueva, Brett S. Nickerson, Mayra A. Garcia, Claire Murillo, Regina J. Bustillos, Qiana S. O’Leary
Educators In The Time Of Covid: Metamorphosis Of A Profession And Of A People, Sara Abi Villanueva, Brett S. Nickerson, Mayra A. Garcia, Claire Murillo, Regina J. Bustillos, Qiana S. O’Leary
Journal of Multicultural Affairs
The following is a collection of reflections written by six educators ranging from K–Higher Education. In this feature, these educators share their experiences of living and educating during the 2020–2021 COVID-19 pandemic. Once compartmentalized and only used when needed, their separate roles and identities had to merge to meet educator, spousal, and parental demands. The first text by Brett Nickerson shows how his life as husband and father collided with his profession as an assistant professor at a university when his wife, a dedicated nurse, was called to help others in need. The second testimonial is by Mayra Garcia, a …
Microaggression: My Story As A Higher Education Professional, Osaro Airen, James Gambrell, Janet Isbell, Lakia M. Scott, Nina M. Ellis-Hervey, Matthew Mcparker
Microaggression: My Story As A Higher Education Professional, Osaro Airen, James Gambrell, Janet Isbell, Lakia M. Scott, Nina M. Ellis-Hervey, Matthew Mcparker
Journal of Multicultural Affairs
The purpose of the Special Issue, Microaggression: My Story as a Higher Education Professional, is to share the personal microaggression experiences of higher education professionals (i.e. faculty, administrators, and staff). Microaggressions are negative, unintentional or intentional, statements and/or actions towards a member or members of a historically underrepresented group (Sue, 2010). The statement or action may be unintentional but nonetheless causes a negative emotional reaction by the recipient of the statement/action.
Microaggressions In Academia: One Black Woman’S Story, Victoria Carter Jones
Microaggressions In Academia: One Black Woman’S Story, Victoria Carter Jones
Journal of Multicultural Affairs
Abstract
As a Black instructor in higher education, I know all about the challenges that marginalized people face on a regular basis. After all, racism is deeply rooted in the foundation of our American culture and society. So, I guess I should not have been surprised when two senior professors made assumptions about who I am as a Black American woman and my intelligence in academia. This paper gives a subtle and brief look into my experiences of microaggressions as a new Black woman instructor at a predominantly White institution.
On Calling In And Becoming: Our Microaggression Story, Ashley N. Gibson, Brooke Blevins
On Calling In And Becoming: Our Microaggression Story, Ashley N. Gibson, Brooke Blevins
Journal of Multicultural Affairs
This paper is a joint account of an experience with a microaggression between a doctoral candidate, Ashley, and her doctoral advisor Dr. Blevins in Baylor’s EdD Learning and Organizational Change program ( EdD LOC). The microaggression took place in a virtual learning setting during the COVID-19 pandemic. This story recounts the moment of the offense, how the harm was repaired, and what each felt and learned from the exchange. Ashley and Dr. Blevins partnered to share their perspectives, and both authors hope this paper will shed light on the topic of microaggressions, by raising awareness, cultivating dialogue on the topics …
I Can't Breathe: But The Holy Spirit Can, As I Advocate For African American Boys And Men, Gwendolyn C. Webb
I Can't Breathe: But The Holy Spirit Can, As I Advocate For African American Boys And Men, Gwendolyn C. Webb
The Journal of Faith, Education, and Community
n/a
Building A Strength-Based Support Program For College Students With Autism, Deann Lechtenberger, Wesley H. Dotson, Eriko Fukuda, Rebecca Beights, Jennifer Hamrick, James Williams, Barry Lovelace
Building A Strength-Based Support Program For College Students With Autism, Deann Lechtenberger, Wesley H. Dotson, Eriko Fukuda, Rebecca Beights, Jennifer Hamrick, James Williams, Barry Lovelace
Journal of Human Services: Training, Research, and Practice
Abstract
Graduate Student Perceptions Of Cohort Delivery And Problem-Based Learning In Online Principal Certification Courses, Pam Winn Ed. D., James Gentry Ed. D., An Nguyen Ed. D.
Graduate Student Perceptions Of Cohort Delivery And Problem-Based Learning In Online Principal Certification Courses, Pam Winn Ed. D., James Gentry Ed. D., An Nguyen Ed. D.
School Leadership Review
This qualitative study examined graduate/post-graduate student perceptions regarding the use of a cohort model and Project-Based Learning (PBL) in a completely online principal certification preparation classes. As part of a TEA funded grant, two districts (a cohort of 17 students) completed 24-semester hours of principal certification courses. All classes were online and emphasized PBL to engage the students in higher-level thinking skills. Participants responded to an open-ended survey regarding their perceptions of cohort and PBL experiences. Findings indicate graduate/post-graduate student perceptions were positive concerning both the cohort model and the PBL learning experiences. However, participants provided valuable feedback for improvements …
Lessons In A Different Language: Teaching Pre-Service Teachers To "Speak" Data, Christina Edmonds-Behrend, Stephanie Woodley, Frank Mullins
Lessons In A Different Language: Teaching Pre-Service Teachers To "Speak" Data, Christina Edmonds-Behrend, Stephanie Woodley, Frank Mullins
Journal of Human Services: Training, Research, and Practice
An undergraduate teacher education behavioral principles course focused on pre-service teachers’ accuracy of data collection using simple technology during a field-based experience is described. Pre-teachers, mostly special education majors, completed questionnaires at the beginning and end of the semester regarding whether simple technology (i.e., stopwatch, tally counter, interval timer) impacted data recording and perceived effectiveness. Interrater reliability was randomly assessed across two K-5 locations in which the pre-teachers tutored elementary-aged students in an after-school program. On-campus and on-site data collection interrater reliability results were promising, demonstrating pre-teacher ability to collect data accurately. Conclusions and recommendations for future practices are provided.
Fostering Emotional Engineers: Revisiting Constructive Thinking In Engineering Education, Andrea Arce-Trigatti
Fostering Emotional Engineers: Revisiting Constructive Thinking In Engineering Education, Andrea Arce-Trigatti
Journal of Multicultural Affairs
For the past decade, engineering education efforts at the postsecondary level have sought to create a more holistic type of critical thinker (Felder & Brent, 2015; Grasso & Burkins, 2010). As part of this initiative, engineers are encouraged to develop skills associated with constructive thinking—a pedagogical concept rooted in the belief that knowledge is constructed through continual interaction with peers and the environment (Anderson, 2013; Driscoll, 2005; Shayer, 2003). However, despite the positive ramifications linked with this pedagogical shift, studies have demonstrated that the increased use of collaborative aspects associated with constructivist teaching practices may be negatively impacting female students …
Understanding Practice: A Pilot To Compare Mathematics Educators’ And Special Educators’ Use Of Purposeful Questions, Mary E. Sheppard, Robert Wieman
Understanding Practice: A Pilot To Compare Mathematics Educators’ And Special Educators’ Use Of Purposeful Questions, Mary E. Sheppard, Robert Wieman
Journal of Human Services: Training, Research, and Practice
Despite calls for alignment, descriptions of best practices from special education and math education researchers continues to diverge. However, there has been little discussion of how special education teacher educators and mathematics teacher educators compare in practice. This paper describes a study in which a range of teacher educators (N=51) were asked to evaluate a series of questions asked in response to a struggling student with a learning disability. The results indicate that teachers from both groups ranked initial assessment questions highly, and questions that lowered the cognitive demand of the task much lower. Differences between math education and …
Pedagogical Techniques That Provide Educational Value To Social Work Students Through Bereavement Academics And Empathetic Advancements, Sandra Renea Williamson-Ashe
Pedagogical Techniques That Provide Educational Value To Social Work Students Through Bereavement Academics And Empathetic Advancements, Sandra Renea Williamson-Ashe
Journal of Human Services: Training, Research, and Practice
The lack of empathy in college students has been documented and empathy levels are reported to have declined over recent years. College student bereavement has not been well-researched (Balk, 2008) but the lack of declining college student empathy has documentation in psychological expressions (Balk, 2008). This article addresses social work students engaged in an academic bereavement assignment that incorporates student centered instruction (SCI) and “teaching through relationships.” Using an untimely social work students’ death, students utilize research, reflection, cooperative small group learning, and applied theory, to compose a writing assignment. Intentionally introducing the “sorrowful empty chair” in the bereavement assignment …
Higher Education Experiences Of International Faculty In The U.S. Deep South, Elizabeth Omiteru, James Martinez, Rudo Tsemunhu, Eugene F. Asola
Higher Education Experiences Of International Faculty In The U.S. Deep South, Elizabeth Omiteru, James Martinez, Rudo Tsemunhu, Eugene F. Asola
Journal of Multicultural Affairs
Immigration was one of the key issues from within the Obama administration. One focus of the administration was to retain brilliant foreign scholars who have studied in the United States (U.S). Rather than let International Faculty return to their countries after completing their programs, employers found it advantageous to retain these professionals to boost the United States workforce. Higher education was one of the government sectors that experienced an increase in the numbers of foreign nationals choosing to remain in the United States after completing their degrees. What many International Faculty may be oblivious of, and which their programs of …
Modeling Instructional Best Practices: Pedagogy Of College Of Education Professors, Kathleen Taylor Campbell, Rayma Harchar, Thomas Devaney, Deborah Mccarthy
Modeling Instructional Best Practices: Pedagogy Of College Of Education Professors, Kathleen Taylor Campbell, Rayma Harchar, Thomas Devaney, Deborah Mccarthy
School Leadership Review
In light of increased accountability for K-12 student achievement, critics have questioned the quality of teachers and school principals as well as the university programs that prepare them for these roles (Lambert, 1996; Levine, 2005; Murphy, 1992). Regarding the preparation of teachers, critics have stated that education courses are vapid, impractical, segmented, and directionless (Glenn, 2000). Two national reports that have made recommendations for teacher redesign are noteworthy. The report of the National Commission on Teaching and America’s Future, What matters most: Teaching for America’s future (Lambert, 1996), found that teacher preparation education is thin and fragmented and recommended that …
Dimensions Of Educational Leadership: Cultural, Ethical, And Moral, Richard A. Gregory
Dimensions Of Educational Leadership: Cultural, Ethical, And Moral, Richard A. Gregory
School Leadership Review
Given the current state of affairs in the school districts of America, almost any observer could proclaim that a change in policy and leadership is urgently needed. The national pundits and politicians continue to blame the usual suspects: entrenched school cultures, teacher unions, shortened school years, and administrative bloat, to name a few. National educational leadership organizations (NCPEA, UCEA, and AASA) are hard at work defining a Knowledge Base (KB) for the training of educational leaders of the future.
While this author certainly applauds the efforts of these professional organizations, there are some things that university professors can do within …
Student Perceptions Of Online Courses For School Administrators, Robert Thiede
Student Perceptions Of Online Courses For School Administrators, Robert Thiede
School Leadership Review
Online courses are the fastest growing student enrollment at the university level during the last decade. Between the time period 2003-2009, the number of students who had taken online courses doubled to 3.9 million which outpaced the growth in traditional college settings by a 12% margin (Mashable/Tech,2010). However, this online programming movement still remains in its early stages of development. Thus, faculty members and designers of online education need to know more about online courses. Momin (2003) stated that this growth, in online education, has been accompanied by increased questions about the effectiveness of online courses. More research needs to …
Principal Preparation Program Redesign: How Universities May Be Required To Redesign Their Programs, Ralph L. Marshall
Principal Preparation Program Redesign: How Universities May Be Required To Redesign Their Programs, Ralph L. Marshall
School Leadership Review
With the advent of No Child Left Behind (NCLB) there has been a greater emphasis on the quality of those individuals who lead the efforts within each of our school buildings across the country. Even more so than district level leadership, an effort has been made to research the effectiveness and improve the quality of the principals who lead school level reforms that are being promoted by business leaders and mandated by legislatures throughout the country. Legislators at both the national and state levels have encouraged these efforts and have even passed legislation that have increased requirements and promoted a …
Mentoring New Faculty On The Road To Tenure, Fred C. Lunenburg, Beverly J. Irby
Mentoring New Faculty On The Road To Tenure, Fred C. Lunenburg, Beverly J. Irby
School Leadership Review
One of the first mentoring steps is to help new faculty members determine how many articles can be published from their dissertations. We contend that any dissertation of seminal importance can produce multiple journal articles. For example, the literature review may be suitable for publication if it is a critique of the literature with major issues raised on the specific topic of interest. If the new faculty member did not conduct a critique of the literature, then that may be a suggestion; and as that is done, references can be updated as well. The dissertation may have resulted in a …
Factors Affecting Doctoral Educational Leadership Program Selection, Lesley F. Leach, Pam Winn, Susan Erwin, Liza Benedict
Factors Affecting Doctoral Educational Leadership Program Selection, Lesley F. Leach, Pam Winn, Susan Erwin, Liza Benedict
School Leadership Review
Although recruitment has always been vital to sustained university admissions, it is true perhaps now more than ever as traditional public university programs face fierce competition for students from digitally-delivered and for-profit programs. Competition is fierce at every level of higher education, including the doctoral level. As competition has increased, so have the number of universities offering doctoral degrees (U.S. Department of Education [DOE], 2013). In 2011, Texas ranked fourth behind California, Florida, and North Carolina in the number of doctoral degrees granted in the United States. Furthennore, the number of doctoral degrees conferred in Texas grew from 8,959 in …
Considering An Overhaul To The New Principal Preparation Program, Vance Vaughn, Yanira Oliveras-Ortiz
Considering An Overhaul To The New Principal Preparation Program, Vance Vaughn, Yanira Oliveras-Ortiz
School Leadership Review
Levine (2005) argued that university principal preparation programs for educational leaders are failing to provide a suitable curriculum to prepare aspiring principals to demonstrate the skills and competencies necessary to meet the challenges inherent in the increasingly complex demands of their school leadership roles. Teitel (2006) suggested that colleges and universities offer curricula that are neither coherent nor relevant. According to Candidates, Doctoral Cohort; Coleman, J. Craig; and Alford, Betty J. (2007), it is “a grave disservice [that] is done to university program graduates who enter leadership positions woefully unprepared for the awaiting firestorm” (p. 39).
Selection Process For Educational Leaders Does Make A Difference, Virginia Leiker, Theresa M. Campos
Selection Process For Educational Leaders Does Make A Difference, Virginia Leiker, Theresa M. Campos
School Leadership Review
Traditional principal preparation programs, those bound by a university degree, are sometimes viewed as theory-based and have little to do with the real world in which school leaders work. Even the licensing exam in some states, such as in Texas, asks the candidates to view each scenario as the ideal situation when selecting responses. Traditional preparation programs frequently meet the standards for national accreditation that indicates that the curriculum and assessments in these programs are subjected to rigorous scrutiny for quality control. The question remains, what should universities do to improve their programs or change the perception that the graduates …
The Tenure Process: A Descriptive Study Of Selected Texas Universities, Gary Miller, Wesley D. Hickey
The Tenure Process: A Descriptive Study Of Selected Texas Universities, Gary Miller, Wesley D. Hickey
School Leadership Review
Few things in the professional life of university faculty are more important than the tenure process. Achieving tenure provides the faculty member with the confidence that his or her position with the university will be secure for life. There are exceptions; criminal behavior and elimination of the program come to mind, but tenure allows the faculty member to research controversial areas without the potential for political repercussions that could jeopardize employment. According to the American Association of University Professors: The principal purpose of tenure is to safeguard academic freedom, which is necessary for all who teach and conduct research in …
Effects Of A Peer-To-Peer Mentoring Program: Supporting First-Year College Students’ Academic And Social Integration On Campus, Griselda Flores Ph.D., Antonio G. Estudillo Ph.D.
Effects Of A Peer-To-Peer Mentoring Program: Supporting First-Year College Students’ Academic And Social Integration On Campus, Griselda Flores Ph.D., Antonio G. Estudillo Ph.D.
Journal of Human Services: Training, Research, and Practice
This paper presents findings from a peer-to-peer mentoring program supporting ethnically diverse first-generation students at a mid-sized university in the Southwest. Research on mentoring during the undergraduate years has placed emphasis on the quality of lived-collegiate experiences from both a peer-mentor and mentee perspective (Crisp, Baker, Griffen, Lusnford, & Pifer, 2017). Using a mixed methods approach, two survey instruments and qualitative analysis, interviews with peer-mentors and mentees suggested student development occurred through various means: (i) academics, (ii) university involvement, and (iii) the reinforcement of friendship. These findings reinforce theory first drawn from Tinto’s (1993) student integration perspectives (e.g., academic and …
The Effects Of Motivation, Technology And Satisfaction On Student Achievement In Face-To-Face And Online College Algebra Classes, Hanan Jamal Amro, Marie-Anne Mundy, Lori Kupczynski
The Effects Of Motivation, Technology And Satisfaction On Student Achievement In Face-To-Face And Online College Algebra Classes, Hanan Jamal Amro, Marie-Anne Mundy, Lori Kupczynski
TxDLA Journal of Digital Learning
Demand for online learning has increased in recent years due to the convenience of class delivery. However, some students appear to have difficulties with online education resulting in lack of completion. The study utilized a quantitative approach with archival data and survey design. The factors of demographics, motivation, technology, and satisfaction were compared for face-to-face and online students. MANCOVA tests were performed to analyze the data while controlling age and gender to uncover significant differences between the two groups. The sample and population for this study were predominantly Hispanic students.
Motivation and Technology were non-significant, but satisfaction was proven to …