Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Beginning Teacher (1)
- Components (1)
- Cultural Competence (1)
- Cultural Proficiency (1)
- Culturally Relevant Pedagogy and Teaching Practicies (1)
-
- Culturally Responsive (1)
- Differentiation (1)
- Drive (1)
- Equity (1)
- Evidence-based intervention (1)
- Focus (1)
- Intensive instruction (1)
- Mentee (1)
- Mentor (1)
- Motivation (1)
- Research-based intervention (1)
- Social emotional impact (1)
- Struggling reader (1)
- Student relationships (1)
- Supports (1)
- Targeted intervention (1)
Articles 1 - 4 of 4
Full-Text Articles in Education
Supporting New Teacher Development Through A Quality Beginning Teacher Mentor Program, David Kostopoulos
Supporting New Teacher Development Through A Quality Beginning Teacher Mentor Program, David Kostopoulos
Dissertations
The purpose of this mixed methods study was to evaluate the perceptions of beginning teachers and mentors to improve the components and supports provided to mentees through Birch Lake School District (BLSD) induction and mentoring practices. Qualitative data was collected through transcripts of 5 separate focus group sessions that included 9 mentees and 7 mentors. Quantitative data was collected through a survey that included 10 mentees and 13 mentors. Study results indicated that impactful components revolved around seven key themes: program set-up, materials, collaborative session dates/locations, assignments, activities observational coaching, mentor/mentee meetings/interactions, content of the sessions. Study results indicated that …
Focus, Drive, And Motivation In Secondary School Populations, Lakeshia Cook
Focus, Drive, And Motivation In Secondary School Populations, Lakeshia Cook
Dissertations
This study, Focus, Drive, and Motivation in Secondary Populations, addresses the topic of middle and high school student motivation to succeed in school. The aim was to discover what motivates and inspires student success. In this study, I delved into issues of low levels of student motivation, drive, and focus and the relative effect of these issues on school performance. The central purpose of this research was to find ways to foster greater levels of student focus, drive, and motivation during their middle and high school experience. The context of the study was a medium-sized charter middle school and a …
An Evaluation Of One School's Reading Program To Support Struggling Readers Through The Use Of Data, Gabrielle Jones
An Evaluation Of One School's Reading Program To Support Struggling Readers Through The Use Of Data, Gabrielle Jones
Dissertations
ABSTRACT
The purpose of this study is to evaluate the efficacy of one school’s reading intervention program, and its impact on struggling readers reading performance. Participants in this study included administrators, Grades 3 through 5instructional staff that directly impact student learning in reading through reading instruction. I collected survey data and analyzed it to determine teachers’ ability to instruct struggling readers with high expectations for student learning. As a result, this evaluation exhibit teachers require more quality planning time to prepare effective reading intervention lessons that includes strategies attained from strategically designed professional development structured to increase students’ reading ability. …
How Can School Leaders Support Teachers In Becoming Culturally Proficient? Lessons From Teachers And School Leaders That Support Culturally Relevant Teaching Practices, Sherri Simek Rodriguez
How Can School Leaders Support Teachers In Becoming Culturally Proficient? Lessons From Teachers And School Leaders That Support Culturally Relevant Teaching Practices, Sherri Simek Rodriguez
Dissertations
This study was a program evaluation of educator cultural proficiency in a suburban school district in Illinois from 2019-2020. The primary research question explored was how school leaders can support teachers to become culturally proficient in order to support underserved students. Employing a qualitative research methodology, with data gathered from school leader and teacher interviews, and document analysis, this study identified key components to improve culturally proficient practices. Policy implications and recommendations highlight the following: ensure that all staff members examine and eliminate institutional beliefs, policies, practices, and teaching that perpetuate racial inequalities; implement culturally relevant practices; and prepare all …