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Articles 1 - 14 of 14
Full-Text Articles in Education
Administrator Feedback To Teachers, Regina Frazier, Candace Wilkerson, Jacquie Cioffi, Patrick Simmons, Makeba Lindsay D'Abreu, Thea Racelis, Amanda Simmons, Melissa Yancey, Deanna Fierro, David B. Naff
Administrator Feedback To Teachers, Regina Frazier, Candace Wilkerson, Jacquie Cioffi, Patrick Simmons, Makeba Lindsay D'Abreu, Thea Racelis, Amanda Simmons, Melissa Yancey, Deanna Fierro, David B. Naff
MERC Publications
This brief from the Metropolitan Educational Research Consortium (MERC) curates peer-reviewed scholarship as well as state and school board policies in Virginia related to administrator feedback to teachers. It explores the following questions: 1) What is the purpose of administrators providing feedback to teachers? 2) How do administrators typically provide feedback to teachers? 3) How do teachers typically receive feedback from administrators? 4) What are research-based strategies for administrators to provide productive feedback to teachers? It concludes with key takeaways and recommendations for how administrators provide feedback to teachers.
Constructing A Bridge For New Teachers Evolving Schoolwide Communication During Covid, Cecilia Turman
Constructing A Bridge For New Teachers Evolving Schoolwide Communication During Covid, Cecilia Turman
Graduate & Professional Student Association Research Forum
This study investigated novice and veteran teachers' strategies for referring students to seek dean/administrative intervention. Participants included 16 pre-service, and 16 first year, and 16 teachers. The findings show that pre-service and new teachers seek to explore effective approaches rather than refer students to the dean reflecting three reasons: teachers disconnect with school administration, fear of administration's negative evaluation resulting from many referrals, and concerns of referral efficacy. This year, CCSD reported more than 5,000 violent acts, about the same number during 2018-2019, before Covid hiatus. Teachers blame this trend on lack of interaction (Chen for KTNV, 2022).
Black Parent Advocacy And Educational Success: Lessons Learned On The Use Of Voice And Engagement, Mark Mcmillian
Black Parent Advocacy And Educational Success: Lessons Learned On The Use Of Voice And Engagement, Mark Mcmillian
Antioch University Full-Text Dissertations & Theses
“The opportunity is there, this is what I think of when I think of role models, I think of my experience” (Anthony—a participant in this study—commenting on the effectiveness of advocating for his child). Black children encounter racism in American schools and parents need to advocate for them. The purpose of this qualitative study was to explore how Black parents developed and used their voice to advocate for their children in a predominantly White educational system with a history of racially disparate outcomes. Particularly, this study drew on the experiences of 15 participants, two men—one was a grandfather—and 13 women, …
When Knowing Is Not Enough: A Narrative Exploration Of How K-12 Teachers Make Decisions About The Transfer Of Critical Competencies From Professional Learning To Daily Practice, Nell E. Ballard-Jones
When Knowing Is Not Enough: A Narrative Exploration Of How K-12 Teachers Make Decisions About The Transfer Of Critical Competencies From Professional Learning To Daily Practice, Nell E. Ballard-Jones
Antioch University Full-Text Dissertations & Theses
School districts spend millions of dollars each year to provide training and learning to staff working in direct and indirect service to students (National Council on Teacher Quality, 2021). This financial commitment says nothing about what is even more important: the need for school employees and the systems in which we work to serve students more effectively. Despite vast allocations of time and money and presumably best intentions for better social and academic outcomes for students, very little data exist that reflect regular transfer and application of training/learning into professional practice (Nittler et al., 2015). By and large, schools and …
School Libraries In South Australia 2019 Census, Katherine Dix, Rachel Felgate, Syeda Kashfee Ahmed, Toby Carslake, Shani Sniedze
School Libraries In South Australia 2019 Census, Katherine Dix, Rachel Felgate, Syeda Kashfee Ahmed, Toby Carslake, Shani Sniedze
School and system improvement
This report presents the results of a survey census and website review of school libraries, taken across all South Australian schools in Term 3, 2019. The census collected data on school library staffing, facilities, funding, and support. Results reveal that schools with a qualified teacher librarian are more likely to have improved student literacy outcomes. While 94 per cent of South Australian schools have someone to manage the library collection and to select resources, less than a quarter (23 per cent) are managed by a qualified teacher librarian. Questions about the nature of library provision in schools uncovered eight main …
The Relationship Of Formative Assessment To The Professional Development And Perspective Transformation Of Teachers, Kimberly K. Snyder
The Relationship Of Formative Assessment To The Professional Development And Perspective Transformation Of Teachers, Kimberly K. Snyder
Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research
This study uses practitioner research to explore teacher perspectives about formative assessment. The researcher engaged in a four-month-long series of professional development sessions with one middle school and two high school English-Language Arts teachers from the Capital View School District. Understanding formative assessment as a process to monitor student learning and then customizing instruction based on the data gathered from the formative assessment is a complex skill in which teachers need practice and even coaching to become adroit. The sessions were intended to help early-career teachers better understand formative assessment and incorporate it as a strategy in their teaching praxis. …
The Impact Of A Common Approach To Instruction Within A Nebraska Rural School District, Bret Allan Schroder
The Impact Of A Common Approach To Instruction Within A Nebraska Rural School District, Bret Allan Schroder
Department of Educational Administration: Dissertations, Theses, and Student Research
The purpose of this mixed methods study was to examine the instructional understanding and effectiveness of a district wide implementation of a Common Approach to Instruction. This research study provided a greater understanding of the affects that such an implementation had on certified staff regardless of grade level, experience, subject, or gender.
This explanatory, sequential, mixed methods study was conducted during the summer, spring, and fall of 2014-2015. The study initially gathered data using an online survey, based on Marzano’s 41 instructional elements, in a single class-B school district in Nebraska. All certified staff members within this school district were …
Understanding Teacher Perceptions Of Bullying And Effectiveness Of An Anti-Bullying Policy: A Case Study Of Suburban High School Teachers In The Southwestern U.S., James Isom
Doctoral Dissertations and Projects
The purpose of this multiple-case study was to understand teacher perceptions of bullying and the effectiveness of the current anti-bullying policy of a suburban district in the southwestern U.S. Teacher perceptions will be generally defined as what teachers personally believe about bullying and how they perceive the effectiveness of the district's anti-bullying policy. Data was collected from three sources, interviews, teacher journals, and observations. Cross case synthesis was used to treat each case separately and then combine identified themes across cases. Data showed that teachers perceive the policy to be somewhat effective. However, significant gaps exist that need to be …
Teachers’ Perceptions Of How Leadership Styles And Practices Of Principals Influence Their Job Satisfaction And Retention, Eric Matthew Denton
Teachers’ Perceptions Of How Leadership Styles And Practices Of Principals Influence Their Job Satisfaction And Retention, Eric Matthew Denton
Doctoral Dissertations and Projects
This study addresses the challenge principals face in retaining highly qualified and effective teachers in their schools. Although efforts to recruit new teachers have proven successful, teachers are leaving education at alarming rates, especially in the first four years of their careers. The purpose of this study was to identify what school principals can do to increase teachers' job satisfaction and retention. To do so, 12 veteran teachers from four schools were interviewed from February to April 2009. The participants answered questions concerning their levels of job satisfaction, their perceptions of their principals' leadership styles, and their reasons for continuing …
Mentoring Teacher's Stories: Caring Mentors Help Novice Teachers Stick With Teaching And Develop Expertise, Jarene Fluckiger, Sheryl Mcglamery, Nancy Edick
Mentoring Teacher's Stories: Caring Mentors Help Novice Teachers Stick With Teaching And Develop Expertise, Jarene Fluckiger, Sheryl Mcglamery, Nancy Edick
Teacher Education Faculty Publications
The article describes the challenges being faced by novice teachers and the role of mentors for novice teachers to stay in the profession and develop expertise. Educators have gathered evidence showing the need for mentors to help novice teachers stay in teaching and develop into master teachers. Longitudinal quantitative studies have indicated that novice teachers participating in this comprehensive induction program improved their effectiveness faster than their peers not in such a program. A frequently cited reason for attrition is teacher isolation.
Benchmarks For Assessing The Technological Literacy Of A Highly Qualified Paraprofessional, Antoinette P. Bruciati, María Lizano-Dimare
Benchmarks For Assessing The Technological Literacy Of A Highly Qualified Paraprofessional, Antoinette P. Bruciati, María Lizano-Dimare
Education Faculty Publications
Under the provisions of the No Child Left Behind Act of 2001 (NCLB) all instructional paraprofessionals working in a program supported under Title I, Part A, are required to meet the federal definition of being highly qualified by the end of the 2005-2006 school year. In meeting the NCLB requirements, the capacity to support teaching and learning activities in the content areas must be demonstrated. As school districts incorporate increasing amounts of technology into their classroom curricula, the role of the paraprofessional must keep pace with new pedagogical methods for using technology to support student learning. Through the development of …
The Development And Validation Of The Ethical Climate Index For Middle And High Schools, Laura E. Schulte, Franklin Titus Thompson, Jeanie Talbott, Ann Luther, Michelle Garcia, Shirley Blanchard, Laraine Conway, Melanie Mueller
The Development And Validation Of The Ethical Climate Index For Middle And High Schools, Laura E. Schulte, Franklin Titus Thompson, Jeanie Talbott, Ann Luther, Michelle Garcia, Shirley Blanchard, Laraine Conway, Melanie Mueller
Counseling Faculty Publications
One school characteristic that needs to be considered as important in keeping schools safe is school climate. The purposes of this study were to develop and validate an instrument that measures the ethical climate of middle and high schools. To create the School Ethical Climate Index (SECI), we adapted the Ethical Climate Index for graduate and professional school programs to apply to middle and high schools. The SECI measures a school’s sense of community by assessing student and teacher interactions and relationships through the application of five ethical principles: respect for autonomy, nonmaleficence, beneficence, justice, and fidelity. To provide evidence …
Bridging The Home And School: A Case Study Of One Web-Enabled Technology, Michael K. Barbour
Bridging The Home And School: A Case Study Of One Web-Enabled Technology, Michael K. Barbour
Education Faculty Publications
In today's society, there are many new technologies that educators have at their disposal to use both inside and outside of the classroom. One such technology was the focus of the first stage of an on-going project on the "open school" model. This "open school" model is designed to provide access to information on a child's schooling to both students and parents outside of the traditional school day. This article considers the use of one web-enabled technology called ThinkWave in two one term, elective courses.
Ua64/14 Student Teacher Placement Cards - T Surnames, Wku College Of Education
Ua64/14 Student Teacher Placement Cards - T Surnames, Wku College Of Education
WKU Archives Records
This document contains the WKU Placement Bureau cards used to place student teachers in schools around Kentucky. The cards give the students’ name, college, position wanted, number of credits and work history. Some cards have a photograph attached. When the photos are detached they immediately follow the student’s card. This particular file contains cards for students Tabb through Tynes.