Education Commons^™

Parental Support For Newcomer Children’S Education In A Smaller Centre, Xuemei Li, Antoinette Doyle, Maureen Lymburner, Needal Yasin Ghadi

Comparative and International Education / Éducation Comparée et Internationale

This study explored the issues around parental support for newcomer children’s transition to school in a smaller urban centre in Atlantic Canada where newcomer support is relatively limited. Data were drawn from semi-structured interviews with 11 newcomer parents, five children, and one settlement worker. The findings revealed newcomer parents’ difficulties in understanding the school system, limited engagement with the school community, isolation from other parents, and barriers to understanding and connecting with other parents. Among these newcomers, refugee parents are particularly challenged. We conclude that newcomer children’s parental involvement need to be viewed multi-dimensionally, and that the creation of a …

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Journal of Science Education for Students with Disabilities

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Journal of Science Education for Students with Disabilities (JSESD)

The Journal of Science Education for Students with Disabilities is a multi-disciplinary, peer-reviewed journal with an international focus on providing information on science education for students with varying types and levels of disabilities. We aspire to publish the best of theoretical research and practical application and we review articles by both special and general educators. Interesting topics have included innovative curricular ideas, instructional adaptations, research-based modifications, best practices, and management issues in science education.

Copyright Statement

Journal of Science Education for Students with Disabilities

Publication rights to works is granted to Journal of Science Education for Students with Disabilities, however, full copyright for works published in this journal is retained by the author(s). The author(s) may post their works online in an institutional repository, on their University departmental website, or on their own personal websites

Developing Confidence In Steam: Exploring The Challenges That Novice Elementary Teachers Face, Aaron S. Zimmerman

The STEAM Journal

This essay explores the challenges that novice elementary teachers may face as they attempt to enact the practices of STEAM education. Specifically, I will explore research that suggests that novice elementary teachers lack confidence in their ability to lead lessons rooted in either scientific inquiry or arts-integration. This has, I argue, clear implications for the development of STEAM education. Advocates of STEAM education must ensure that novice elementary teachers are provided with the necessary scaffolds and supports that will empower them to engage in authentic and ambitious STEAM practices.

Reconciling The Divide: Common Processes In Science And Arts Education, Lori A. Fulton, Jamie Simpson-Steele

The STEAM Journal

Many see the sciences and arts as two distinct fields – one objective the other subjective; however, we see the two having more in common than different. These commonalities formed the basis for a STEAM framework, which examines the intersections of five processes: noticing, wondering, visualizing, exploring, and communicating. This framed a professional development workshop on STEAM for elementary teachers. Here we define and explore these processes through both science and art perspectives, and share examples of how each of these processes were integrated to support learning. We believe that STEAM provides a well-rounded experience, allowing learners to make connections …

Writing For An Authentic Audience – One Teacher-Writer’S Narrative Journey, Danielle L. Defauw, Melissa Smith

Teaching/Writing: The Journal of Writing Teacher Education

The research literature shows many universities do not require elementary pre-service and in-service teachers to take a writing methodology course, yet elementary teachers must be prepared to teach K-8 writing. This qualitative case study highlights a beginning elementary in-service teacher’s experiences enrolled in a K-8 writing methodology course designed to strengthen her teacher-writer voice for authentic purposes using the writing workshop framework. Using narrative inquiry’s critical event approach to analyze and compare the teacher’s and her peers’ data (writer’s notebook, reflections, surveys, interviews, written selections, field note journal), this research article details her case study as a critical incident to …

An Examination Of Accessible Hands-On Science Learning Experiences, Self-Confidence In One’S Capacity To Function In The Sciences, And Motivation And Interest In Scientific Studies And Careers., Mick D. Isaacson, Cary Supalo, Michelle Michaels, Alan Roth

Journal of Science Education for Students with Disabilities

This study examined the potential relationship of accessible hands-on science learning experiences to the development of positive beliefs concerning one’s capacity to function in the sciences and motivation to consider science as a college major and career. Findings from Likert survey items given before and after engaging in accessible hands-on science laboratories show that students who were blind or had low vision (BLV) were more likely to agree with the following items after engaging in accessible science experiences: 1) I plan on enrolling as a science major in college; 2) My educational experiences, so far, have given me the …

The Cultural Contours Of Democracy: Indigenous Epistemologies Informing South African Citizenship, Patricia K. Kubow, Mina Min

Democracy and Education

Drawing upon the African concept of ubuntu, this article examines the epistemic orientations toward individual-society relations that inform democratic citizenship and identity in South Africa. Findings from focus group interviews conducted with 50 Xhosa teachers from all seven primary and intermediate schools in a township outside Cape Town depict the cultural contours of democracy and how the teachers reaffirm and question the dominant Western-oriented democratic narrative. Through ubuntu, defined as the virtue of being human premised upon respect, the Xhosa teachers interrupt the prevailing rights-and-responsibilities discourse to interpose a conception of democracy based on rights, responsibilities, and respect. …

Using Variable Interval Reinforcement Schedules To Support Students In The Classroom: An Introduction With Illustrative Examples, David Hulac, Nicholas Benson, Matthew C. Nesmith, Sarah Wollersheim Shervey

Journal of Educational Research and Practice

When behaviors are reinforced with a variable interval reinforcement schedule, reinforcement is available only after an unknown period of time. These types of reinforcement schedules are most useful for reinforcing slow and steady responding and for differentially reinforcing behaviors that are incompatible with some problematic behaviors. This review helps define variable interval reinforcement schedules, uses the example of a strategy to manage thumb-sucking behavior to illustrate the implementation of these schedules, and describes potential applications in school and clinical settings.

What I Didn't Know About Teaching: Stressors And Burnout Among Deaf Education Teachers, J. Lindsey Kennon Ed.D., Margaret H. Patterson M.A.

Journal of Human Services: Training, Research, and Practice

No abstract provided.

Becoming A Teacher Leader Within Your Classroom: A Dialogue, Jill Stacy, Nayantara Mhatre

Occasional Paper Series

Describes a spontaneous relationship that has equal measures of mentoring, peer coaching, and teaming.

Trouble With The Edtpa: Sliding From Teaching To Preparing For The Test, Stephanie Cronenberg, Dori Johnson, Alexis Jones, Stacey Korson, Natasha Murray, Michael Parrish, Marilyn Johnston-Parsons

Journal of Inquiry and Action in Education

This paper was written by a group of instructors responsible for preparing 100 elementary/middle school licensure students for the edTPA portfolio assessment. It is an analysis of our experiences doing so in the pilot year. The edTPA is a performance assessment required for teacher licensure. We considered this assessment to have significant advantages over a multiple choice test and we debated for a year how best to implement it. Our plan was to integrate what they needed to know into our courses rather than to prepare them directly for the test. We approached this with a positive attitude but emerged …

Fives: An Integrated Strategy For Comprehension And Vocabulary Learning, Mary Shea, Nancy Roberts

Journal of Inquiry and Action in Education

This article describes a strategy that emphasizes the integration of all language and literacy skills for learning across content areas as well as the importance CCSS place on learners’ ability to ask questions about information, phenomena, or ideas encountered (Ciardiello, 2012/2013). FIVES is a strategy that meaningfully integrates research-based methodologies associated with reading, writing, speaking, listening, viewing, and visually representing for differentiated disciplinary literacy instruction related to authentic texts and issues. The strategy described can be universally applied across disciplines to develop high levels of competence with literacy processes and content.

Civic Education Training Promotes Active Learning With Real-World Outcomes, Becci Burchett Gauna, Michelle Paul

SPACE: Student Perspectives About Civic Engagement

The teaching of history is moving away from the rote memorization of textbooks and toward the development of civic skills. Illinois’ recent decision to require all students to complete a semester-long civics course brings us a step closer to measuring active citizenship. Typically harbored under the social studies umbrella, civics is now a stand-alone course. The state mandates that each civics course include service learning, controversial conversation, instruction regarding government institutions and procedures, and simulations.

Beginning Teachers’ Experiences Working With A District-Employed Mentor In A North Carolina School District, Kari S. Hobbs Dr., Jennifer Putnam Dr.

Journal of Organizational & Educational Leadership

This study is concerned with the experiences of beginning teachers working with a district-employed mentor. Based on Illeris’s (2002) Three Dimensions of Learning, the study sought to understand the cognitive, emotional, and social processes involved in working with a mentor through the use of one-on one, in-depth interviews.

Nine beginning teachers participated in the study. Their assignments included elementary (n=4), middle grades (n=2), and high school (n=3). Data collection took place at the end of the school year and included Year 1 and Year 2 teachers. The study uncovered four findings related to these beginning teachers: mentors …

Parents' And Teachers' Collaborative Perspective: An Input For A Model On Materials Development In A Multilingual Setting, Jane Kibla Lartec

Journal of Research Initiatives

This study explored the collaborative perspective of teachers and parents on the materials development in a multilingual setting. Respondents were six parents and six teachers from two pilot schools in a melting pot city of different languages and cultures. The research design employed was qualitative to gain insights, explore the depth, richness and complexity inherent in the social or cultural phenomenon. Data were gathered from interviews with the aid of audio recorder and interview guide based on Malone (2007). The responses were transcribed and then categorized into themes according to similarities pertaining to the development of materials. It was found …

The Experiences Of African-American Males In Academic Leadership Positions At Public Predominantly White Institutions In North Carolina, Dalton Dockery, Comfort O. Okpala

Journal of Research Initiatives

The purpose of this narrative study was to explore the experiences of African-American males in academic leadership positions at public predominately White institutions in North Carolina. Four African-American males in academic leadership positions that met the selection criteria were purposefully selected for the study. For the sake of confidentiality a pseudonym was used for the participants and universities to protect their privacy. Multiple data collection and analytical methods were utilized to document the experiences and voices of the participants. While the experiences of the participants varied, they overwhelmingly identified their faith in God, mentorship, qualifications and preparations made them successful …

African American Early Literacy Development: An Integrative Review Of The Research, Tiffany A. Flowers

Journal of Research Initiatives

An integrative review of the research literature was conducted in order to explore plausible explanations of the achievement gap. Research articles were analyzed for this review of the research literature. The findings of this integrative review were included and the educational implications for practice are delineated.

The 'Rules Of Engagement': The Ethical Dimension Of Doctoral Research, Christopher Berg

Journal of Research Initiatives

The pursuit of a doctorate is a rite of passage that requires a student to successfully navigate the transition from “student” to “scholar.” One area of practice, however, that is often marginalized is the role of ethics. Though there is no formal coursework in ethics, its importance cannot be understated. This essay examines the conceptual role of ethics in doctoral research as both an individual reflective essay as well as a broader discussion of ethics in general. The ethical dimension considered is broken down into eight principles or ethical research and practice in doctoral research. The “Eight Ethical Principles” will …

Exploring The Influence Of Teacher Language On Fourth Grade Students’ Mindsets: A Multi-Case Study, Abby Rau

The Qualitative Report

With a shift in education today toward increased student talk, collaboration, and ownership of learning, the words that teachers choose to weave throughout their instruction and interactions with students are even more crucial. The purpose of this qualitative multi-case study was to explore the shift in students’ mindsets within an environment thick with process-oriented language with a focus on the inevitability of problems while learning. Research questions focused on the impact of specific teacher language, student reactions to challenging situations, and shifts in student language and perceptions of themselves as learners (mindset). The participants, two male and one female, attended …

Teacher And School Characteristics: Predictors Of Student Achievement In Georgia Public Schools, Alisande F. Mayer, Ellen W. Wiley, Larry P. Wiley, Dianne C. Dees, Simmie A. Raiford

Georgia Educational Researcher

Student achievement of fifth-grade students in 106 Georgia public schools in CRCT reading and mathematics was examined as a function of five characteristics of teachers and schools. The five independent variables used as predictors of CRCT scores were Title I status, teachers’ education level, teachers’ average years of experience, class size, and computer to student ratio. Designation as a Title I school was the strongest predictor of student achievement. When compared to non-Title I schools, Title I school status resulted in a higher percentage of students meeting CRCT standards in both reading and math and a lower percentage of students …

The Promise And Limits Of Service Learning For Aspiring Teachers, Mary Louise Gomez

Journal of Educational Research and Practice

This text explores how service learning may offer aspiring teachers’ (those not yet admitted to teacher education programs) opportunities to interact with and support the learning of children from low-income families of color. The article shows the potential of service to impact how aspiring teachers talk and think and what they can do in community centers serving children living in challenging circumstances. It also critiques their understandings of who they are with regard to race, social class, and language background when conducting service learning. Implications for teachers and teacher educators’ practices when mentoring university students conducting service in communities of …

“It’S Just Too Sad!”: Teacher Candidates’ Emotional Resistance To Picture Books, Aimee Papola-Ellis

Reading Horizons: A Journal of Literacy and Language Arts

The use of critical literacy with children’s books that focus on social issues and disrupt the status quo can be a powerful way to create spaces for conversations with students about social justice and empowerment. Teacher candidates in a semester long children’s literature course were asked to respond to a range of children’s texts that dealt with many social issues and disrupted the commonplace. Despite an explicit emphasis on critical literacy and social justice, the candidates were very resistant to using many of the texts in their own future classrooms. They had strong emotional reactions that prevented them from consideration …

Effective Interventions For Improving Reading Accuracy And Fluency In Children With Dyslexia, Carlea A. Winkler

Scholarship and Engagement in Education

There are a vast number of instructional strategies for teaching students with dyslexia, but successful approaches all share a few key components including, a high degree of structure, intensive and explicit instruction, and a low student to teacher ratio. Additionally, most research-backed strategies fall into one of two categories: programs that target phonological awareness, and programs that target orthographic pattern recognition and morphology. Numerous studies on phonological awareness training and orthographic pattern recognition training have showed positive results. However, more research is needed to understand why some children fail to make significant gains even with intensive intervention, and what factors …

Beyond Behavior, Craig C. Laupheimer

Scholarship and Engagement in Education

Teaching to engage students with Attention Deficit Hyperactivity Disorder (ADHD) can inspire the whole classroom and make teaching and learning engaging and exciting. Although teachers and students alike face a challenging educational landscape, much can be done to empower students with special needs. Teaching with the whole classroom in mind with an emphasis on hands on, explorative and inspirational learning experiences to accommodate for these students strengthens and causes student engagement and agency. This article highlights the challenges and potential breakthroughs possible for classroom instruction specifically where the ADHD student is concerned and looks towards teaching mindfulness and empowerment as …

Impact Of Chronological Age Differences On The Academic Performance Of Students In A First-Grade Classroom, Astrid I. Rodriguez

Journal of Interdisciplinary Undergraduate Research

In this study, the researchers investigated whether chronological age differences had an impact on the academic performance of students in first grade. Twenty-nine (29) first-grade students were assessed and observed. Their teachers also provided data on their performance through interviews and grade reports. Participating students ranged in age from seventy-three (73) to ninety-two (92) months. Performance data was collected for the core subjects of mathematics and reading in both numerical and narrative forms. Data was then analyzed for relevant patterns. Participants were classified as either younger (≤85 months) or older (≥86 months). The younger group showed difficulties in mathematics, while …

The Nature Of Teacher Learning In Collaborative Data Teams, Robert Michaud

The Qualitative Report

As data teams have grown in popularity in recent years, they have been increasingly looked to by educational researchers because of the tantalizing prospect of combining teachers’ on the job professional development with increased and effective data use to drive instruction. Data teams have been increasingly implemented within schools by educational leaders attempting to take advantage of what teachers learn from each other in the context of a data team. Many conceptual models of data team function have been proposed, but few empirical studies have examined how teachers learn from collaborating with each other in a data team. This paper …

Enhancing Teacher Education In Primary Mathematics With Mobile Technologies, Sandy Schuck

Australian Journal of Teacher Education

Abstract

A challenge of teacher education is to produce graduate primary school teachers who are confident and competent teachers of mathematics. Various approaches to primary school teacher education in mathematics have been investigated, but primary teacher education graduates still tend to be diffident in their teaching of mathematics. In an age where personal use of mobile technologies is becoming ubiquitous, such technologies could provide a conduit into making mathematics teaching and learning more accessible to primary teacher education students. This paper introduces the use of a pedagogical framework which can scaffold mobile learning in mathematics teacher education programs. The paper …

Technology Integration In Elementary Classrooms: Teaching Practices Of Student Teachers, Ping Liu

Australian Journal of Teacher Education

This study examines how and why student teachers integrated technology to enhance instruction in elementary classrooms. The participants were 31 student teachers who completed an assignment of eight weeks. Multiple data sets including observation notes of 347 lessons were obtained from three key groups for data triangulation. Results reveal that the primary technological means used to enhance teaching was to provide visuals for attention, engagement and interaction. All participants chose to integrate technology but varied substantially in their teaching practices. They applied technology for a number of reasons: student engagement, time management, motivation and meeting individual students’ needs. Variables such …

Professional Development Of Elementary And Science Teachers In A Summer Science Camp: Changing Nature Of Science Conceptions, Ayhan Karaman

Australian Journal of Teacher Education

Many countries all over the world have recently integrated nature of science (NOS) concepts into their science education standards. Providing professional support to teachers about NOS concepts is crucially important for successful implementation of the standards. For this purpose, a summer science camp was offered to elementary and science teachers. The main objective of this research study was to investigate the progress in specific NOS concepts made by the participant teachers. The responses of the teachers regarding the NOS concepts were obtained through VNOS-C questionnaire and scored using a rubric developed by McDonald (2008). The scored teacher responses were analyzed …