Education Commons^™

A Relationship Built To Impact Instruction: Developing And Sustaining Productive Partnerships Between Mathematics Specialists And Principals, Nathan D. Potter, Hannah Adera Rooney, Melody Locher, Debra Kinsey

Journal of Mathematics and Science: Collaborative Explorations

How does the mathematics specialist provide a profound and lasting impact on instruction? We believe that a productive partnership between the principal and specialist, which we will call the principal-specialist relationship, is at the crux of the matter. When the principal-specialist relationship is built upon a foundation of a shared vision, clear roles, communication, and trust, both the teachers and students in the school benefit. We will explore the impact of the principal-specialist relationship on teacher success during the era of distance learning as necessitated by the COVID-19 pandemic. In order to explore how these ideas come alive in the …

The Influence Of Shifting Learning Environments On Teachers’ Data Use Practices, Stephanie M. Moore

Theses and Dissertations

In March of 2020, schools in the United States closed for in-person learning due to the COVID-19 pandemic. When the school year began in the fall of 2020, many schools continued to operate virtually rather than in-person. In response, many teachers’ practices were revised. Although data use has been widely explored, teachers’ use of data in a virtual environment has received limited attention. This study contributes to the existing knowledge by exploring the influence of the shifting learning environments on the data use practices of teachers in four schools in one school district during the 2020 -2021 school year.

Teachers …

Collaborative And Culturally Responsive Practices Of Transition Professionals To Support Black Students With High Incidence Disabilities, Amber Ruiz

Theses and Dissertations

Black students with high incidence disabilities have some of the most concerning postsecondary transition outcomes compared to their White and nondisabled peers (Awsumb et al., 2020; Hussar et al., 2020; Joint Legislative Audit and Review Commission [JLARC], 2020). Different government reports cited the lack of collaborative practices and various transition researchers imply the need for culturally responsive practices when supporting Black students (Federal Partners in Transition [FPT], 2015; Government Accountability Office [GAO], 2012; Thoma et al., 2016). To address these gaps in the literature, this study explored the collaborative and culturally responsive practices of transition professionals to support Black students …