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Articles 1 - 16 of 16
Full-Text Articles in Education
Intersecting Identities And Adjustment To The Primary-Secondary School Transition: An Integrative Review, Joanne Harris, Rebecca Nowland, Megan Todd
Intersecting Identities And Adjustment To The Primary-Secondary School Transition: An Integrative Review, Joanne Harris, Rebecca Nowland, Megan Todd
Journal of Educational Research and Practice
The primary-to-secondary school transition is a milestone for children because of the multiple changes they must navigate. Although most adjust successfully, approximately 30% of children have difficulties during this transition. Intersecting identities are also likely to influence how children navigate the adjustment of the school transfer, but there have been no syntheses of existing evidence relating to the impacts of intersectionality. We conducted an integrative review using eight databases (Education database, ERIC, ProQuest Education, PsychInfo, Scopus, SocIndex, Sociology Database, and Web of Science) and searched for quantitative or qualitative studies that examined how intersecting identities impact children’s self-concept, mental health, …
The Use Of Assistive Technology For Students With Disabilities In Technical Colleges In Ondo State, Deborah Ahuoiza Vincent, Rebecca Oyenike Okeowo, Samson Ariyo
The Use Of Assistive Technology For Students With Disabilities In Technical Colleges In Ondo State, Deborah Ahuoiza Vincent, Rebecca Oyenike Okeowo, Samson Ariyo
Journal of Educational Research and Practice
The goal of this study was to explore the use of assistive technology (AT) for students with disabilities in technical colleges in Ondo State. Three research questions guided the study. A cross-sectional survey design was adopted and the survey included 104 participants (38 university lecturers and 66 students with disabilities) drawn from the three technical colleges in Ondo State. A structured questionnaire consisting of 54 items was also adapted and used in data collection. The reliability coefficient of the instrument was 0.86. The data collected were analyzed using SPSS Version 26. The findings of the study revealed that while there …
Redefining “Lgbtq+ Interculture” In Academia, Samantha Winterberg, Michelle Mccraney
Redefining “Lgbtq+ Interculture” In Academia, Samantha Winterberg, Michelle Mccraney
Journal of Educational Research and Practice
Members of the LGBTQ+ community often face discrimination, harassment, and exclusion in academic settings, which can negatively impact their academic and personal success. Studies have shown that LGBTQ+ students are more likely to experience negative mental health conditions, drop out of school, and struggle to find employment after graduation. Cultural humility fosters diversity, equity, and inclusion, which is critical to ensuring an equitable educational experience for all students, particularly those from marginalized communities. Intercultural understanding is essential to develop cultural humility so that attitudes reflect empathy and tolerance of differences, including sexual or gender orientation variances or ambiguity. Understanding how …
Co-Teaching Effects On Algebra I Achievement Of Students With Disabilities, Valeree Williams, Peter Ross, Chukwuemeka Eleweke, Shereeza Mohammed
Co-Teaching Effects On Algebra I Achievement Of Students With Disabilities, Valeree Williams, Peter Ross, Chukwuemeka Eleweke, Shereeza Mohammed
Journal of Educational Research and Practice
The purpose of this study was to determine the effectiveness of co-teaching versus inclusive non-co-teaching for students with disabilities (SWD) using algebra I end-of-course scores (EOC) and whether these effects differed by gender. Participants included 244 ninth-grade algebra I SWD. The research design consisted of a posttest only with a control group and a test group. Analysis of covariance (ANCOVA) was used to analyze the results. Results showed that co-teaching did not significantly benefit either male or female SWD in algebra I. The fact that SWD in inclusive settings who did not receive co-teaching scored higher than those in inclusive …
A Culturally Responsive Literacy Approach To Develop Scientific Conceptual Knowledge Through Creative Narratives, Alma D. Stevenson, Lacey D. Huffling
A Culturally Responsive Literacy Approach To Develop Scientific Conceptual Knowledge Through Creative Narratives, Alma D. Stevenson, Lacey D. Huffling
Journal of Educational Research and Practice
Our study examined the effects of culturally responsive literacy pedagogical approaches in the development of scientific vocabulary and conceptual knowledge among minoritized middle-grade students during a summer program. We describe the design and implementation of a literacy-enriched STEM instructional unit of study built upon the background experiences of Latina/Latino migrant farmworkers’ children to expand their STEM literacy skills and knowledge. Our aim with this unit was to increase the students’ science knowledge and skills; strengthen their mathematical abilities; enhance their ability to use technology for research; and improve their academic vocabulary, language, and writing skills. This program also had as …
How Transformational Leadership Can Help Native American Students, Kevin T. Caffrey
How Transformational Leadership Can Help Native American Students, Kevin T. Caffrey
Journal of Educational Research and Practice
In this paper, I examine the challenges that Native American students face in higher education and the role that education plays in their lives. I provide data on this topic spanning more than three decades through a literature review of three published articles. Through this literature review, I reveal key challenges that Native American students historically have faced and provide information on what factors play an important role in their success. Furthermore, I expose a research gap on the role that higher education administrators can play in addressing these challenges and inequities. I present strategies and recommendations on how to …
Implementing Inclusive Education In Early Childhood Settings: The Interplay And Impact Of Exclusion, Teacher Qualities And Professional Development In Ghana, Francis R. Ackah-Jnr, Hyacinth Udah
Implementing Inclusive Education In Early Childhood Settings: The Interplay And Impact Of Exclusion, Teacher Qualities And Professional Development In Ghana, Francis R. Ackah-Jnr, Hyacinth Udah
Journal of Educational Research and Practice
Inclusive education (IE) in the early years enhances young children’s learning, socialization, and development; yet, children with disability are one group that is often isolated, excluded, or marginalized in early childhood education. This paper examines jointly the perceived exclusion practices, teacher qualities, and professional development and the interplay and impact of these factors on effective inclusive early childhood education. Drawing on data collected from individual interviews with teachers and headteachers in a large early childhood and school setting in Ghana, findings of this qualitative study indicate the exclusion practices of teachers. The findings suggest that resistance to IE limits learning, …
Review Of Schooling Of Learners With Disabilities And The Manifestation Of The Hidden Curriculum Of Time, Theodoto Ressa
Review Of Schooling Of Learners With Disabilities And The Manifestation Of The Hidden Curriculum Of Time, Theodoto Ressa
Journal of Educational Research and Practice
Postsecondary outcomes remain difficult to attain despite their significance to learners with disabilities. This qualitative study investigated the impact of a hidden curriculum of time on the education of five undergraduate students with disabilities at a Carnegie Research One institution in the midwestern U.S. Participants in their quest for an education experienced a hidden curriculum of time in the form of physical impairments, educational costs of ill-health, and disability discrimination. The academic barriers participants encountered in reaching their educational goals suggest that addressing the hidden curriculum of time is essential for authentic inclusion and achievement of postsecondary education outcomes.
A Comparison Of School Climate Ratings In Urban Alternative And Traditional High Schools, Aaron Perzigian, Michael Braun
A Comparison Of School Climate Ratings In Urban Alternative And Traditional High Schools, Aaron Perzigian, Michael Braun
Journal of Educational Research and Practice
We investigated whether there are significant differences in ratings of school climate from the perspectives of students, parents, and school staff across four types of urban secondary schools. Data originated from a school climate survey administered in a large urban Midwestern school district to students attending traditional and alternative high schools. We coded all high schools in the sample district into four school types, including traditional, innovative, behavior-focused, and academic remediation-focused. We analyzed data using linear mixed-model regression. Results showed statistically significant differences in specific dimensions of school climate across stakeholder groups and the four school types. Analysis of student …
Mission Unaccomplished: Beyond “Talk[Ing] A Good Game” To Promote Diversity And Inclusion, Tara Lehan, Heather Hussey, Ashley Babcock
Mission Unaccomplished: Beyond “Talk[Ing] A Good Game” To Promote Diversity And Inclusion, Tara Lehan, Heather Hussey, Ashley Babcock
Journal of Educational Research and Practice
Guided by feminist standpoint theory and scholars’ calls to move beyond merely counting individuals to understand the extent to which higher education institutions are diverse, the authors invited faculty members, staff members, and administrators from minoritized groups to describe their perceptions and experiences, including those associated with diversity and inclusion efforts at their institutions. In association with various dynamics, these individuals frequently described such initiatives as mostly talk with little to no meaningful objectives and outcomes. Based on these findings, we provide a three-step process that can be followed to disrupt and dismantle systems of (dis)advantage to promote greater diversity …
Increasing Engagement Of English Learners Through Universal Design For Learning, Melinda S. Eichhorn, Amanda E. Lowry, Kristen Burke
Increasing Engagement Of English Learners Through Universal Design For Learning, Melinda S. Eichhorn, Amanda E. Lowry, Kristen Burke
Journal of Educational Research and Practice
English learners (ELs) are the fastest growing segment of K–12 students. When ELs do not respond to instruction as quickly as their English-speaking peers, teachers may focus on their deficits and wrongly label them as having a learning disability. In this article on the universal design for learning engagement guidelines, we summarize how we have anticipated learning barriers and increased engagement with academic content for ELs in our practice. By teaching strategies for self-regulation and individual coping skills, providing guided practice and support to sustain effort, and giving students various ways to achieve the same goal in a safe learning …
Transforming Inclusive Education: Nine Tips To Enhance School Leaders’ Ability To Effectively Lead Inclusive Special Education Programs, Cammy Romanuck Murphy
Transforming Inclusive Education: Nine Tips To Enhance School Leaders’ Ability To Effectively Lead Inclusive Special Education Programs, Cammy Romanuck Murphy
Journal of Educational Research and Practice
Principals and assistant principals, collectively referred to as school leaders, play instrumental roles in ensuring the success of inclusive special education in the schools they oversee. However, school leaders continually report they lack the knowledge and skills to effectively oversee quality inclusive special education programs. There are very few training programs available to school leaders that focus on leading inclusive special education programs. Therefore, the purpose of this article is to provide school leaders with nine tips, along with 11 immediately implementable practical strategies, to improve upon the inclusive special education programs in their schools. Topics include pertinent definitions, …
Teacher Decision-Making: Using Hypothetical Vignettes To Examine The Course Recommendation Process, Philip E. Bernhardt
Teacher Decision-Making: Using Hypothetical Vignettes To Examine The Course Recommendation Process, Philip E. Bernhardt
Journal of Educational Research and Practice
Academic tracking is common in American schools. While the impact of this practice on students is well documented, few studies closely examine the influence of teacher decision-making on students’ academic trajectories. This article discusses a study examining how teachers recommend students for high- and low-track academic classes. Specific attention is paid to data collected through participant analysis of hypothetical vignettes. This unique methodology was specifically designed to illuminate the dynamics shaping participants’ decision-making process. The key finding of this study is that participants experienced high levels of autonomy when making recommendations. This autonomy, however, did not emanate from recognition of …
Importance Of Educating Girls For The Overall Development Of Society: A Global Perspective, Tabreek Somani
Importance Of Educating Girls For The Overall Development Of Society: A Global Perspective, Tabreek Somani
Journal of Educational Research and Practice
Educating girls is pivotal to the development of society. Despite many global declarations and development goals, and significant effort by the international community, gender disparity in education continues to exist. This article focuses on the first research question of Somani’s 2017 study titled “Girls Have a Right to Education Too” to better understand the importance and impact of educating girls and increase awareness. This qualitative research uses primary data from 38 respondents comprising 29 interviewees and nine participants in a focus group. Participants included 16 experts and leaders in academia and development, 13 educators, four students, three development professionals, and …
Differences Between Students With And Without Adhd On Task Vigilance Under Conditions Of Distraction, Peter Ross, Justus Randolph
Differences Between Students With And Without Adhd On Task Vigilance Under Conditions Of Distraction, Peter Ross, Justus Randolph
Journal of Educational Research and Practice
Distraction is a typical component of any classroom environment. For effective instruction and learning to take place, it is critical for students to eventually return to task and maintain task vigilance (i.e., returning to the task at hand) when a distraction occurs. Students with attention deficit hyperactivity disorder (ADHD), by definition, are more distractible than students without ADHD. However, studies showing specific variability of task vigilance between students with and without ADHD are limited. This correlational study examined the differences in distractibility on task vigilance between students with and without ADHD under conditions of distraction. Two groups of participants, ranging …
Improving The Use Of Data In Early Reading Intervention Programs In Northwest Florida, Carla J. Thompson
Improving The Use Of Data In Early Reading Intervention Programs In Northwest Florida, Carla J. Thompson
Journal of Educational Research and Practice
Improving student performance for high-need student populations by improving the use of data in decision-making for early reading intervention programs in northwest Florida is the focus of this research to practice effort. The study is conceptually based on using a relational-feedback intervention (RFI) database model in early learning environments. The innovative use of data is the incorporation of trained classroom observers who performed over 2,000 observations (30 minutes each) in randomly selected reading (K–3) classrooms over a 2-year period using a quantitative observation tool that depicts 85 differentiated reading strategies. The RFI database model aligns classroom observation data to student …