Spatial Mapping With Polaroid Post-Its,
2024
University of Tennessee at Chattanooga
Spatial Mapping With Polaroid Post-Its, Angela C. Dittmar, Katie Claiborne
Arts-Based Collaborative instructional materials
No abstract provided.
Five Secondary Teachers’ Developing Identities As Teachers Of Digital Writing,
2024
University of Texas at El Paso
Five Secondary Teachers’ Developing Identities As Teachers Of Digital Writing, Brad Jacobson
Teaching/Writing: The Journal of Writing Teacher Education
The negotiation of teacher identity has been identified as a particular challenge for literacy teachers in the context of technological change and expanding beliefs about writing. This research project uses “identity” as an analytic tool to understand five secondary teachers’ development as teachers of digital writing. Following similar research on teacher development and identity (Lee, 2013), this study examines teacher identity in relation to discourse (how teachers talk about themselves) and practice (how they perform their identities in their work), with attention to how identification is influenced by and through social and cultural factors. Findings show that these teachers’ embrace …
The Embedded Scaffolded Writing Mini-Course (Teswmc): An Approach To Improve Teacher Candidates’ Writing Skills And Attitudes,
2024
Molloy College
The Embedded Scaffolded Writing Mini-Course (Teswmc): An Approach To Improve Teacher Candidates’ Writing Skills And Attitudes, Vicky Giouroukakis Ph.D., Laurie Bocca
Teaching/Writing: The Journal of Writing Teacher Education
High-quality academic writing is critical to student success in graduate-level education courses and professional advancement in our field. The Embedded Scaffolded Writing Mini-Course (TESWMC) was designed to both improve teacher candidates’ skills in writing critically and effectively and to positively influence teacher candidates’ attitudes towards writing. The 7-week mini-course was taught by the teacher educator/researcher as a “push-in” into a semester-long graduate Education course. The mini-course also served as a pilot study to determine its efficacy. Both quantitative and qualitative data were collected and analyzed. Data revealed that teacher candidates reported that their writing skills and attitudes towards writing improved. …
The Influence Of Misconceptions On Pedagogical Choices Of Secondary Science Teachers: An Embedded Case Study,
2024
Kennesaw State University
The Influence Of Misconceptions On Pedagogical Choices Of Secondary Science Teachers: An Embedded Case Study, Tracey Beyer
Dissertations
This case study, using phenomenography within science disciplines, examines how educators' experiences with misconceptions affect teaching methods in high school physics, chemistry, and biology. Based on constructivist and interpretive theories it highlights that personal experiences shape learning and involve continuously reconstructing knowledge. The shared misconceptions of 13 educators across science disciplines reveal how those experiences influenced both their content knowledge and instructional practices. The findings indicate that educators who openly acknowledge and learn from their past experiences with misconceptions are better equipped to recognize and address gaps in understanding, an asset to furthering student learning. This research highlights the importance …
Improving Cohesion Between General Education And Special Education Departments,
2024
Concordia University St. Paul
Improving Cohesion Between General Education And Special Education Departments, Jacob Haugmo
Graduate Teacher Education
Cohesion between general education and special education departments is the idea of blending and aligning instructional methods and approaches regardless of educational discipline. This paper was written to examine how this cohesion can be improved. Educational leaders must improve cohesion between general education and special education departments to support the academic achievement and success of all students in schools. Through qualitative, quantitative, and mixed methods studies, methods to improve this cohesion were researched. The research provided insight on how general education and special education teachers feel about collaboration and how collaborative efforts can be utilized to improve cohesion. These collaborative …
Exploring School Leadership Styles Used To Improve Instruction And Learning In Schools,
2024
Walter Sisulu University
Exploring School Leadership Styles Used To Improve Instruction And Learning In Schools, Nana Yaw Agyeman Mr, Venessa Aphane Ms
Journal of Research Initiatives
Schools are under intense pressure to improve quality and achieve long-term educational outcomes. To improve education, schools' teaching and learning environments must be improved. This research evaluated the various leadership philosophies used in South African schools to improve teaching and learning. The study's qualitative methodology included in-depth interviews with open-ended questions. A purposeful technique was used to select 16 participants from four different schools. The participants included four principals, four school management team members, four department heads, and four teachers. Themes guided the data analysis, focusing on patterns and resemblances while maintaining data quality. The study's findings revealed that school …
Middle School Teachers' Perceptions Of The Use Of Serious Games For Students With Attention Deficit Hyperactivity Disorder,
2024
Walden University
Middle School Teachers' Perceptions Of The Use Of Serious Games For Students With Attention Deficit Hyperactivity Disorder, Latoyia R. Stewart
Journal of Research Initiatives
Attention deficient hyperactivity disorder (ADHD) is the most common childhood neurodevelopment disorder, and severe digital game use has recently shown significant promise in this psychotherapeutic area. Digital serious games have also been used as an innovative teaching and learning approach. This study aimed to explore middle school teachers' perceptions of the use of digital severe games for students with ADHD. The conceptual framework for this study was Sherry's model of game engagement. The two research questions for this basic qualitative study focused on middle school teacher perceptions regarding the benefits and challenges related to the use of digital serious games …
A Program Evaluation Of 3de Schools By Junior Achievement,
2024
National Louis University
A Program Evaluation Of 3de Schools By Junior Achievement, Audra Lewis-Hoesch
Dissertations
3DE Schools by Junior Achievement is a framework for instruction designed to reshape the instructional ecosystem through a high school model that uses project-based learning and case-study methodology to help students acquire core competencies. The context of this inquiry includes various states in America where 3DE Schools are implemented. I utilized a mixed methods approach to collect data and gauge the influence of the 3DE instructional framework on students' readiness for college and career pursuits. Key outcomes showed that students in 3DE cohorts scored higher in math and English than the national average, contributing to an overall higher graduation rate …
Teacher Beliefs And Experiences Addressing Healthy Racial And Ethnic Identity Instructionally Through Social Emotional Learning,
2024
CUNY Hunter College
Teacher Beliefs And Experiences Addressing Healthy Racial And Ethnic Identity Instructionally Through Social Emotional Learning, Juliana Gutierrez
Theses and Dissertations
Children and youth develop within an ecological context that includes family, peers, and broader social environments including school. Children’s understanding of their ethnic or racial group and the meaning they attribute to belonging in that group is also shaped by interactions in their school environment. Most research on school-based social-emotional learning (SEL) programs has focused on student behavioral and academic outcomes. However, as SEL spreads across U.S. K-12 schools, questions have emerged surrounding how children from diverse racial and cultural groups and unequal opportunity can benefit from universal SEL programs. Using a mixed-methods design, this study explores teachers’ understanding and …
Identifying Self-Efficacy Factors Of Agriscience Teachers When Working With Supervised Agricultural Experiences For Students With Disabilities,
2024
Louisiana State University
Identifying Self-Efficacy Factors Of Agriscience Teachers When Working With Supervised Agricultural Experiences For Students With Disabilities, Saralyn L. Smith
LSU Master's Theses
The number of students receiving disability services annually in the U.S. has increased in the last decade. Even with this growing population of students with disabilities, research continues to show a lack of confidence of School Based Agricultural Education (SBAE) teachers in their ability and skills to include these students. The purpose of this qualitative study was to describe the factors that influence how SBAE teachers support students with disabilities in Supervised Agricultural Experience Programs and identify perceived obstacles SBAE teachers have regarding working with students with disabilities. Semi-structed interviews were conducted with twelve SBAE teachers to understand their lived …
Borderland Voices: Exploring The Educational Journey Of Transfronterizx Students, Families, And Educators For Enhanced Engagement And Empowerment,
2024
University of San Diego
Borderland Voices: Exploring The Educational Journey Of Transfronterizx Students, Families, And Educators For Enhanced Engagement And Empowerment, Sobeida Velazquez
Dissertations
Transfronterizx students and their families cross the U.S.–Mexico border for academic, economic, social, cultural, and linguistic reasons. Socioeconomic disparities, deportation, and work have propelled some families to live in Mexico and enroll their U.S.-born children in U.S. schools to provide more socioeconomic opportunities in the United States. Educators of transfronterizx students are uniquely tasked to work with these nontraditional students. Moreover, transfronterizx students and their families have distinct needs in U.S. schools; as such, there is a need for further research on the transfronterizx experience in the U.S. K–12 system. This qualitative narrative inquiry study aimed to understand the experiences …
Black School Leader Truth: How Black School Leader Epistemology Influences Liberatory Mindset Development In Their Staff,
2024
University of San Diego
Black School Leader Truth: How Black School Leader Epistemology Influences Liberatory Mindset Development In Their Staff, Orpheus Williams
Dissertations
Black students in the United States have consistently been denied access to empowering, culturally affirming, and responsive learning experiences in the traditional public system. The epistemological and pedagogical beliefs embedded in a liberatory mindset can subvert this pattern of disempowerment (Shujaa, 1998). Black school leaders (BSLs) who understand the systemic and institutional pressures Black children may face and have to overcome, having undergone similarly racialized experiences in school, are uniquely placed to create liberatory spaces for Black students by recruiting and developing these liberatory mindsets in their staff. This instrumental case study used qualitative research methods of front-porch pedagogy (McTighe …
Promoting Positive White Racial Identity Development In K-12 Teachers: A Qualitative Case Study,
2024
Lesley University
Promoting Positive White Racial Identity Development In K-12 Teachers: A Qualitative Case Study, Johnny Cole
Educational Studies Dissertations
The process of racial identity development (RID) is widely agreed to be the process by which an individual comes to understand the role race plays in their sense of self, how it influences their ability to acquire information and reach goals, how it affects their interpersonal interactions with others, and the manner in which it assigns group membership in the larger society. The formative years students spend in K-12 educational environments can play an important role in their RID; thus educators’ awareness of these developmental processes can potentially help dismantle the systems of inequity within a critical race theory framework …
Heavy On The Solidarity, Light On The Adultism: Adult Supports For Youth Activism,
2024
Indiana University, Columbus
Heavy On The Solidarity, Light On The Adultism: Adult Supports For Youth Activism, Stephanie C. Serriere, Tennisha Riley
Democracy & Education
This data-based theoretical paper explores the contrasting tensions of adults being in “solidarity” with youths while not reproducing systems of oppression through adultism. Written by adults who have been engaged side-by-side with youth activism, the purpose of this article is to better understand what adult solidarity and support look like according to youth activists themselves as we grapple with the unintentional mechanisms of reinforcing oppressive power dynamics between young people and adults in activist communities. Extending on the Gaztambide-Fernández’s (2012) notion of relational solidarity, the findings offer four types of actions (modeling, connecting, supporting, and protecting) adults can do …
Exploring Special Education Teacher Perceptions Of The Effects Of A School-Based Yoga Program On Adolescents Classified As Emotionally Disturbed,
2024
Seton Hall University
Exploring Special Education Teacher Perceptions Of The Effects Of A School-Based Yoga Program On Adolescents Classified As Emotionally Disturbed, Ivette Brown
Seton Hall University Dissertations and Theses (ETDs)
Adolescents with behavioral disorders suffer academic and social struggles when compared to general education adolescents in the United States. As behavioral health strategies gain greater priority in schools, interest has increased in the use of yoga practices as one of the key approaches to addressing student well-being. The majority of previous research relating to adult yoga has shown positive benefits; however, research on teacher perceptions of youth yoga is lacking. This study explores special education teachers’ perceptions of school-based yoga programs and their impact, if any, on students with behavioral disabilities with special interest in adolescents’ personal and social experiences …
How Do We Get These Kids Reading? Supporting Readerly Identity In Secondary English Classrooms,
2024
Oakland ISD
How Do We Get These Kids Reading? Supporting Readerly Identity In Secondary English Classrooms, Jenelle Williams, Jay Haffner
Michigan Reading Journal
In this article, we aim to clarify the specialized purposes for reading in secondary English language arts (ELA) classes. We will suggest ways ELA teachers can help build (or repair) students’ readerly identities while also ensuring they graduate with the necessary skill sets to transfer their knowledge into further studies, careers, and lifelong pleasure reading.
Teacher Initiated Collaboration In Community: A Case Study Considering Communities Of Practice At A Title I Middle School,
2024
Kennesaw State University
Teacher Initiated Collaboration In Community: A Case Study Considering Communities Of Practice At A Title I Middle School, Katherine Stewart
Dissertations
This qualitative case study investigates how faculty members in a Title I middle school engage in collaborative practices to enhance professional growth without formal professional learning. Framed within a descriptive lens (Merriam, 1998) and informed by Brown and Duguid's Community of Practice (CoP) framework (1991), the study addresses two research questions: (1) How do teachers collaborate to improve their practice outside formal professional learning? (2) In what ways do these methods reflect the elements of CoP: working, learning, and innovating? Through data analysis, the study reveals that teachers predominantly collaborate on student behavior and classroom management, with curriculum being a …
Why Not The School-To-Scholar Pipeline? Changing The Narrative Through School Leadership,
2024
University of San Diego
Why Not The School-To-Scholar Pipeline? Changing The Narrative Through School Leadership, Marne Renee Foster
Dissertations
The overrepresentation of Black students in exclusionary practices in public K–12 education, such as detention, suspension, expulsion, and misplacement into special education, contributes to the school-to-prison pipeline (STPP). This phenomenon leads to truancy, academic failure, and involvement in the juvenile justice system. In contrast, the school-to-scholar pipeline (STSP) has an inverse relationship with the STPP and views students as scholars in training, ultimately linking them to careers or college. Research has indicated that school administrators’ mindsets, along with teacher bias, play a significant role in perpetuating exclusionary practices and racial disparities (Gullo & Beechum, 2020; Skiba, Chung et al., 2014). …
Preparing Students For Adulthood: Comparing The Experiences Of Degree And Non-Degree Seeking Graduates,
2024
Utah State University
Preparing Students For Adulthood: Comparing The Experiences Of Degree And Non-Degree Seeking Graduates, Lacee R. Boschetto, Brian K. Warnick
Journal of Research in Technical Careers
The role of secondary education is critical to preparing graduates for adulthood. This study explored the transition experiences of high school graduates and factors that impacted their preparation for adulthood. This descriptive study focused on the experiences of degree and non-degree-seeking graduates. Surveys were distributed to students enrolled in a general education course at a state university and marketing research participants not enrolled in post-secondary programs. The survey sought to identify overall preparedness, responsibilities deemed necessary to teach in high school, and influence factors that prepared them for adulthood. The overall findings displayed that graduates seeking degrees felt more prepared …
Incorporating Books As Strength-Based Examples Of Characters With Dyslexia,
2024
University of Idaho
Incorporating Books As Strength-Based Examples Of Characters With Dyslexia, Vera Sotirovska, Margaret Vaughn
The Language and Literacy Spectrum
Incorporating books that facilitate inclusive understandings of dyslexia can be a challenging yet important pedagogical approach to promoting equitable practices. As realistically portrayed characters and stories provide a way for students to see not only themselves but also others, and enter different worlds, the need for multiple representations of children with dyslexia is necessary when working to create equity-oriented classrooms. First, we discuss strategies on how to select and use books with diverse representations of individuals with dyslexia. Next, we provide book selection criteria to guide teachers in curating their own classroom libraries with similar texts. Finally, we include activities …
