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Possibilities And Challenges Of Teaching Integrated Math And Social Studies For Social Justice: Two Teacher Educators' Collaborative Self-Study, Paula P. Guerra, Sohyun An

Georgia Educational Researcher

In this paper, we—one mathematics teacher educator and one social studies teacher educator—describe a project where we collaborated to model teaching integrated mathematics and social studies for social justice in our methods courses. We encountered varied challenges in our efforts to prepare teacher candidates for social-justice-oriented lessons. These challenges included teacher candidates’ perception of authority/credibility of their professors who were foreign females from the “Third World”, teacher candidates’ deficit views on minoritized students, and the limited time and resources for teacher collaboration in teacher education. Despite these challenges, we believe this kind of project is necessary to move forward in …

Cyberbullying And Self-Perceptions Of Students Associated With Their Academic Performance, Maham Muzamil, Gulzar H. Shah

Health Policy & Community Health: Faculty Publications

The aim of this study is to explore the factors influencing students’ academic achievements in secondary school level (grades 09 and 10). Those factors include students’ self-reported psychological and issues (e.g. being bullied through social media) as well as socioeconomic status. Study participants included610 students at senior secondary level (237 male and 363 female) randomly selected from ten different government schools. The schools were randomly selected from the lists provided by their respective Education District Officer (EDO). The data were collected by researchers with the help of teachers. Participants’ were offered as incentives a drawing for a gift certificate. Bivariate …

The Every Student Succeeds Act (Essa): What It Means For Educators Of Students At Risk, Cordelia D. Zinskie, Dan W. Rea

National Youth Advocacy & Resilience Journal

This editorial perspective examines some ways that the Every Student Succeeds Act (ESSA), which becomes operational in the 2017–2018 school year, may enhance the capacity of educators to help students and schools at risk of underperforming. It also addresses some of the challenges that educators will face under ESSA in ensuring success for all students. We highlight aspects of ESSA that may be of most interest to our readers including the broadened definition of academic success, expansion of subgroups for data reporting, emphasis on evidence-based research and practice, focus on continuous improvement, and need for increased educator understanding of research …

Crisis Events In K-12 Online Learning: Educator Perceptions And Preparedness, Dawn Tysinger, Jeffrey A. Tysinger, Terry D. Diamanduros

National Youth Advocacy & Resilience Journal

Although K–12 online learning institutions may be protected from certain school safety concerns (i.e., physical violence on a student or a teacher), physical distance does not offer protection from all potential crises that may impact individual students or the online school environment. The current survey research explored educators’ perceptions of and preparedness for the following crisis frequencies in the online learning environment: suspected child/adolescent neglect, suspected child/adolescent abuse, suspected student suicidal ideation, suspected student homicidal ideation, unexpected death of a student, unexpected death of a teacher, emotional aftermath of natural disasters, and emotional aftermath of terrorist incidents. Across the sample, …

School Counselor Use Of Narrative Therapy To Support Students Of Color Transitioning From An Alternative School Setting, Natoya Hill Haskins, Leonissa Johnson, Lee E. Grimes, Autumn Joy Moore, Candice Norris-Brown

National Youth Advocacy & Resilience Journal

The authors propose a collaborative application of narrative therapy utilizing the school counselor, teachers, and parents to support students of color transitioning from an alternative school setting. Research indicates that students of color transitioning from alternative settings often face stigma and marginalization by teachers and peers. The authors contend that school counselors can use this collaborative narrative approach to support students to create new narratives within a supportive environment. Included is an illustration demonstrating the application of the collaborative narrative therapy process.

Newsroom, Georgia Southern University

Newsroom (2006-2023)

• Georgia Southern's Holly Edgar earns high title in USA Archery

My News

My News (2014-2020)

• College of Education awards use of 3D printer to Bulloch County elementary school
• His True Blue spirit is out of this world
• Third time’s the charm: Triple Eagle earns doctorate in psychology
• Nikki Giovanni is 2017 MLK Celebration speaker at Georgia Southern
• Georgia Southern Athletics announces Hoops Holiday Getaway

An Assessment Of Data Related To Inspections Of Risk Factors For Public Swimming Pools, Shanita Shack, Maurice Redmond, R. Christopher Rustin

Environmental Health Sciences: Faculty Publications

Background: The Georgia Department of Public Health (DPH) is mandated to ensure that public swimming pools are safe for those who use them. This mandate is carried out by the DPH and local environmental health professionals through regulations and inspections. In 2015, legislation was introduced proposing to reduce the authority of the DPH to inspect certain pool types (apartments, subdivision, condominiums) and thus reduce regulatory protections in place for swimmers. To ensure that the DPH had current information on the risks associated with pools, the EH team, with assistance from a graduate student, analyzed inspection data to evaluate risk factors …

College Of Education News, College Of Education, Georgia Southern University

College of Education: News & Publications (2003-2023)

• COE alumnae are named teachers of the year in Candler County
• COE alums recognized as teachers of the year in Bulloch County

Camp Paws: A Positive Alternative To Suspensions In Early Elementary, Julie Boyd

Georgia Association for Positive Behavior Support Conference

Our schools report increasingly extreme and problematic behavior in our earliest grades. As early school expectations increase and teacher pressure mounts we are often at a loss when students enter school without basic social, emotional, and behavioral school readiness skills. Schools had the sole option of within-classroom interventions that often left the teacher and student frustrated and frequently resulted in suspensions. Further, some children prefer to be sent home, causing them to increase and escalate their problematic behavior on a regular basis. Appropriate school behavior is impossible to teach if the student is not in school!

These extreme behavior problems …

Newsroom, Georgia Southern University

Newsroom (2006-2023)

• Georgia Southern University donfers 1,700 graduate and undergraduate degrees during Fall 2016 Commencement
• Local school applies for STEM grant: University FabLab inspired need
• Third time's the Charm: Triple Eagle walks in December

Legal Guidance Related To Behavioral Supports For Students With Disabilities, Emily Suski

Georgia Association for Positive Behavior Support Conference

This presentation will focus on the relationship between behavioral supports, FAPE, and LRE. In addition, it will include information on how behavioral issues trigger child find/the responsibility to evaluate students for special education. It will also cover bullying--specifically how bullying of (or by) students with disabilities gives rise to responsibilities to address the issue in the IEP. Finally, it will cover how Hospital/Homebound should and should not be used for students exhibiting behavioral problems.

What’S The State Of Praise In The High School Classroom?, Adrienne Stuckey

Georgia Association for Positive Behavior Support Conference

Of the available classroom and home reinforcers for desired student behavior, one that is free, easy to administer, and can contribute to positive interactions for both students and adults is the use of Behavior-Specific Praise (BSP; Elswick & Casey, 2011; Gable et al., 2009; Sutherland, 2000). However, researchers have for decades overlooked its possible effectiveness for high school students with and without disabilities, as demonstrated by the paucity of available studies into teacher use of BSP in high schools (e.g., Hawkins & Heflin, 2011; Simonson et al., 2010). One possible reason may rest simply on adults’ beliefs that high school …

Training Implementation Of Behavior Intervention Plans Using Behavioral Skills Training, Jennifer L. Alexander, Katie A. Smith

Georgia Association for Positive Behavior Support Conference

Most trainings conducted in today in schools are ineffective at improving acquisition of new skills. Poor training can have a collateral effects on student outcomes, including worsening problem behavior. Behavioral skills training (BST) is an evidence-based training package that can be used to train staff and parents to implement interventions to fidelity with individuals with disabilities. This presentation is designed for practitioners who are responsible for training others who implement behavior intervention plans. Through this presentation you will learn why BST is an effective strategy, how to implement the steps of BST, and how to evaluate your training.

Successful Rti/Mtss From Tier 1 Through 4 Requires Everyone., Leonora Clarkson

Georgia Association for Positive Behavior Support Conference

RTI/MTSS will be successful if data review of academics and behavior begins with Tier 1 and moves through tier 4. Tier 1 is the most important to evaluate, and sometimes it is the last to be discussed when looking at RTI/MTSS. This session will start with Tier 1 information focusing on universal screening, classroom management, rigor of academics, PBIS, and motivating students. When tier 1 is implemented with success, implementing tiers 2 through 4 become a natural process. Schools need to talk with parents to ensure they understand family history and what has been tried at home. Parents can share …

Creating Effective Tier Ii Behavior Support Plans For Individual Students., Sarah S. Barbour, Sarah Barbour

Georgia Association for Positive Behavior Support Conference

Participants will explore several problem solving protocols that design effective Tier II behaviors plans for indvidual students. Using the PTRR framework, participants will learn how to select a problem behavior. identify it's common pattern, and select strategies and interventions designed to Prevent the triggering event, Teach a new skill, Reinforce the new & improved behavior, & Respond to the problem behavior.

These problem solving protocols are effective tools to identify supportive solutions to problem behaviors at school, in the home, and in the community.

University Honors Program News, Georgia Southern University

Honors College: News & Publications (2008-2020)

• Honors Research at Georgia Undergraduate Research Conference

• Honors Research at the American Chemical Society

• Honors Research at the Georgia Political Science Association

The Inkwell, Armstrong State University

The Inkwell

No abstract provided.

Pbis Teams Perceived Connections Between Culture And Pbis Implementation, Kathryn M. Mcphee, Kiarra Givhan

Georgia Association for Positive Behavior Support Conference

Currently in Georgia, there is a strategic plan to “improve the climate in Georgia’s school and community settings through the Positive Behavior Interventions and Supports framework.” (GaDOE, 2013, p.2). As the GaDOE’s strategic plan develops, schools are becoming more diverse with students representing a range of academic, behavioral and cultural experiences and backgrounds (Cohn & Caumont, 2016). Researchers have demonstrated that racial/ethnic disparities exist in academic achievement, discipline practices and mental health services provided in schools (e.g., Fallon et al., 2015). Thus, to improve educational experiences for all students through PBIS, considering how culture and context influence what is being …

5-Point Scales: Five Points Away From Beating Behavior Problems, Michelle Bolling

Georgia Association for Positive Behavior Support Conference

Five-point scales have been used in treating pain, anger, anxiety and educationally for children on the Autism Spectrum. Because 5-point scales are visual and match abstract ideas with numbers, they are well-suited for use with children of all ages. They can easily be implemented in a variety of settings, including by parents at home. Participants will learn how to develop, use, and monitor 5-point scale interventions; see different case studies applications; and explore applications within an RTI/MTSS framework. Case studies for individual and class-wide intervention from grades PK – 12 will be shared.

“Pbis Teams Suggest Training For Secondary And Tertiary Prevention”, Kiarra Givhan, Kathryn Leavitt

Georgia Association for Positive Behavior Support Conference

Positive Behavioral Interventions and Support (PBIS) uses a multi-tiered, problem-solving framework with evidence-based strategies to promote positive student outcomes (Sugai and Simonsen, 2012, p.2). The secondary (Tier 2) and tertiary (Tier 3) levels of PBIS provide support to students who are not responding to school-wide and class-wide strategies. To get a better idea of how Tiers 2 and 3 are implemented, and what could make implementation better, a qualitative study was conducted with PBIS Teams. PBIS Teams represent an integral part of implementation, and it is important to gain insight from those who play such a role.

This presentation will …

Fba's And Pbis: Using Fba's As Part Of Your Pbis Process To Improve Problem Student Behavior, Maggie Kjer Phd, Blake Dubose

Georgia Association for Positive Behavior Support Conference

The FBA Process for students with challenging behaviors raises concerns for whether this is beyond the scope of an educator’s skills and capabilities. This workshop will provide an overview of the FBA process and explore a PBIS team-based approach that leads to a more practical and efficient method for assessing common behavior problems in school settings.

The presenters will demonstrate how using FBA’s within the PBIS framework results in better outcomes for teacher training and improved problem student behavior. Additionally, the presenters will demonstrate a digital tool for conducting relevant, comprehensive FBA’s.

A Fair View: The Connection Between Pbis And Title I, Brian Mincey, Shoni Pittman, Vaneisa Benjamin, Vincent Ervin

Georgia Association for Positive Behavior Support Conference

This presentation offers a Title I school's early implementation of Positive Behavior Interventions & Supports (PBIS). Initial focus will apply to the universal (Tier I) application, where a shared leadership model utilized the collective experiences of educators and school-based mental health professionals. Secondary discussions will highlight the importance of community-based involvement, with primary examples noted in state-level representatives.

Additional topics will highlight the use of the Second Step Curriculum in instilling self-regulation and social skills at a Title I school. This will accompany particular strategies employed in various settings in the school setting (e.g., classroom, cafeteria, hallways, etc.). Participants will …

Learning Social Skills Through Natural And Paid Supports, Miyah Sundermeyer

Georgia Association for Positive Behavior Support Conference

I had moved to Atlanta the age of 21 in 2003 with my aunt. Though I was 21 physically, emotionally I behaved at the level of a 14-year-old. I also lacked basic social skills and maturity. While others around me often pointed it out, I could not understand what they were talking about. So my aunt often role played by showing me how I would act. That got me interested in wanting to improve my social skills.

Meanwhile I had attending various programs at the Emory Autism Center where Toni Thomas and Dr, Lauren Castriota taught the difference between what …

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November 28, 2016 Armstrong Faculty Senate Minutes, Armstrong State University

Armstrong Faculty Senate: Minutes (Archived)

November 28, 2016 Armstrong Faculty Senate Minutes

November 28, 2016 Armstrong Faculty Senate Agenda, Armstrong State University

Armstrong Faculty Senate: Armstrong Faculty Senate Agenda (Archived)

November 28, 2016 Armstrong Faculty Senate Agenda

Faculty Senate Bill Fsb-2016-11-28-01: University Curriculum Committee, Armstrong State University

Armstrong Faculty Senate: Bills, Motions & Resolutions (Archived)

Faculty Senate Bill FSB-2016-11-28-01: University Curriculum Committee

College Of Education News, College Of Education, Georgia Southern University

College of Education News

• Spreading awareness of school psychology

College Of Education News, College Of Education, Georgia Southern University

College of Education: News & Publications (2003-2023)

• Spreading awareness of school psychology