Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Teacher preparation (2)
- Accountability (1)
- Adolescence (1)
- Boundary spanning (1)
- Career services (1)
-
- Content knowledge (1)
- Digital story (1)
- ELLs (1)
- Emotional and behavioral disabilities (EBD) (1)
- Empathy (1)
- Haitian (1)
- Identity (1)
- Leadership (1)
- Mid-level (1)
- Middle School (1)
- Networks (1)
- Self-Efficacy (1)
- Sensemaking (1)
- Social and emotional learning (1)
- Special education (1)
- Teacher self-efficacy (1)
- Teachers (1)
- Transmigration (1)
Articles 1 - 4 of 4
Full-Text Articles in Education
Boundary Spanning, Networking, And Sensemaking/Sensegiving: How Career Services Directors Enact Mid-Level Leadership, Linda Kent Davis
Boundary Spanning, Networking, And Sensemaking/Sensegiving: How Career Services Directors Enact Mid-Level Leadership, Linda Kent Davis
Graduate Doctoral Dissertations
This study seeks to understand higher education leadership overall by exploring how mid-level leadership is enacted by career services directors. Given that higher education institutions are facing a wide range of challenges that require an equally wide range of skills to address them, colleges and universities may need to become more inclusive regarding who contributes to institutional leadership. Mid-level leadership is defined in this study as a process of social interaction that originates with a middle manager and that cuts across functional areas and/or hierarchical levels to impact institutional goals. Three research questions frame the study: 1) How do career …
A World Both Big And Small: Understanding Urban Middle School Teachers’ Sense Of Self-Efficacy In An Era Of Accountability, Richard Gallucci
A World Both Big And Small: Understanding Urban Middle School Teachers’ Sense Of Self-Efficacy In An Era Of Accountability, Richard Gallucci
Graduate Doctoral Dissertations
This explanatory case study seeks to understand the nature of middle school educators’ self-efficacy in an urban public school district during an era of accountability. The study was conducted in a progressive school district, known as OakRidge Pubic Schools. A sequential mixed methods design with a participant-selection model variation was employed. The study identified teachers’ level of self-efficacy via the Teacher’s Sense of Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001), a quantitative survey used to determine high and low self-efficacy focus groups. During these subsequent focus group interviews, the competing objectives of fulfilling responsibilities levied from accountability mandates and initiatives, …
Transmigration Experiences Of Newcomers In The Context Of An English-Only Education: Sense-Making By Former Newcomer Ells, Elizabeth Paulsen Tonogbanua
Transmigration Experiences Of Newcomers In The Context Of An English-Only Education: Sense-Making By Former Newcomer Ells, Elizabeth Paulsen Tonogbanua
Graduate Doctoral Dissertations
This qualitative interpretive study explored how former newcomer English Language Learners (ELLs) in Boston Public Schools (BPS) made sense of their transmigration experiences through a digital storytelling project. The study fills a gap on transmigration experiences in the context of English-only learning environments, with a particular orientation toward the value of students’ home languages, and in turn, cultures within an urban school setting. The immigrant student population in BPS continues to increase and teachers must be able to understand and plan for newcomers’ specific needs. To this end, my conceptual framework drew on four areas: general educators and their urban …
The Preparation And Self-Efficacy Of Teachers Of Students With Emotional And Behavioral Disabilities, Claire F. Higgins
The Preparation And Self-Efficacy Of Teachers Of Students With Emotional And Behavioral Disabilities, Claire F. Higgins
Graduate Doctoral Dissertations
Inadequate preparation, combined with challenging work conditions, contribute to the shortage of skilled special educators in the United States (Levenson, 2011). Because teacher quality is linked to student achievement (Darling-Hammond, 2001), the discrepancy in access to qualified teachers has remained a serious issue, particularly for students with emotional and behavioral disabilities (EBD), whose intensive needs present great obstacles to learning. Although the research identifies strong content knowledge and social emotional competence as critical skills for educators (Bridgeland, Bruce, & Hariharan, 2012; Shulman, 1986), current standards for licensure (as they apply to EBD teachers) largely overlook these attributes (Massachusetts Department of …