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Articles 1 - 9 of 9
Full-Text Articles in Education
How Educator Attitudes, Knowledge, And Practice Impact The Academic Achievement Of Students Who Have Epilepsy: A Phenomenological Investigation Of Canadian Secondary School Teachers, Tawnya Fanjoy
Doctoral Dissertations and Projects
The purpose of this phenomenological study was to discover how teacher attitude, knowledge, and practice with epilepsy impact the academic achievement of students who have epilepsy. This study assumed that middle school teachers perceive students diagnosed with epilepsy as lower academic achievers when compared to students who do not have epilepsy. The stigma associated with labels, such as epileptic, can negatively impact the academic performance of children with this disorder. For this study, stigma was generally defined as the negative perceptions about epilepsy held by middle school teachers. The participants included six middle school teachers from the Anglophone West School …
Assessing Faculty Consensus On The Quality Of Student Work [Book Chapter], Connie Fulmer, Dorothy Garrison-Wade, F. Bingham, Ken Reiter
Assessing Faculty Consensus On The Quality Of Student Work [Book Chapter], Connie Fulmer, Dorothy Garrison-Wade, F. Bingham, Ken Reiter
Connie L. Fulmer
No abstract provided.
School Culture For Students With Significant Support Needs: Belonging Is Not Enough, Diane Carroll, Connie Fulmer, Donna Sobel, Dorothy Garrison-Wade, Lorenso Aragon, Lisa Coval
School Culture For Students With Significant Support Needs: Belonging Is Not Enough, Diane Carroll, Connie Fulmer, Donna Sobel, Dorothy Garrison-Wade, Lorenso Aragon, Lisa Coval
Connie L. Fulmer
This qualitative study examined the influence of school culture on services for students with significant support needs. Students with significant support needs are defined as those who typically have cognitive impairments, often paired with sensory and physical challenges, and who require substantial supports to receive benefit from education. Using Schein's (1988) definition of culture, ethnographic methods, including observations, interviews and artifacts, were used to collect data related to artifacts, values, and assumptions. Results of this study indicate a strong sense of family, community and belonging. However, belonging did not include critical components of instruction as described as best practice in …
Redefining Teaching And Learning In Educational Administration, Connie Fulmer
Redefining Teaching And Learning In Educational Administration, Connie Fulmer
Connie L. Fulmer
Presents assumptions and components of an experiential learning model to demonstrate the transformation of traditional educational leadership program delivery models. Two examples of experientially-based course projects are presented to illustrate teaching and learning as a transactional process of creating personal knowledge. (SLD)
Responding To Linguistic Diversity, Nancy Commins
Responding To Linguistic Diversity, Nancy Commins
Nancy L. Commins
Second language learners arrive at every grade level with a variety of experiences and differing academic backgrounds. Responding to their learning needs means accommodating the entire range of students from monolingual English speakers to monolingual speakers of other languages, and a variety of bilingual profiles in between. This article discusses how schools adopt a "blue pathway" mindset for improving instruction for all learners. The blue pathway, which also leads to academic competence, represents best practice for second language learners--strategies and approaches that from the outset account for language proficiency and cultural diversity. Instruction on the blue pathway can be summed …
School Culture For Students With Significant Support Needs: Belonging Is Not Enough, Diane Carroll, Connie Fulmer, Donna Sobel, Dorothy Garrison-Wade, Lorenso Aragon, Lisa Coval
School Culture For Students With Significant Support Needs: Belonging Is Not Enough, Diane Carroll, Connie Fulmer, Donna Sobel, Dorothy Garrison-Wade, Lorenso Aragon, Lisa Coval
Dorothy Garrison-Wade
This qualitative study examined the influence of school culture on services for students with significant support needs. Students with significant support needs are defined as those who typically have cognitive impairments, often paired with sensory and physical challenges, and who require substantial supports to receive benefit from education. Using Schein's (1988) definition of culture, ethnographic methods, including observations, interviews and artifacts, were used to collect data related to artifacts, values, and assumptions. Results of this study indicate a strong sense of family, community and belonging. However, belonging did not include critical components of instruction as described as best practice in …
Assessing Faculty Consensus On The Quality Of Student Work [Book Chapter], Connie Fulmer, Dorothy Garrison-Wade, F. Bingham, Ken Reiter
Assessing Faculty Consensus On The Quality Of Student Work [Book Chapter], Connie Fulmer, Dorothy Garrison-Wade, F. Bingham, Ken Reiter
Dorothy Garrison-Wade
No abstract provided.
Engineering A Dynamic Science Learning Environment For K-12 Teachers, Patricia Hardré, Mark Nanny, Hazem Refai, Chen Ling, Janis Slater
Engineering A Dynamic Science Learning Environment For K-12 Teachers, Patricia Hardré, Mark Nanny, Hazem Refai, Chen Ling, Janis Slater
Dr. Chen Ling
The present study follows a cohort of 17 K-12 teachers through a six-week resident learning experience in science and engineering, and on into the planning and implementation of applications for their classrooms. This Research Experiences for Teachers (RET) program was examined using the strategic approach of design-based research, with its fluid, adaptive management of the complexity of authentic learning "in situ" and its attentive documentation of expected and unexpected events, in process and products, to capture the richness of teachers' and mentors' experiences. Research on effective teacher professional development, adult learning, situated cognition, and learning transfer were utilized to inform …
Qué Hacen Los Docentes Con Los Textos Escolares En El Aula: Una Experiencia Con Docentes De Básica Primaria De La Ied El Jazmín De La Ciudad De Bogotá, Diana Patricia Forero Rico, Marmel Velandia Cequera, Nubia Elizabeth Iguaran Olaya
Qué Hacen Los Docentes Con Los Textos Escolares En El Aula: Una Experiencia Con Docentes De Básica Primaria De La Ied El Jazmín De La Ciudad De Bogotá, Diana Patricia Forero Rico, Marmel Velandia Cequera, Nubia Elizabeth Iguaran Olaya
Maestría en Docencia
La investigación nace con el propósito de analizar el usoque hacen los docentes de Educación Básica Primariadel texto escolar en la I.E.D. El Jazmín, de la ciudad de Bogotá. Lo anterior debido a que en dicha institución se hace evidente la autonomía docente, pues allí los docentes pueden solicitar a los padres de familia los textos que consideren convenientes sin estar sujetos a criterios preestablecidos, de esta manera, se despliegan en el aula diversas acciones en torno al uso del texto escolar mediadas por el actuar e intereses de los docentes. Para reconocer el papel y la función del texto …