Authors:Aubrey Cooper Abstract: In recent years, dyslexia legislation and awareness has become more prevalent. Dyslexia is a specific learning disorder that affects a student’s ability to read because they have deficits in their overall phonological awareness skills. While federal and state legislation has been passed regarding dyslexia, awareness surrounding dyslexia is still very minimal. Educators, parents, and other school faculty members many times do not have a strong knowledge of dyslexia. Thus, students with dyslexia may not receive an education that is as equitable as their peers. This article discusses the federal and state legislation surrounding dyslexia, knowledge surrounding dyslexia, and the effects of the learning environment on students with dyslexia. Applying the principles discussed in this article will help create an environment in which dyslexic students receive equal and just treatment inside and outside of the classroom learning environment and help them to succeed academically, socially, and emotionally. PubDate: Tue, 21 Feb 2023 11:12:33 PST
Authors:Lydia Burnett et al. Abstract: Instructional time spent on elementary social studies is often marginalized due to the emphasis placed on other content areas. Therefore, social studies teachers must employ meaningful instructional strategies that will engage students while promoting content acquisition. This quasi-experimental study responds to this challenge by guiding a sample of 44 fifth grade students to use the historical thinking skills of sourcing, contextualizing, and corroborating that encourage engagement with a variety of primary sources through the lens of Jerome Bruner’s learning theories. The control group used traditional instructional methods including close-note taking, vocabulary review, and independent reading from social studies texts. Both the control and treatment groups were assessed prior to and after the study on content knowledge, attitude toward social studies, and critical thinking skills using the Cornell Critical Thinking Test. Students in the treatment group showed significant differences in their content knowledge over the control group. PubDate: Tue, 21 Feb 2023 11:12:25 PST
Authors:Andrea N. Crenshaw et al. Abstract: Microaggressions are brief and everyday slights, insults, indignities, and denigrating messages sent to people of color and/or marginalized groups (women, LGBTQ+, etc.) by well-intentioned [people] who are unaware of the hidden messages being communicated (Sue et al., 2007). Microaggressions are connected to broader conceptualizations of the impact of implicit bias and systems of inequity. Specifically, in K-12 and higher education, microaggressions impact the physical, social, and emotional well-being of those who experience them. Growing research posits the need for more discussions in education about racism, sexism, and other bias prevalent in the field of education (Bergerson, 2003). As such, some researchers ((Escayg, 2018; Lin, Lake, & Rice, 2008) have advocated for the importance of bringing anti-bias pedagogy into educational spaces, which involves attempting to move beyond educators' comfort zones and providing them with tangible strategies to disrupt microaggressive behaviors. To discuss the intent and impact of microaggressions in educational settings and how we might respond to them, we developed a two-hour online workshop for educators and students at Western State University. This workshop allowed participants to think critically about microaggressions, how they impact higher education, and how administrators, faculty, staff, and students can promote inclusive environments. The workshop included a presentation on microaggression theory, microaggression scenarios in education, and the utilization of the A.C.T.I.O.N framework (Chueng, Ganote, & Souza, 2016) as a tool to disrupt microaggressions. Participants provided feedback about their experiences from the workshop based on an electronic survey they were provided at the end of the workshop. PubDate: Tue, 21 Feb 2023 11:12:15 PST
Authors:Hannah L. Joseph et al. Abstract: The U.S. psychology workforce is considerably less diverse than the population that it serves. While several recruitment and admission practices are effective for diversifying psychology training programs, upstream recruitment of underrepresented candidates is particularly promising. Aiming to diversify the clinical psychology graduate program applicant pool, the Student Training Equity Project (STEP) was developed to promote and evaluate upstream recruitment of undergraduate students of color interested in psychology graduate studies. This study used a mixed-method design to evaluate immediate outcomes for three STEP programmatic strategies. Survey results suggest that STEP networking events were associated with undergraduate research and mentorship opportunities. Findings suggest that STEP funding supported students in producing research products (e.g., manuscripts) that might bolster graduate application materials. STEP website engagement data showed over 1,000 views per year, and highlighted ways to improve outreach. More controlled evaluation is needed to determine whether STEP contributed to diversification of the applicant pool. PubDate: Thu, 18 Aug 2022 08:32:39 PDT
Authors:Aslihan Unal et al. Abstract: The purpose of this article is to examine Kindergarten through 5th-grade teachers’ understanding of differentiated instruction and perception of their ability to implement differentiated instruction in their classrooms. Differentiated instruction is a critical factor for children’s success. Thirty-one K-5 teachers from the state of Georgia participated in this study. The teacher survey on differentiated instruction developed by Tomlinson (2001) and modified by Page (2007) was used in this study. The researchers also included two open-ended, differentiated instruction questions and seven demographic questions. Study results suggested that while teachers mostly agree that differentiation is an important instructional strategy, they are faced with multiple barriers to implementation such as a lack of differentiated instruction knowledge and practice and the need for resources and professional development. PubDate: Thu, 18 Aug 2022 08:32:25 PDT
Authors:Meenakshi Sharma Abstract: The present article analyzes two critical frameworks within teacher education and how they construct preservice teachers and their learning within teacher education. These frameworks of 'Apprenticeship of Observation' (AoO) and 'Ambitious Practice' (AP) present opposing narratives about preservice teachers. While AoO directs our attention to preservice teachers' belief, AP emphasizes on developing professional practices that are core to the work of teaching. Teacher educators draw on these frameworks and narratives to inform their work with preservice teachers . Each framework has its unique stance on preservice teachers and makes noteworthy contributions that expand the field teacher education and evolve our thinking as teacher educators PubDate: Thu, 18 Aug 2022 08:32:14 PDT
Authors:Jihye Kim et al. Abstract: Depression, anxiety, and stress are common mental health problems among adolescents. Cross-sectional and longitudinal studies have found that students who suffer from mental health problems (e.g., ADHD, anxiety, or depression) tend to manifest school and social problems. It is urgent to identify and intervene early to help children with mental health problems to improve their life outcomes. Unfortunately, research has shown that a significant proportion of children who suffer from behavioral or emotional problems remain unidentified because their symptoms are too mild to be noticed through casual observation by caregivers and teachers. As a result, their symptoms continue to develop gradually and eventually become mental illnesses. When mild to moderate symptoms become a noticeable mental illness, treatment becomes long-term, more invasive, and expensive. Early detection of children who are at risk of behavioral or emotional problems is possible through universal mental health screening in the school setting. The present study focused on the Behavioral and Emotional Screening System (BESS; Kamphaus & Reynolds, 2007) to identify students who were at mild risk of mental health problems and to examine their academic trajectories over four years. The findings suggest that students at mild risk of behavioral and emotional problems showed similar academic performance as other students. As a result, students with mild to moderate symptoms can be easily overlooked if academic performance were relied on as an indicator of mental health risk. The current results lend support for conducting universal behavioral and emotional risk screening at schools. A brief screener, applied universally, appears to be an effective solution for identifying students at mild risk of behavioral and emotional problems and acting early to prevent these problems from worsening. PubDate: Thu, 10 Feb 2022 12:57:50 PST
Authors:David Glassmeyer et al. Abstract: Feedback is an essential form of communication between the student and teacher. Research has documented the importance of feedback in advancing student mathematical and critical thinking, with renewed recommendations to provide and use feedback in mathematical instruction during the era of COVID-19. Giving personalized feedback in an online environment can be a challenge – especially in a mathematics class. This article summarizes five core principles of feedback, associated strategies for mathematics teachers to provide students virtual feedback, and notes on how we have implemented these strategies in middle school mathematics classes. PubDate: Thu, 10 Feb 2022 12:57:37 PST
Authors:Sinem Arslan Dönmez et al. Abstract: The purpose of this study is to investigate the views of lecturers about the effectiveness of the implementation of the peer-coaching practice conducted at the school of foreign languages of a foundation university. The lecturers who took part in the peer coaching practice in the academic year 2019-2020 acted as the participants in this case study. The qualitative data was collected via interviews and document analysis. Content analysis and descriptive analysis methods were used in the process of data analysis. The findings from the analysis showed that peer-coaching practice consisted of lesson observations, pre and post-observation meetings, and reflection stages. It was concluded that peer-coaching contributed to the instructional and classroom management skills of the lecturers as well as improving relations between colleagues and solidarity in the school. It was also concluded that providing sufficient time and resources and training lecturers about effective communication were essential for the peer-coaching practice to be effective. PubDate: Thu, 10 Feb 2022 12:57:26 PST
Authors:Njeri M. Pringle et al. Abstract: Mathematics anxiety is a reality for many students as a number of community college and four-year university students feel disconnected from math and struggle to pass mathematics courses. Using a case study and grounded theory approach, six remedial mathematics instructors were interviewed and observed to examine their instructional strategies and practices. During the interviews, participants expounded upon the changes in strategies and practices implemented when aiding students struggling with anxiety. The Instructional Triangle was applied across participants to compare and contrast their experiences. The analysis focused on environmental factors that could increase or exacerbate mathematics anxiety. In particular, a theme of creating connections emerged from how teachers assess for and adjust their strategies and practices to support remedial mathematics students struggling with anxiety. Based on the findings, interventions for assisting educators and students in mediating anxiety promoting perspective-taking and empathy are recommended. Such intervention could inform future strategy and practice development, implementation, and evaluation. PubDate: Thu, 10 Feb 2022 12:57:15 PST
Authors:Jennifer L. Brown et al. Abstract: With increased enrollment of non-traditional students and concerns about student retention and degree progression, the Seven Principles for Good Practice in Undergraduate Education could serve as a tool for improving course design and delivery within the online learning environment. The participants in this concurrent mixed methods study included 40 education and 68 nursing students. The results of the web-based survey data indicated group differences with the Cooperation among Students and Prompt Feedback subscales. Given professional development, the Seven Principles could be implemented into online courses at little to no cost for an institution to improve student satisfaction, which could lead to increased retention, progression, and graduation. PubDate: Fri, 30 Jul 2021 09:11:12 PDT
Authors:Regina Rahimi et al. Abstract: While the concept of trauma-informed care has been developed in other fields, its development within the field of Education is relatively new (Thomas, Crosby, & Vanderhaar, 2019), However, as the educational field is becoming more and more aware of this approach, we recognize there is a critical need for teachers and other educational professionals to recognize the symptoms of trauma in students, the associated behaviors of trauma-affected students, and instructional and environmental strategies for addressing these to support student success (trauma informed pedagogy). This paper outlines a study examining the extent to which teachers in the region of southeast Georgia are aware of trauma- informed strategies, the theory undergirding the approach, and the resources available to them for addressing issues related to adverse childhood experiences. With participation from over 500 educators in our study, it is clear that there is a strong need to support teachers and provide resources to support trauma-informed practice. PubDate: Fri, 30 Jul 2021 09:10:57 PDT
Authors:Kristen N. Dickens et al. Abstract: Phenomenological analysis was used to explore Georgia rural school principals’ lived experiences of effective school leadership preparedness. Four overarching themes were found: productive/favorable leadership preparation program culture, bridge theory and practice in educational leadership preparation program, multicultural competencies for practice, and recommendations for effective principal preparation. The findings revealed that school leaders need increased experiential learning opportunities, increased assignments applicable to daily leader tasks, and increased cultural awareness and diversity training in their preparation programs. Principal preparation programs should work with school districts to provide purposeful, collaborative, and sustainable professional learning to prepare competent school leaders. Further research includes recruiting more rural school principals to share their experiences and perceptions with principal preparation program providers in an effort to advance aspiring principal training. Implications for practice include equipping aspiring principals with the knowledge and skills to lead for equity to continue to have a pipeline of effective school leaders to serve in Georgia’s traditionally underserved areas. PubDate: Fri, 30 Jul 2021 09:10:44 PDT
Authors:David G. Buckman et al. Abstract: This study aimed to contribute to the empirical literature related to student discipline's influence on teacher job satisfaction. Further, this research aimed to explore the correlation between student discipline and teacher job satisfaction while controlling for the contributing factors of job satisfaction). Also, this research study's results were interpreted through the lens of the Affective Events Theory indicating a person's emotions and behaviors for the workplace may influence their job satisfaction. An Ordinary Least Squares regression found that the correlation between student discipline and teacher job satisfaction was not statistically significant. However, the directionality of the relationship between student discipline and teacher job satisfaction was negative. By studying student discipline and teacher job satisfaction, this research determined that student discipline does harm teacher job satisfaction. PubDate: Fri, 30 Jul 2021 09:10:29 PDT
Authors:Ruchi Bhatnagar et al. Abstract: Most teacher education assessments are criticized for lacking validity and reliability. This study describes the process of developing the Observation of Field Performance rubric to assess initial teacher candidates’ classroom performance and establishing the content validity as well as reliability of the rubric. A panel of content area experts determined that 10 out of 12 items of the rubric were essential and the CVR was above the acceptable range for all 12 items, indicating that the rubric had a strong content validity. Additionally, the analysis of instructors’ ratings on the rubric showed that the rubric had good level of internal consistency and inter-rater reliability. Thus, this study determined that the OFP is a reliable and valid measure of candidate performance during field practice. Establishing validity and reliability not only enables teacher education programs to collect high quality assessment data, it is also crucial for program approval and accreditation decisions by national and state agencies. PubDate: Fri, 30 Jul 2021 09:10:15 PDT
Authors:Lisa McNeal et al. Abstract: Many college students struggle with technical difficulties when enrolled in an online or hybrid class. Sometimes students do not even have a choice about online options, such as in the COVID-19 era, when the shift to remote instruction has happened and could happen at any time. Students need support for success in the online environment, yet many support models focus on the immediate problem rather than deeper root causes for the problem or misunderstanding. Traditional support models may use a ticket-based system that strives to quickly resolve the issue at hand. While the ticket-based system has some merit, there is a need for additional support via a technology coaching approach, which was influenced by writing center philosophies. This type of approach can focus on teaching students proper netiquette, appropriate techniques, and basic computer skills, which will enable them to succeed not just in a single online course but also in an online program or an eventual work environment. The article concludes with a discussion of collaboration and the importance of slow thinking, a concept inspired by the Slow Food movement which actively encourages problem solving and reflection. PubDate: Thu, 21 Jan 2021 15:17:31 PST
Authors:Fuat Findikoglu et al. Abstract: This study aims to review and provide new perspectives for academic goal orientation. The study introduces first chronological history of goal orientation and depicts how goal orientation evolved into a new construct in learning from the discussion on motivational factors. At first, this study isolates goal orientation from motivation and provides novel insights into goal orientation as a separated factor affecting learning. Then, this study provides analyses of the adaptation work of the academic goal orientation questionnaire into the Turkish language. The translated scale was applied to a sample of 729 undergraduate students, 376 (51.6%) of which were female and 353 (48.4%) of which were male students at a state university in Turkey. For the structure validity of the translated scale, exploratory and confirmatory factor analyses were carried out. Exploratory factor analysis yielded a three-factor structure of thirteen items accounting for 66.5% of the variance. Confirmatory factor analysis results suggested that the tested model of the translated scale yielded satisfactory goodness of fit. The total score of the translated academic goal orientation instrument is reliable (Cronbach’s α = .84). The literature and the results from the application of the instrument suggest that the translated instrument offers valuable input into the curricula and syllabi in higher education in addition to providing insights to lecturers about the perceptions of the students towards the courses. PubDate: Thu, 21 Jan 2021 15:08:56 PST
Authors:Sheffield L. Dacia et al. Abstract: The following autoethnography was completed by two graduate students at University A learning to enact teaching for social justice while building content underpinnings in statistics at University B. The authors present a research base for teaching for social justice followed by a description of their lesson, observations during enactment, and reflection of change in beliefs about teaching for social justice afterward. Findings in this study are shared from the authors’ personal perspectives through the enactment of teaching a lesson for social justice in an undergraduate statistics course at University B. Implications provide encouragement that the inclusion of social justice topics in undergraduate and graduate level teacher educator coursework may improve teacher attention to equity in practice. PubDate: Thu, 21 Jan 2021 15:08:40 PST
Authors:Juliann Sergi McBrayer et al. Abstract: The purpose of this study was to explore perceptions of undergraduate management students at one Georgia institution of higher education regarding the importance of academic qualifications and professional experiences possessed by their management faculty. The study addressed the importance of these attributes to include relevant practical experience, traditional academic training, scholarly productivity, higher education institutions attended, and level of engagement with the business community. This quantitative study surveyed 70 upper-level management students using Likert categories to provide an exploratory view of attributes that today’s students view as important in faculty. The findings ranked attributes of relevant professional experience more important than academic qualifications such as scholarly research activities across all demographics as related to their importance of gaining a quality management education. This study may provide insight into the attributes that students deem important in faculty in an effort to support student success, as well as inform accreditation mandates, determine faculty ratios of academic versus professional faculty, make hiring decisions, and address compensation issues of academic versus professional faculty. As well, this study and extended research may provide insight into improving outcomes for higher education’s community stakeholders to meet the dynamic demands of business. Additionally, this research could extend to varied types of industry that require professional experiences such as educational leadership and nursing to better prepare students for the workforce. PubDate: Thu, 21 Jan 2021 15:08:23 PST
Authors:Alison Johnson et al. Abstract: The purpose of this pilot study was to determine the effect of teacher professional development for working with students with Autism Spectrum Disorders and teacher (N = 56) self-efficacy in the general education classroom. A pretest/posttest quasi-experimental research design was implemented. Teachers in one randomly assigned school received professional development training on research-based practices in working with students with autism to determine if the training had any effect on their perceived self-efficacy ratings and teachers in the other school were randomly assigned to serve as the control (i.e., no additional professional development training was provided during the research phase). Results showed that the training had a large positive effect on teacher self-efficacy ratings regarding working with students with autism in the inclusion classroom. Findings tentatively show the need and importance for the provision of more professional development training to general education teachers for working with students with autism to improve teacher self-efficacy and to provide the most effective and inclusive educational experience possible. PubDate: Thu, 21 Jan 2021 15:08:09 PST
Open Access journal
[10 journals]
