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Full-Text Articles in Education
Exploring Ways To Support Preservice Teachers' Use Of Udl In Planning And Instruction, K. Alisa Lowrey, Audra Classen, Anne Sylvest
Exploring Ways To Support Preservice Teachers' Use Of Udl In Planning And Instruction, K. Alisa Lowrey, Audra Classen, Anne Sylvest
Faculty Publications
There is limited research documenting current efforts to support preservice teachers to use the universal design for learning (UDL) framework in authentic teaching experiences. To increase knowledge on the effects of preparing preservice teachers to incorporate the UDL framework, researchers examined the effects a UDL professional development seminar that was delivered during the student teaching phase had on eight teacher candidates during their K–12 placement. Using a concurrent triangulation mixed-method design, researchers examined lesson plans, video footage of teaching, teacher candidate reflections on their teaching sample, and university supervisor measures of the same sample before and after the UDL seminar. …
Curriculum Infusion Through Case Studies: Engaging Undergraduate Students In Course Subject Material And Influencing Behavior Change, Ellen J. Bass, Holly A. Foster, Douglas W. Lee, Susan E. Bruce, Reid Bailey
Curriculum Infusion Through Case Studies: Engaging Undergraduate Students In Course Subject Material And Influencing Behavior Change, Ellen J. Bass, Holly A. Foster, Douglas W. Lee, Susan E. Bruce, Reid Bailey
Faculty Publications
This study investigated infusing health promotion topics into an engineering course via problem-based case studies and lecture to assess student learning and self-reported behavior. Junior-level systems engineering students in two sections participated: one section with 52 students and one with 36. One section received a celebratory drinking case; one received distracted driving case and a lecture about hazardous drinking. Student ability ratings related to the course subject matter generally improved with both cases. The lecture appeared to enhance health promotion knowledge. Students self-reported behavior change with both cases. Case studies as a form of curriculum infusion for health promotion topics …
The Relationship Between Implementation Of School-Wide Positive Behavior Intervention And Supports And Performance On State Accountability Measures, Adriana M. Marin, Hollie Gabler Filce
The Relationship Between Implementation Of School-Wide Positive Behavior Intervention And Supports And Performance On State Accountability Measures, Adriana M. Marin, Hollie Gabler Filce
Faculty Publications
This study examined data from 96 schools in a Southeastern U.S. state participating in training and/or coaching on School-Wide Positive Behavioral Interventions and Supports (SWPBIS) provided by the State Personnel Development Grant (SPDG) in their state. Schools studied either received training only (“non-intensive” sites) or training and on-site coaching (“intensive” sites). Fidelity of implementation was self-evaluated by both types of schools using the Benchmarks of Quality (BOQ). Some schools were also externally evaluated using the School-Wide Evaluation Tool (SET), with those scoring 80% or higher determined “model sites.” Using an independent sample t-test, analyses revealed statistically significant differences between …
An Inservice Model To Impact Life-Science Classroom Practice: Part Two, David P. Butts, Wyatt Anderson, Mary Atwater, Thomas Koballa, Patricia Simmons, Rosalina Hairston
An Inservice Model To Impact Life-Science Classroom Practice: Part Two, David P. Butts, Wyatt Anderson, Mary Atwater, Thomas Koballa, Patricia Simmons, Rosalina Hairston
Faculty Publications
This model for an inservice program describes why teachers change the nature of their students' experiences in science. In the evaluation study with 7th grade Life Science teachers in Southeast, evidence showed that as teachers' knowledge in specific topics in biology was enhanced, their classroom use of this knowledge also changed. As their knowledge of science and alternative teaching practices was expanded, their attitudes toward teaching showed that they were more aware that there was more to learn but were also more confident that they could acquire the new knowledge they needed. In their classroom, their concerns for students showed …
An Inservice Model To Impact Life Science Classroom Practice: Part One, David P. Butts, Wyatt Anderson, Mary Atwater, Thomas Koballa, Patricia Simmons, Rosalina Hairston
An Inservice Model To Impact Life Science Classroom Practice: Part One, David P. Butts, Wyatt Anderson, Mary Atwater, Thomas Koballa, Patricia Simmons, Rosalina Hairston
Faculty Publications
A model inservice program built on a theoretical foundation for changing behavior incorporates both teachers' knowledge, their attitudes as well as what they do. What teachers do in the classroom depends on both what they know and how they feel about what they know, Changing what teachers know and do is accomplished in a three phase sequence, awareness, arousal and action. In the awareness phase, teachers are confronted with their knowledge needs. In the arousal phase, teacher generate interest in using what they know. Action is reflected in what teachers do and is reinforced when they have time to reflect …
Examining An Assumption Of Linkage Between Lesson Planning And Implementation, Trena Wilkerson, Anthony J. Scheffler
Examining An Assumption Of Linkage Between Lesson Planning And Implementation, Trena Wilkerson, Anthony J. Scheffler
Faculty Publications
It is often suggested that preservice teachers who are trained to develop a lesson plan will, with equal acumen, be able to implement that plan. The purpose of this study was to test this assumption. Twenty-six preservice teachers in an early childhood practicum developed and implemented a mathematics lesson plan. The lesson plans were evaluated according to specific criteria set forth in the National Council of Teachers of Mathematics' Curriculum and Evaluation Standards for School Mathematics using a weighted checklist. The implementation of each plan was also assessed using a Likert Scale reflective of similar criteria. A correlation between the …
Earth Science Education In Southern Mississippi, Isadore L. Sonnier, James V. Landrum
Earth Science Education In Southern Mississippi, Isadore L. Sonnier, James V. Landrum
Faculty Publications
No abstract provided.
Consolidating Perceptions Of Middle School Teaching Through Participatory-Type Early Field Experiences, Bobby D. Moore, Rex Leonard
Consolidating Perceptions Of Middle School Teaching Through Participatory-Type Early Field Experiences, Bobby D. Moore, Rex Leonard
Faculty Publications
It is entirely possible that prospective teachers whose early school exposures are limited to the short student teaching endeavor will have an inaccurate or distorted perception of the problems and frustrations they will actually encounter when they being their initial teaching assignment. This study was designed to determine the impact that extensive early field experiences had on the ranking of the middle school teacher characteristics at specific stages of maturation during the teacher preparation program. Of the 10 teacher characteristics ranked, half showed significant changes in priorities across the three assessments of the opinionnaire. Evidence from this study seems to …
State Incentive Characteristics, Johnny R. Purvis, John C. Stone, Susan Hart-Hester
State Incentive Characteristics, Johnny R. Purvis, John C. Stone, Susan Hart-Hester
Faculty Publications
No abstract provided.
What A Teacher Can Learn From A Coach, Jesse Palmer, Ben Smith
What A Teacher Can Learn From A Coach, Jesse Palmer, Ben Smith
Faculty Publications
Successful coaches are tremendous motivators. A look at one of the greatest coaches of all time, John Wooden of U.C.L.A., reveals his philosophy and strategy for success. It is our thesis that teachers can model successful coaching techniques in the classroom and increase student motivation.