Education Commons^™

Building Effective Communicative Relationships: Understanding Superintendent And School Board Member Perceptions Of Trust And Role Responsibilities, Jason Blume

Dissertations of Practice

Effective superintendent and school board leadership teams are positioned to create learning conditions that promote student success. Research emphasizes that effective district leadership teams and school board relations directly correlate with improved student outcomes. Understanding the communicative relationships between school board members and superintendents as well as their perceptions of trust and role responsibilities will support leadership teams’ ability to effectively lead their school districts. Communication and mutual trust amongst team members is essential to fostering a strong collaborative environment.

The purpose of this research is to better understand how communicative relationships, trust, and role responsibilities support effective leadership. Following …

Research-Based English Language Arts (Ela) Instructional Practices: Characteristics Of Effective Ela Instructional Practices That Drive Student Achievement In Title I School Districts, Tequila Stamps

Dissertations of Practice

Children who attend and are educated in Title I School Districts often experience limited access to consistent research based and empirical English Language Arts (ELA) instruction. Consequently, such students are not adequately prepared for career and college readiness and typically underperform on standardized achievement tests. The purpose of this study is to explore the instructional strategies of middle school ELA teachers, who serve students at-risk of poor academic outcomes, yet support sustained student growth and achievement. It is to further identify a specific set of research-based strategies that foster student growth and achievement, particularly with students in Title I School …

To Speak Or Not To Speak: Institutional And Presidential Statements In Response To Community Crisis Events, Kimberly L. Caponi

Dissertations of Practice

To Speak or Not to Speak: Institutional and Presidential Statements in Response to Community Crisis Events

Kimberly L. Caponi, Ed.D.

Department of Counseling and Higher Education

Northern Illinois University

Carrie Kortegast, Director

The purpose of this case study was to understand the decision-making process of community college leaders in issuing institutional responses to community crisis incidents. During 2020-2021, in addition to the global COVID-19 pandemic, there were several high-profile racialized incidents that sparked calls for action and a racial reckoning. The research explored the decision-making process and experience of leaders in response to the murder of George Floyd. Five themes …

Point Break: Exploring Associations Of Burnout, Locus Of Control, And Engagement In The Principalship, Matt Condon

Dissertations of Practice

This quantitative study examined the constructs of burnout, workplace engagement, and locus of control in a sample of 278 public school principals in the state of Illinois. Data were collected via Qualtrics and consisted of the self-report measures of the Maslach Burnout Inventory, the Utrecht Work Engagement Scale, the Rotter Locus of Control Scale, as well as several demographic questions about the characteristics of the school and district as well as the personal characteristics of the survey respondents. Research questions were examined via MANOVAs, multivariate regressions, and Pearson correlations. Findings suggest gender differences in self-perceptions of personal accomplishment but there …

College Freshman Or College Junior? A Phenomenology Of The Experiences Of Dual-Enrolled Students Who Complete An Associate’S Degree While In High School And Attend A Public 4-Year University, Shari K. Ruehling

Dissertations of Practice

ABSTRACT COLLEGE FRESHMAN OR COLLEGE JUNIOR? A PHENOMENOLOGY OF THE EXPERIENCES OF DUAL-ENROLLED STUDENTS WHO COMPLETE AN ASSOCIATE’S DEGREE WHILE IN HIGH SCHOOL AND ATTEND A PUBLIC 4-YEAR UNIVERSITY

Dual enrollment opportunities in the United States continue to grow with more students completing college credentials such as degrees, diplomas and certificates while in high school. Some states, such as Iowa, lead the way in dual enrollment participation and credential completion while in high school. Many quantitative studies have shown positive graduation, retention, and completion rates among dual-enrolled students. However, there is a lack of qualitative research on the transition experiences …

Commitment To Teaching: The Enabling Conditions For Collective Efficacy, Collective Efficacy, School Climate, And Job Satisfaction, Greta Behan

Dissertations of Practice

The purpose of this study was to examine the relationships among collective efficacy, school climate, job satisfaction and the enabling conditions of collective efficacy. This study also looked at the relationship those variables had with the likelihood to stay in the teaching profession. The objective of this research was to gather more information on teachers’ perception of their schools’ climate, job satisfaction, collective efficacy, and enabling conditions for collective efficacy.

This study used quantitative survey instruments to examine collective efficacy, school climate, job satisfaction, and the enabling conditions of collective teacher efficacy. Participants took the Collective Efficacy Short Survey (CE-S), …

What’S Up With Words?: A Systematic Review Of Designs, Strategies, And Theories Underlying Vocabulary Research, Cherrynn Kast Black, Katherine Landau Wright

Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations

Strong academic vocabulary is necessary for students’ success in school. Recently, researchers recommended studying integrated approaches for developing vocabulary, which is predictive of students’ long-term school success. Based on the premise that teachers who understand the theoretical foundations guiding their practice are better equipped to adapt strategies to meet the needs of their students, other researchers have attempted to identify theories underlying vocabulary instruction. Because teachers require the support of researchers who combine best practices in instruction with the theoretical frameworks on which they are based, we combined approaches implemented in three systematic reviews with an exploration of a variety …

Amplifying Voices Of Postsecondary Outcomes For Physically Disabled Students A Qualitative Research Study, Jessica Keogh

West Chester University Doctoral Projects

The present qualitative research study analyzed and amplified the voices of physically disabled and/or chronically ill students' perspectives of their postsecondary transition process. Previous transition research dating back to 1983, just a decade after the passage of Section 504 of the Rehabilitation Act, focuses on students with cognitive disabilities, Autism, and Intellectual Disabilities (Will, 1983). From my professional and lived experiences, there appears to be a gap in postsecondary transition services for youth with physical disabilities, which is further substantiated in previous bodies of research (Faggella-Luby et al., 2014; Targetta et al., 2013). This research study is important as it …

Is Involvement The Key To Students' Post-Graduate Success? A Study Of Undergraduate University Exit Survey Results And Co-Curricular Activity Participation, Kari Harris

West Chester University Doctoral Projects

The connection between co-curricular activities and student’s undergraduate university experience was explored in this study. Descriptive statistics were used to analyze existing university exit survey data from the Arkansas State University Leaving the Den survey. The survey was designed to gather feedback on students’ university experiences. This study explored the feasibility of using an existing exit survey to gather data on students’ co-curricular experiences, perceived and real return on investment in their education, and post-graduate plans. Co-curricular experiences identified in the survey were connected to NACE Career Competencies. The outcomes of the descriptive analysis indicate strong connections between student participation …

Nebline, January/February 2024

NEBLINE Newsletter Archive from Nebraska Extension in Lancaster County

2023 Extension Highlights

4-H Programs Engaged 39,421 Youth

Nebraska Extension’s Strategic Direction

Enjoy a Comforting Bowl of Soup in January & Beyond by Kayla Colgrove

Recipe of the Month: Multi-Cooker Tuscan Soup by Kayla Colgrove

Garden Guide: Things to Do This Month

Extension’s 2024 Master Gardener Volunteer Training Begins Soon

Upcoming Green Industry Conferences

ProHort Lawn & Landscape Update

2024 Pesticide Applicator Trainings

Crop Production Clinics

Extension Workshop Planned on Managing Farmland and Transition Planning

Water Quality: Nebraska On-Farm Research by John Nelson

House Centipedes by Kait Chapman

Early Childhood Prep Academy: Leaders Today, Learners Tomorrow by Hayley Jackson

Heart …

Honors Online: Teaching, Learning, And Building Community Virtually In Honors Education, Victoria M. Bryan, Cat Stanfield

National Collegiate Honors Council Monographs

Contents

Introduction, Victoria M. Bryan and Cat Stanfield

Part I: Harnessing Virtual Connection in Program and Course Design

1. Through the Looking Glass: Honors in Virtual Reality, Betsy Greenleaf Yarrison

2. Exploring Incoming Honors Students’ Beliefs About Online Courses, Kristy Spear and Pavlo D. Antonenko

3. Reimagining Honors Curriculum—Delivered Through Technology Utilizing Our Alumni Community, Mollie Hartup, Amy Cossentino, and Lexi Rager

4. Online Faculty Professional Development and Community as Nexus, John Zubizarreta, Beata M. Jones, and Marca V. C. Wolfensberger

5. Building a Pipeline for Transfer and Scholarship Through (Virtual) Honors Research Partnerships, …

Building And Fostering Honors Communities: Lessons From Social Distancing, Anne Dotter, Kathleen King

National Collegiate Honors Council Monographs: Chapters

While scholars of online education have been developing ways to foster a sense of belonging in online spaces for years, many of us in honors were thrown into the deep end for the first time in March 2020. As a result, we are now able to see the potential of online practices in a way we could not previously. This chapter tells the story of how we came to see the value of virtual community made possible by digital technology as an invaluable complement to the in-person work of a twenty-first-century honors program. Before the Work from Home (WFH) era, …

Facilitating Children’S Musical Development, Andrew Aprile

Open Educational Resources

In this course, early childhood teacher candidates will explore significant issues and current research regarding the musical development of young children, as related to emotional, cognitive and physical musical growth. Observations of natural music-making behaviors, interactive music making experiences, as well as integrative pedagogy focused on children’s engagement with music and movement will be salient to teacher candidates’ learning process.

University Of Nebraska-Lincoln Fact Book 2024, University Of Nebraska-Lincoln

University of Nebraska-Lincoln Administration: Reports, Papers, Publications, and Presentations

University of Nebraska-Lincoln Fact Book 2024

Also available at https://iea.unl.edu/publication/fact-book/

Includes charts and a map regarding

Enrollment, page 1

Enrollment map, page 2

Degrees, page 3

Student credit hours, page 4

Human resource, page 5

Graduation and rentention, page 6

The Midwest Feminist Papers: A Facsimile Edition 1980–1997. Part Iii (1991–1997), Mary Jo Deegan, Michael R. Hill

Zea E-Books Collection

Mary Jo Deegan and Michael R. Hill, compilers. The Midwest Feminist Papers: A Facsimile Edition 1980–1997, with prefaces and author indices by Mary Jo Deegan and Michael R. Hill. 3 volumes: Part III (1991–1997)

The Midwest Feminist Papers was a creative, group-generated initiative that gave voice to the scholarly questions, research interests, and social concerns of a growing cohort of Midwestern feminist sociology graduate students and their feminist faculty mentors during the last quarter of the Twentieth Century. They were active members of Midwest Sociologists for Women in Society, a regional expression of the larger national Sociologists for Women …

Listening To Vocational Rehabilitation Leaders: Practice And Policy Recommendations For Higher Education/ Vocational Rehabilitation Partnerships, Jaclyn Camden, Hannah Ramsey, Dana Yarbrough

All Institute for Community Inclusion Publications

VR state agency leaders explored successes and challenges in partnering with higher education programs for students with intellectual disability at a listening session held by the Employment Partnerships Workgroup, supported by the Think College Inclusive Higher Education Network. This concise brief summarizes the key issues discussed and offers VR state leaders' recommendations for enhancing partnerships between state VR agencies and higher education programs to improve access and opportunities for paid employment for students with intellectual disability. Also included are policy implications and recommendations to federal and state funders.

Annual Report Of The Cohort 3 Tpsid Model Demonstration Projects (Year 3, 2022–2023), Meg Grigal, Debra Hart, Clare Papay, Caitlyn Bukaty, Belkis Choiseul-Praslin, Sara Pound

All Institute for Community Inclusion Publications

This annual report provides program- and student-level data reported by TPSIDs (Transition and Postsecondary Programs for Students with Intellectual Disabilities) during the 2022-2023 academic year. Program data reflect program characteristics, academic access, supports for students, and integration of the program within the college or university system during the third year of FY 2020-2025 funding. This report also provides information on the strategic partnerships and financial sustainability of TPSID programs. Student data reflect student demographics, course enrollments, employment activities, and engagement in student life.

College To Careers: Vr Can Make It Happen, Jaclyn Camden, Christy Stuart, Jennifer Quinn

All Institute for Community Inclusion Publications

Vocational rehabilitation (VR) professionals are critical members of the team necessary to support the successful transition from college to employment for students with intellectual disability. This publication highlights numerous ways that VR can work with colleges to help students with intellectual disability find and keep jobs they want.

Inclusive Postsecondary Education Programs And Centers For Independent Living: A Partnership Worth Pursuing, Chelsea Stinnett, Kimberly Tissot

All Institute for Community Inclusion Publications

This publication provides an in-depth description of the purpose and function of Centers for Independent Living (CILs) and describes how CILs and inclusive postsecondary education (IPSE) programs can work together.

The Importance Of Naming Your Program, Clare Papay, Mindy Lingo

All Institute for Community Inclusion Publications

This resource provides guidance on naming postsecondary education programs for students with intellectual disability. Authors suggest using names that focus on academics, like College & Community Studies, to make programs feel more inclusive. This guide is useful for educators and school administrators who want to create inclusive and empowering program names.

Highlights Of The Annual Report Of The Cohort 3 Tpsid Model Demonstration Projects (Year 3, 2022–2023), Meg Grigal, Debra Hart, Clare Papay, Caitlyn Bukaty, Belkis Choiseul-Praslin, Sara Pound

All Institute for Community Inclusion Publications

This Highlights document was created with data from the Annual Report of the Cohort 3 TPSID Model Demonstration Projects (Year 3, 2022-2023) for those who are interested in the most critical statistics from the report, or are sharing with a broad audience. It features bold graphics and brief summaries of program and student data, including exit and post-exit outcomes.

State Vocational Rehabilitation Leaders' Perspectives On Partnering With Higher Education Programs For Students With Intellectual Disability, Jaclyn Camden, Hannah Ramsey, Dana Yarbrough

All Institute for Community Inclusion Publications

This Insight Brief provides an overview of the listening session and discussion of the key issues identified: language barriers, need for better communication, lack of awareness of systems and guidance, funding challenges, and the need for goal alignment and employment-focused programming. The brief includes recommendations for state VR agencies and higher education programs to overcome these challenges, such as improved communication practices, comprehensive training, and policy updates to improve funding and collaboration efforts.

Articulating The Value Of A Credential From A Postsecondary Education Program For Students With Intellectual Disability, Cate Weir

All Institute for Community Inclusion Publications

The brief outlines six facts about postsecondary education programs for students with intellectual disability that illustrate the value of the non-degree credentials students graduating from these programs earn. This brief was written to support program staff and others to clearly articulate the value of a program's credential to potential and current employers, students, family and other community members .

Executive Summary Of The Annual Report Of The Cohort 3 Tpsid Model Demonstration Projects (Year 3, 2022–2023), Meg Grigal, Debra Hart, Clare Papay, Caitlyn Bukaty, Belkis Choiseul-Praslin, Sara Pound

All Institute for Community Inclusion Publications

This Executive Summary provides a brief overview of the Annual Report of the Cohort 3 TPSID Model Demonstration Projects (Year 3, 2022–2023). Information is provided about the TPSID (Transition and Postsecondary Programs for Students with Intellectual Disability) projects about program characteristics, student characteristics, academics, academic supports, employment, vocational rehabilitation, residential services, and program completion and credential attainment.

Realize That Students Are Capable: Perspectives Of Students With Intellectual Disability On Their College Experiences, Belkis Choiseul-Praslin, Clare Papay, Danielle Roberts-Dahm, Mindy Lingo, Chelsea Stinnett

All Institute for Community Inclusion Publications

The Think College Inclusive Higher Education Network conducted a brief literature review of articles that included the voices and perspectives of college students or college graduates with intellectual disability. The aim of this review was to identify common program elements or experiences that students reflected on positively and/or could be improved upon. In this Insight Brief, we summarize the findings from our research review. We end with a summary of recommendations made by or based on the perspectives of students with intellectual disability that can be used to improve postsecondary education programs.

Keeping In Touch With Program Graduates, Caitlyn Bukaty, Belkis Choiseul-Praslin, Clare Papay, Pamela Mcfarland

All Institute for Community Inclusion Publications

These document focuses on the tips on the importance of setting clear expectations, collecting reliable contact information, using technology to stay connected, building personal relationships, and building follow-up efforts into alumni initiatives for the program graduates.

Program Of Study Examples, Cate Weir, Kathy Becht

All Institute for Community Inclusion Publications

This resource provides examples of different kinds of programs of study for a postsecondary education program for students with ID.

Learning Through Play At School: Ukraine, 2019-2024, Rachel Parker, Amy Berry, Kellie Picker, David Jeffries, Prue Anderson, Oksana Zabolotna

Student learning processes

The Learning Through Play at School Research Study Ukraine was a four-year longitudinal intervention study funded by the LEGO Foundation and implemented by the Australian Council for Educational Research (ACER) and the Ukrainian Educational Research Association (UERA). The study was implemented between 2019 and 2024, during COVID-19 and the full-scale invasion of Ukraine by Russian armed forces. Despite, at times, insurmountable challenges, the professional learning intervention was successful in supporting most teachers to progress from a surface level understanding of learning through play to a deep level. In addition, almost all children’s literacy and social-emotional skills grew significantly from start …

Edtech For Learning Outcomes And Impact: A Comprehensive Approach, Priyanka Sharma

Student learning processes

A precise estimation of learners' abilities is the first and foremost step in personalized learning including EdTech solutions. Predictive analytic techniques such as Item Response Theory (IRT), Bayesian Knowledge Tracing (BKT), and Performance Factor Analysis (PFA) are established practices to achieve this purpose. However, the complexity, cost, and time involved in calibration, and the challenges in online implementation, have led to the adoption of simpler alternatives such as Elo, machine learning, and artificial intelligence. Nevertheless, the estimation of abilities is just one facet of personalized learning, and designing effective personalized learning experiences is equally essential to guide learners through their …

Vol. 23, Issue 1 - Table Of Contents

Journal of Economics and Finance Education

No abstract provided.