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Full-Text Articles in Secondary Education
Faculty And Staff Perceptions Of Their Roles In Preparing Students For College And Career Readiness: A Qualitative Exploration Of High Schools, Community Colleges, And Universities, Monica Ruiz
Theses & Dissertations
In 2020, nearly half of Texas’s 385,000 public high school graduates were unprepared for college-level reading or math. Limited research reveals K-12 faculty perceive limited roles and responsibilities in the college process, relying heavily on guidance counselors and college admissions counselors for preparing students for college and careers. The purpose of this study was to help fill this gap by answering the central research question: How do high school and college-level faculty and staff prepare high school students for college and careers? I chose a qualitative, interpretive design to explore educators’ individual and shared social meanings and interpretations. I used …
A Spark Of Light In The Darkness: A Framework Of Habits And Routines That Grow Literacy Identities, Andy Schoenborn
A Spark Of Light In The Darkness: A Framework Of Habits And Routines That Grow Literacy Identities, Andy Schoenborn
Michigan Reading Journal
Using familiar and flexible classroom routines, authentic literacy habits, and encouragement, his students moved from "I hate reading and writing" to self-identifying as readers and writers in a matter of eighteen weeks.
Overcoming The Imposter Phenomenon: Exploring The Strategies Secondary Educators Used To Cope During The Covid-19 Pandemic, Barbra J.C. Bedwell
Overcoming The Imposter Phenomenon: Exploring The Strategies Secondary Educators Used To Cope During The Covid-19 Pandemic, Barbra J.C. Bedwell
Dissertations
Purpose. The purpose of this descriptive mixed-method study was to explore and describe the coping skills used by secondary teachers who identified as experiencing the impostor phenomenon (IP) by the Clance Impostor Phenomenon Scale (CIPS) (Clance, 1985) to overcome the nine behavioral characteristics of IP during the transition to distance learning in response to the COVID-19 pandemic. Methodology. This descriptive mixed-methods research design used both quantitative and qualitative techniques to identify teachers with IP and explore the coping techniques they used during distance learning. First, a quantitative 20-question diagnostic survey, the CIPS, was used to identify teachers with IP. …