Other Education Commons^™

Teacher And Principal Perceptions Of Deliberate Principal Behaviors Related To School Climate, Christopher Brown

Theses and Dissertations

The passage of various federal legislative acts brought about different demands on public school principals, most notable accountability. The purpose of the mixed methods study was to answer questions regarding what specific principal leadership behaviors promoted a healthy school climate in high schools. The research used two different survey instruments to obtain perception data from high school teachers in one school district. The Leadership Practices Inventory and Organizational Climate Descriptors Questionnaire-RS was electronically sent to high school teachers. A total of 66 participants completed both survey instruments. The research utilized a Pearson Correlation to measure to what extent relationships existed …

A Phenomenological Study: How College Students With Adhd Are Affected By Fragmentation And Disassociation, Melissa Hood

CUP Ed.D. Dissertations

Students with Attention Deficit Hyperactive Disorder (ADHD) struggle with more learning challenges than any other group of students; these individuals may experience spiritual fragmentation that impacts the effectiveness of academic program structure and learning outcomes. The purpose of this hermeneutic, phenomenological study was to explore college students with ADHD are affected by disassociation and fragmentation. The conceptual framework for this study was based on the constructionist theories of Maslow, Vygotsky, and Erikson. Purposeful sampling included 39 participants using a Qualtircs survey as the instrument. In addition, five of these parcipants were also interviewed. Data were analyzed through open, axial, and …

Using Argument-Based Science Inquiry To Improve Science Achievement For Students With Disabilities In Inclusive Classrooms, Jonte C. Taylor, Ching-Mei Tseng, Angelique Murillo, William Therrien, Brian Hand

Journal of Science Education for Students with Disabilities

Students with disabilities have long lagged behind their non-disabled peers when it comes to science achievement. The increased emphasis on STEM related careers and the use of science in everyday life makes learning science content and concepts critical for all students especially for those with disabilities. As suggested by the National Resource Council (2012), more emphasis is being placed on being able to critically think about science concepts in and outside of the classroom. Additionally, the Next Generation Science Standards are asking teachers and students to better understand how science is connected to the everyday world through the use of …

From The Co-Editors..., Todd Pagano

Journal of Science Education for Students with Disabilities

No abstract provided.

“I Feed You. I Clothe You. I Send You To School”: Barriers To Involvement Of Low-Income Minority, And Immigrant Parents For The Academic Achievement Of Their Children, Myrtle Dickson

Dissertations, Theses, and Capstone Projects

Parental involvement has long been held as a critical variable in the academic outcomes of students. While research in this area consistently cites the positive impact of parental involvement across all racial/ethnic and socioeconomic groups, much still remain to be discovered regarding the parental involvement as well as the cultural parental practices that are unique to low income African American, Hispanic, and immigrant parents and families. Furthermore, this population of parents faces barriers to involvement that provide challenges not only for families but also for schools. Administrators and teachers in the k-12 settings must still consider the forms of capital …

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Journal of Science Education for Students with Disabilities

No abstract provided.

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Journal of Science Education for Students with Disabilities

No abstract provided.

Counseling Gifted Students: School-Based Considerations And Strategies, Kelly Kennedy, Jessica Farley

Education Faculty Articles and Research

Gifted students are a heterogeneous group, inclusive of those of all cultures, backgrounds, interests, and achievements. Gifted students may not display any more or worse psychological, social, or developmental challenges than their peers, but they also are not immune from these challenges. Moreover, the nature of their giftedness may impact both how they experience a challenge and how a counselor might best support them. This article provides information regarding some developmental, emotional, and social challenges faced by gifted youth, as well as some suggestions for appropriate school-based counseling strategies.

The Use Of Response To Intervention With English Learners, Anna Burnley

ECTESOL Review

RTIs assist teachers in adjusting instruction to support ELs in acquiring English and content-area knowledge and learning behaviors. The use of RTIs with ELs can supplement support for ELs as an integrated concept of the sheltered instruction (SI) commonly provided for this student population.

Connecting North And South: Engaging Latin American English Learners, Kenyan Intercultural Communications And American Undergraduate Students Through Reciprocal Service Learning, Laureen Fregeau, Ukaiko A. Bitrus-Ojiambo, Suhana Chikatla, William Cornejo

ECTESOL Review

Reciprocal Service Learning through videoconferencing is an efficient tool for connecting native English speakers of various world Englishes and ELs in other nations for the benefit of all. The authors of this study recognize the reciprocal nature of teaching and learning and the social justice of equalizing power structures through the inclusion of participants and researchers from both North and South as members of a project and research team. Through participant observation and document review the authors examine the experiences of educators and learners in the phenomenon of reciprocal service learning through videoconferencing focused on cultural competence and English language …

From The Editor, Laureen Fregeau

ECTESOL Review

No abstract provided.

Employing Word Study With Spanish-Speaking Els, Timothy Rodriquez

ECTESOL Review

Phonics Instruction has had a controversial history. How to teach phonics to Spanish-speaking ELs is also controversial. Understanding the differences between Spanish and English and how phonics instruction occurs in each language would be insightful. Also, knowing how the nature of the two languages affects instruction would be beneficial. Furthermore, exploiting similarities between English and Spanish and examining differences will bolster instruction. This paper will discuss the reasons for word study and how it may be utilized to teach spelling and decoding to Spanish-speaking ELLs.

Context-Focused Grammar Teaching: A Comparison Between English Present Perfect And Past Tenses And Affects On Korean English Learning, Seungheui (Ellie) Lee

ECTESOL Review

Despite massive amounts of time Korean English Learners (KLL) study English grammar, they continue to have problems becoming proficient in verb tenses, especially the present perfect. This study examines this problem through a linguistic comparative analysis of Korean and English present perfect and past tenses. Two possible reasons for KLL difficulty with verb tenses could be mode of instruction and L1 interference.

Not “One China,” Not “One Culture”: Multicultural Exploration Of Differences And Similarities Between Mainland China And Taiwan, Philip J. Ward, Michelle Loo

ECTESOL Review

This study focuses on the outwardly similar cultures of Taiwan and mainland China and the subtle differences within them. The study was conducted as part of the requirements of doctoral program in Instructional Design and Development at a public university in the southeastern United States. Using a qualitative case study approach, the study demonstrates that there are cultural similarities between mainland China and Taiwan, however instructors should also be aware of the differences when developing relationships with students and developing course content. A mini-workshop was developed for the study to help teach instructors about the two cultures. However, the mini-workshop …

Paulo Freire And Liberation Theology: The Christian Consciousness Of Critical Pedagogy, Peter Mclaren, Petar Jandrić

Education Faculty Articles and Research

"In this article we expand our work towards intersections and relationships between liberation theology and Paulo Freire. While Freire addressed liberation theology in his writings fairly sporadically (e.g. »The Politics of Education« [1985]), there is no doubt that he »lived a liberating Christian faith« and »significantly contributed to the thinking of liberation theology« (Kyrilo 2011, p. 167). Now that Paulo Freire is no longer with us, arguably the best way to reinvent his works for the present moment is through dialogue with Peter McLaren: Freire’s close friend, »intellectual relative« (Freire 1995, p. x), and one of the key contemporary thinkers …

From The Classroom To The Community: Best Practices In Service-Learning, Donna R. Pawlowski

Journal of Communication Pedagogy

As a pedagogy, service-learning connects students with the community while focusing on course outcomes. The community becomes a live text for reflection and enriches students’ experiences they otherwise would not have in the classroom. This article provides tips and strategies for implementing service-learning in the classroom. These tips and strategies include developing the structure of the course, linking service-learning to outcomes, creating partnerships, working through logistics with partners, communicating with community partners, setting logistics, preparing students, creating reflections, handling challenging issues, giving credit for the learning, and assessing service-learning.

Taking Interest In Students’ Disinterest: Best Practices For Mitigating Amotivation In The Basic Course, Electra Gilchrist-Petty

Journal of Communication Pedagogy

As a general education requirement, basic communication course instructors are afforded the unique opportunity to reach a variety of students. Because many students often are enrolled in the basic communication course out of necessity, student amotivation can transform what should be a dynamic and interactive classroom experience into a daunting challenge that stifles the pedagogical process. To assist in engaging students, 10 best practices for mitigating amotivation in the basic course are presented. By following these best practices, instructors can help cultivate a more engaged and interactive classroom experience for both themselves and their students.

Best Practices For Retaining Public Speaking Students, Kimberly M. Weismann, Shannon B. Vanhorn, Christina G. Paxman

Journal of Communication Pedagogy

This article draws on existing communication research and praxes to share the best practices for retaining students enrolled in the introductory public speaking course. Among the many important pedagogical practices that communication scholars have documented, this article highlights the value of 10 best practices: instructor use of immediacy and confirmation; instructor inclusion of written prescriptive feedback, peer feedback workshops, low-stakes assignments, applied assignments, and individual speech preparation tools; and instructor participation in out-of-class communication, online office hours, and classroom-connectedness.

Best Practices For Facilitating Communication-Centered Professional Development For Non-Communication Faculty, Stephanie Norander

Journal of Communication Pedagogy

Communication-across-the-curriculum (CxC) programs commonly support noncommunication faculty by crafting robust professional development learning experiences. This article presents 10 best practices for facilitating professional development designed to support the teaching and learning of communication competencies in non-communication disciplines. These practices draw on lessons learned from a successful professional development course facilitated by the CxC program at the University of North Carolina at Charlotte. Grounded in a situated communication pedagogy framework, these best practices reflect a communicationcentered approach to professional development, thus extending scholarly discourse and practices surrounding CxC programs, communication pedagogy, and professional development of faculty.

Journal Of Communication Pedagogy, Complete Volume, 2018

Journal of Communication Pedagogy

No abstract provided.

Empowering Refugees Through Self-Education, Ayanna Osborne

Master's Projects and Capstones

This project focuses on how to create easier access to education in refugee camps. This is discussed through the ideas of self-directed learning and cooperative learning. As well, the current need for education is explored. Several case studies are provided demonstrating that people without a formal education have successfully been able to seek information and teach themselves. As well, studies are discussed in which individuals have been shown to efficiently seek information and teach one another.

My website provided is still under construction as of 01/2018. It will be completed by the end of the year. Anyone is welcome to …

“In A Position I See Myself In:” (Re)Positioning Identities And Culturally-Responsive Pedagogies, Noah Asher Golden

Education Faculty Articles and Research

Culturally-responsive pedagogies require moving beyond blanket assumptions about learners to focus deeply on local meaning-makings. This narrative analysis case study examines the ways a 20-year-old African American man challenges the negative educational identity with which he is forced to contend as he navigates a large and complex urban public school system. The ways in which Jamahl, a seeker of a High School Equivalency, refuses interpellation as an uneducated learner destined to be “nothin'” provides insight as to how formal education might be more responsive to learners' negotiation of deficiency discourses. Embracing agency, specifically through awareness of the ways Jamahl employs …

Interview With Peter Mclaren: “Critical Education Must Transform The World”, Javier Collado-Ruano, Peter Mclaren

Education Faculty Articles and Research

Javier Collado-Ruano interviews Peter McLaren about his views on critical pedagogy and how to transform traditional formal education away from capitalist structures.

Parent Perceptions Of The Transition Programs Completed By Their Adult Children With Autism Spectrum Disorder, Judithanne Arcaro

CUP Ed.D. Dissertations

The lifelong effects of Autism Spectrum Disorder (ASD) impact the living, employment, and social aspects for individuals with the diagnosis and their families. In this study, I sought to determine parent perspectives of school transition programs completed by their adult children with ASD. Guided by the theoretical framework from Bronfenbrenner, Freire, and Mezirow, my purpose was to identify transition practices with which parents were satisfied and dissatisfied, as well as to seek their input about improving transition programming. With the unemployment rate for individuals with ASD reported by the Department of Labor as 80%, improvement of outcomes would reduce the …

An Exploration Of The Influence Of Childhood Experiences On Servant Leadership Behaviors, Eva Marie Ahlquist Cooper

Theses and Dissertations

A long standing debate among leadership scholars is whether leadership can be taught and learned. The researcher’s experience, recognition that it is difficult to change behavior in adults, and limited leadership development research on early influences led the researcher to explore the influences of childhood experiences on servant leadership behaviors. A narrative research design was used, exploring the childhood experiences of participants through semi-structured interviews, followed by an interview of a family member. Two research questions guided the study:

Research Question 1: What are participants’ perceptions of how specific childhood experiences have influenced their servant leadership behaviors?

Research Question 2: …

Providing Access For Students With Moderate Disabilities: An Evaluation Of A Professional Development Program At A Catholic Elementary School, Matthew P. Cunningham, Karen K. Huchting, Diane Fogarty, Victoria Graf

Journal of Catholic Education

After a significant policy change led to the admittance of students with moderate disabilities, St. Agnes School (SAS; pseudonym)—a Catholic PK-8 school in Southern California—implemented an 18-month professional development (PD) program to improve teachers’ inclusive classroom practices. Grounded in the theoretical framework of Universal Design for Learning (UDL; Center for Applied Special Technology, 2015b), the PD program included cyclical, one-on-one instructional coaching sessions that were led by trained UDL coaches and consisted of lesson demonstrations and personalized feedback. While SAS teachers held state credentials, most had very little training to work with students with special needs prior to this PD; …

Communities Of Practice: A Consortium Of Catholic Elementary Schools’ Collaborative Journey, Karen K. Huchting, Matthew P. Cunningham, Ursula S. Aldana, Delmy Ruiz

Journal of Catholic Education

Archdioceses and dioceses around the United States continue to brainstorm innovative ways to market their schools in an education system that provides a number of choices to parents and their children. Applying Wenger’s (1998) learning theory entitled Communities of Practice (COPs), the purpose of this case study was to investigate one such plan to improve the viability of three inner-city Catholic elementary schools that had similar missions, were located within just a few miles of one another, and served the same neighborhoods of a working-class, culture-rich Latino community in Southern California. Data collection included in-depth interviews with principals and teachers …

Cross-Subsidization Of Teacher Pension Costs: The Impact Of Assumed Market Returns, Robert M. Costrell, Josh B. Mcgee

Education Reform Faculty and Graduate Students Publications

It is well-known that public pension plans exhibit substantial cross-subsidies, both within cohorts, e.g. from early leavers to those who retire at the “sweet spot”, and across cohorts, through unfunded liabilities. However, the cross-subsidies within and across cohorts have never been provided in an integrated format. This paper provides such a framework, based on the gaps between normal cost rates for individuals and the uniform contribution rates for the cohort. Since the unfunded liabilities and associated cross-subsidies across cohorts derive from overly optimistic actuarial assumptions, we focus on the historically most important such assumption, the rate of return. We present …

Perceptions Of Teachers On Their Preparedness To Teach Students In Low-Income Urban Charter Schools In New Jersey, Kimberly S. Wright

Seton Hall University Dissertations and Theses (ETDs)

This dissertation explores how novice teachers currently working in low-income urban charter schools in New Jersey perceive their specific preparation to work in a low-income urban charter school classroom, prior to doing so. In this qualitative study, a semistructured interview was used in an effort to assess the preparedness of 18 teachers based on their preservice training, administrative support and mentor guidance, and their self-efficacy and level of cultural awareness. The framework used for this study was Herzberg’s theory of motivation. Herzberg’s theory in combination with scholarly literature surrounding novice teachers in low-income urban classrooms produced success factors that measure …

You Are Now Entering The School Zone, Proceed With Caution: Educators, Arbitration, & Children’S Rights, Raquel Muniz

Arbitration Law Review (2009 - Present)

No abstract provided.