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Articles 1 - 6 of 6
Full-Text Articles in Education
Mentee And Mentor Teacher Perspectives On The Effectiveness Of School-Based Mentorship In High-Poverty, Low-Performing Schools., Amanda Leigh Santos-Colon, Carlisha Smith Kent
Mentee And Mentor Teacher Perspectives On The Effectiveness Of School-Based Mentorship In High-Poverty, Low-Performing Schools., Amanda Leigh Santos-Colon, Carlisha Smith Kent
College of Education & Human Development Capstone Projects
This capstone intends to seek a teacher’s perspective on the effectiveness of school-based mentorship in a high-poverty, low-performing school setting. The first study investigates the perspectives of new teachers, while the second study focuses on the perspectives of the mentor teachers. When new teachers complete the undergraduate program, they become certified teachers but have never actually had the opportunity to be alone in a classroom with up to thirty students. New teachers are often prepared to teach the curriculum but unprepared for the student behavior and classroom management. Furthermore, teachers may be assigned a mentor, but the mentor may lack …
Tlc : Creating A Culturally Responsive School Through Effective Teaching, Leadership, And Climate., Jessika Berry English, Joseph Ellison Iii
Tlc : Creating A Culturally Responsive School Through Effective Teaching, Leadership, And Climate., Jessika Berry English, Joseph Ellison Iii
College of Education & Human Development Capstone Projects
Educators in today’s global community are held accountable for teaching to develop the whole child. This requires providing instruction and support to equip students both academically, socially and emotionally to prepare for real world experiences. Competencies such as self-awareness, decision-making and relationship building have proven to be essential to create student outcomes associated with prosocial behavior, mental health and smooth transition to college or career. Acquisition of these skills occur as a result of social emotional learning. In order for social emotional skills to develop and promote these outcomes key features of programs, quality of implementation and support of school …
Empirical Analyses Of An Urban Early College High School In The Southeastern United States., Sherry Lynn Lawrence, Dinah Lisa Millsaps, Michael Stephen Newman
Empirical Analyses Of An Urban Early College High School In The Southeastern United States., Sherry Lynn Lawrence, Dinah Lisa Millsaps, Michael Stephen Newman
College of Education & Human Development Capstone Projects
Research shows that too many students are graduating high school ill-prepared for post-secondary success. The purpose of this capstone was to explore early college in relation to student success. We conducted three independent but related studies that incorporated the perspectives of current students, graduates, and quantitative data. The first study investigated how ECHS graduates described their high school experiences, as well as how those experiences contributed to their college readiness and transition to college. The second study, a narrative analysis, sought to understand the lived academic and social experiences of students currently enrolled in an ECHS. The final study took …
Pathways To Kindergarten Readiness., Ashley T. Forrest, Stephanie Nutter, Deborah Rivera
Pathways To Kindergarten Readiness., Ashley T. Forrest, Stephanie Nutter, Deborah Rivera
College of Education & Human Development Capstone Projects
The purpose of this capstone was to explore pathways for increased kindergarten readiness by examining the relationship between kindergarten readiness as measured by the Brigance Kindergarten Screener (BKS) domains of cognitive/general knowledge and language/communication and each of the following variables: school funding, school location, school classification, teacher credentials, teacher years of experiences, music inclusion, and time allotted to music instruction. Participants included 174 preschool students from 17 classrooms in an urban school district. This capstone used preexisting data from the school district including demographic variables of race, socioeconomic status (SES), prior setting, attendance, and the school-level variable of climate. A …
Engaging School Leaders, Empowering Voices, & Exposing Strengths : Lived Experiences Of The Discipline Gap And School-To-Prison Pipeline., Marcia Faye Carmichael-Murphy, Larhondolyn Michelle Mathies, Erica Elizabeth Young
Engaging School Leaders, Empowering Voices, & Exposing Strengths : Lived Experiences Of The Discipline Gap And School-To-Prison Pipeline., Marcia Faye Carmichael-Murphy, Larhondolyn Michelle Mathies, Erica Elizabeth Young
College of Education & Human Development Capstone Projects
This capstone project includes three distinct studies that explore issues of race, discipline and education. Existing literature underscores the over disciplining of students of Color. Research indicates programs like Positive Behavior Interventions and Supports (PBIS) are successful in decreasing disproportionate discipline for minority students in urban schools. No studies have addressed urban school leaders make sense of PBIS within the racialized context of their schools. The purpose of the first study is to explore ways principals make sense of PBIS policy in the racial context of their schools. This study also explores the role of racialized discourses in principal Sensemaking …
School Improvement Reform : The Impact Of Turnaround Policy And Leadership On Student Achievement In Kentucky Priority High Schools., Sarah Loraine Hitchings, Kathryn Nicole Zeitz
School Improvement Reform : The Impact Of Turnaround Policy And Leadership On Student Achievement In Kentucky Priority High Schools., Sarah Loraine Hitchings, Kathryn Nicole Zeitz
College of Education & Human Development Capstone Projects
This capstone investigated the impact of the transformation and turnaround intervention models and leadership perception on the achievement of students attending Kentucky’s 19 Cohort I and II persistently low-achieving high schools. In the first study, repeated-measures analyses of variance were conducted to show the effect of the chosen model on academic achievement of students with test scores obtained during 3 years of model implementation. The analysis indicated both the transformation and turnaround model produced significant increases in student test scores over time, most notably in End-of-Course (EOC) U.S. History, EOC Biology, ACT Reading, and ACT Science. Additionally, between-subjects analyses of …