Education Commons^™

Editor's Welcome And Introduction To Ktej, Wanda G. Chandler

Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children

The editor, Wanda G. Chandler, welcomes TED members and other readers to the reestablishment of KTEJ and the first issue be published at WKU's TopSCHOLAR® website. Call for papers is March 15, 2014.

Perceived Classroom Management Needs Of Pre-Service Teachers, Nielsen Pereira, Jillian Gates

Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children

A disconnect exists between pre-service teachers’ expectations concerning classroom management course content and the reality of teaching in an elementary school. The purpose of this study was to investigate the perceived needs of pre-service teachers in a classroom management course for elementary education majors at a Midwestern university.

A Message From The President Of Western Kentucky University, Gary Ransdell

International Journal of Leadership and Change

No abstract provided.

As Leaders We Can Make A Difference In A Culture Of Change, Sam Evans

International Journal of Leadership and Change

No abstract provided.

The Prioritization Of And Time Spent On Fundraising Duties By Public Comprehensive University Presidents, Robert L. Jackson

International Journal of Leadership and Change

This article focuses on the prioritization of and time spent by public comprehensive university presidents on their fundraising duties. This research is a component of a larger, more comprehensive study completed in 2012 entitled, The American Public Comprehensive University: An Exploratory Study of The President’s Role in Fundraising.

This research is timely since public universities, which educate nearly 80% of all college students in America, are going through a period of great change. They are struggling to balance their budgets as states further reduce higher education appropriations. Specifically, state appropriations for public universities are at their lowest point in …

Leadership, A Question Of Power And Vision, Douglas Biklen

International Journal of Leadership and Change

Leadership! Books have been written about it, yet we still seem to want more accounts of it. In large part, the desire for ever more examples and models of leadership derives, I think, from the fact that leadership occurs in context, and particular contexts seem to call for particular kinds of leadership qualities. In this brief paper, I will discuss leadership for school improvement and two core principles that can help explicate it: power and insight.

The Development Of Campus Academic Leaders, Walter H. Gmelch

International Journal of Leadership and Change

What are universities and colleges doing to provide preparatory leadership experiences for our next generation of academic deans and department chairs? They typically come to the position without leadership training, without prior executive experience, without a clear understanding of the ambiguity and complexity of their roles, without recognition of the metamorphic changes that occur as one transforms from an academic to a leader, and without an awareness of the cost to their academic and personal lives. A radical change to developing academic leaders must be achieved if we are to respond to today’s challenges. The purpose of this research is …

Inaugural Message To Our Readers From The Editors, Joseph Cangemi, Tony Norman

International Journal of Leadership and Change

No abstract provided.

The Role Of Supportive Leaders At Top Performing Universities: Best Practice Lessons From American Institutions For Indonesian Higher Education, Gerardo M. Gonzalez, Margaret Sutton

International Journal of Leadership and Change

Leaders at top performing American universities share the fundamental belief that the faculty is the engine of quality within the university and that supportive leadership can fuel it. Academic administrators who function as supportive leaders help create the interpersonal, institutional, and financial conditions necessary to support high levels of performance by members of the faculty. This paper discusses and illustrates supportive leadership in top performing American universities in order to stimulate dialogue about whether and how supportive leadership can be fostered in Indonesian institutions of higher education.

Examining Relationships Between Urban Principal Change Facilitator Style And Student Learning, Gene E. Hall, Italia A. Negroni, Archie A. George

International Journal of Leadership and Change

The Change Facilitator Style of all 27 elementary school principals and student test scores in one urban school district were examined. Analysis of covariance was employed to identify relationships between principal Change Facilitator Style and fifth grade student scores on the Connecticut Mastery Tests in writing, editing & revising, reading comprehension, and a total score and two sub scores for mathematics (computational and conceptual). Students in Initiator and Manager CF Style schools had significantly higher test scores in comparison with students in schools with Responder CF Style principals. Students in schools with Manager CF Style principals had higher computational and …

A Review Of Choice And Preference Assessments To Increase Academic Attainment For Autism Spectrum Disorders, Jamie Emery, Janet L. Applin, Marty Boman

Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children

Many schools use choice and preference assessments to decrease and/or increase behaviors of students with disabilities such as Autism Spectrum Disorders or ASD. Although there exists scant evidence from the literature exploring the relationship between utilizing choice and preference assessments as a tool to increase academic achievement, the Council for Exceptional Children’s (CEC ) “ Initial Level Special Educator Preparation Standards” require beginning special education professionals to, “select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of individuals with exceptionalities,” (CEC, 2012). To contribute to the knowledge base regarding using choice and preference assessment as a …

Setting Sail For Early Learning Success: Using A Data-Based Decision Making Process To Measure And Monitor Outcomes In Early Childhood Programs, Howard S. Muscott, Tina M. Pomerleau, Kristy L. Park, Elizabeth A. Steed, Andy J. Frey, Tara L. Korfhage

Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children

The use of data to inform decision-making and monitor individual student progress is recognized as an important, yet elusive practice in early childhood programs. In this article, Data-based Navigation is presented as a five step data-based decision making process designed to help early childhood professionals measure and monitor desired programmatic outcomes. A case study that focuses on the reduction of challenging behaviors is provided to illustrate the process.

Are Teaching Effectiveness And Retention Influenced By Various Routes To Special Education Certification?, Steven A. Crites Dr., Bianca Prather-Jones, Rachelle M. Bruno, Stephen C. Walker

Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children

This study reviewed and interpreted the results of survey data that compared the self-perceived performance and self-efficacy on several dimensions tied to the CEC standards for teachers of students who access the individualized general education curriculum. Teachers prepared through traditional undergraduate approaches, post-baccalaureate certification options for general education teachers, and an alternative certification program were asked about job satisfaction, success rate on the Praxis II tests, and other factors related to retention. Although all three programs are designed with the same content standards established by the field (Council for Exceptional Children, 2003), there are some significant differences between them, e.g., …

Disabilities In The Media-Powerpoint Presentation, Bruce Battles

Kentucky Teacher Educator

No abstract provided.

Authentic Assessments For Individuals With Autism Spectrum Disorders, Marty Boman, Sarah Mcmaine, Robyn Fine

Kentucky Teacher Educator

Individual student assessments, formal and informal, provide the essential framework of the exceptional education process. Mandated by the Individuals with Disabilities Education Improvement Act (IDEIA) 2004, these laws determine the needs and programs that will be implemented for every child identified to receive exceptional education services. Collectively, norm-referenced, criterion-referenced, and authentic assessments complete a comprehensive portrayal of the student's academic, behavioral, and functional needs and skills. This paper outlines the various elements of authentic assessment and how they can be implemented with individuals identified with Autism Spectrum Disorders (ASD) as well as other students. The main purpose of including authentic …

Skills, Knowledge, And Attitudes Of Culturally Responsive Teachers, Janet L. Applin

Kentucky Teacher Educator

This article presents a summary of skills, knowledge, and attitudes required by teachers and prospective teachers to become considered Culturally Responsive. Best practices from the literature on Culturally Responsive Teaching are summarized in four categories: awareness of self,; acknowledgement of the broader context; necessary attitudes; and required abilities.

Read & Write Gold: Technology Increasing Student Achievement, Nedra Atwell, Marty Boman, Paula Borland, Marisa Duarte, Linda Fishback, Connie Miller, Elizabeth Romero

Kentucky Teacher Educator

No abstract provided.

Building Quality And Capacity In Rural Areas, Nedra Atwell, Janice Ferguson, Judy Pierce

Kentucky Teacher Educator

This article will provide readers an overview of the program Western Kentucky University is using to promote quality training and promote professionalism in special education teachers. This program incorporates collaboration with local school districts, a cohort approach, field-based practitioners, online delivery of a research-based curriculum and demonstrated pedagogical knowledge with practical skills relevant to the targeted student population. The intent is to meet the demand for highly qualified special education teachers, not merely to decrease the shortage of teachers.

Crt Assessment Instrument, Janet L. Applin

Kentucky Teacher Educator

The Culturally Responsive Teaching Assessment Instrument (CRT) is an observation instrument that was developed to assess teachers' use of culturally responsive teaching in applied classroom settings.

Teachers’ Perceptions Of The Federal Definition Of Gifted And Talented, Bruce Battles

Kentucky Teacher Educator

The Tennessee state law as it refers to the gifted and talented is not as specific in the characteristics found in the Federal definition. The purpose of this study was to find if the perceptions of the local teachers agreed with the Federal characteristics. A survey of 80 middle Tennessee teachers was completed. The total number of schools surveyed was 4 public and one private school. The survey was rated using a 5 point Linker scale. The results were analyzed using the SPSS statistical program. A paired samples test was used in the data analysis. It was found that while …

Connecting Alternate Practicum Experiences In Teacher Education With The ‘Seven Principles For Good Practice In Undergraduate Education', Sylvia Dietrich, Tamar Riley

Kentucky Teacher Educator

University students and professors participated in a shared practicum experience with individuals with moderate to severe disabilities through a weekend long fishing tournament sponsored by an Easter Seal’s Camp. Results from open ended questionnaires were inductively analyzed. Results indicate that students felt the experience was beneficial, provided them with the opportunity to work collaboratively with peers and professors, and impacted their perceptions of their professors. Experience is connected with ‘The Seven Principles For Good Practice in Undergraduate Education’ and discussion for implication for practice in teacher education programs is presented.

The Development Of The Culturally Responsive Teaching Assessment Instrument, Janet L. Applin

Kentucky Teacher Educator

This article is concerned with developing an instrument to assess Culturally Responsive Teaching. A study was conducted to explore the process of developing a valid and reliable CRT Assessment Instrument. Teaching behaviors widely accepted to indicate culturally responsive teaching were operationalized and an observation instrument was developed to assess teachers' use of culturally responsive teaching in applied classroom settings. Teachers were observed using the instrument and it was evaluated for its reliability and validity. Results of the study indicated that the instrument was found to have acceptable inter-rater reliability for approximately half of the indicators. The results supported the content …