California State University (CSU): Open Journal Systems
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Native American Boarding School Policy: Patriotic Pageantry and Militarized regimen in Indian Schools During the Late Nineteenth and Early Twentieth Century
Get PDFThis study examines how anti-Catholic sentiment, and nativist views during the nineteenth century influenced Progressive policy makers during the Native American boarding school era to impose a militarized and patriotic system of education onto Native children. In an attempt to prove their loyalty to the United States, Catholic church policy makers adopted the federal government’s model of educating Native Children. This system unintentionally hurt the Native population because Catholic Priests and Nuns shifted their philosophy of respecting Native values to imposing patriotic values onto Native children. The federal government’s role in the boarding school era often overshadows the role of religious denominations, specifically the influence of Catholic Indian schools. The point of this study is to examine and recognize how the social environment in the U.S. during the nineteenth century influenced Native American policy and gives anyone interested in the boarding school era a more nuanced understanding as to why Progressives sought to assimilate Native children into the American mainstream
Overcoming Years of Doubt
Get PDFYamilett Flores Martinez, an undergraduate student at California State University, Los Angeles, shares a couple of the most doubtful moments in her life. She unfolds her experiences with the uncertainty she felt about herself and the uncertainty others felt about her over the years. Martinez describes the influence of this hesitation and how, eventually, she loses her voice. In college, she finds her voice again and overcomes her sense of failure and self-doubt. Martinez concludes her narrative with the message that it won’t always be easy, but it is always possible to overcome your fears with an optimistic mindset
No Soy de Aquí, Ni Soy de Allá
Get PDFErnesto Ochoa-Jacobo is an undergraduate student attending California State University, Los Angeles. In his narrative, he describes his state of indifference as he struggled to find his place in a world of ambiguity. The narrative possesses a sense of rebellion, as he refuses his existence to be restrained within an empty void of meaningless political labels. Through his arbitrary journey, he was able to find color, illuminating his obscure path towards a sense of belonging
Leaving the Snow Globe
Get PDFRylee Sargeant is an undergraduate student at the University of Alberta. In this narrative, Sargeant details her challenges and triumphs as a first-generation Métis student from a small, blue-collared community
Special Educator Self-Efficacy: The Impact of Training and Experience
Get PDFIn California, the longstanding insufficiency of special educators has compounded since the 2013-2014 academic year. Districts and state legislators have relied on the issuance of substandard permits (i.e., Provisional Intern Permits, Short-Term Staff Permits, and Intern Credentials) to counteract the shortage. However, the effectiveness of this approach has limited evaluation. This study evaluated differences between pre-service and in-service special educators’ self-efficacy ratings. Special educators serving in California’s Central Valley on substandard permits or valid teaching credentials (i.e., Preliminary and Clear Credentials) completed the Teachers’ Sense of Efficacy Scale. Differences were assessed across several variables using independent t-tests and one-way ANOVAs. Significant differences emerged in special educators’ self-reported levels of self-efficacy as a function of credential status, favoring those with valid credentials. The findings indicate a correlation between special educators’ credential status (a proxy for training) and self-reported self-efficacy. The results of this study add to the research on special educators’ self-efficacy by exploring the phenomenon among a newly emerged group of California-based special educators: substandard permit holders.
keywords: self-efficacy, special education, substandard authorization, pathways to teachin
A Theorem on Indifference Graphs
Get PDFAn indifference graph P has as vertices a set of points on the real line, with an edge between every two points at most 1 apart. For every point x in P, we set N(x) to be the set of points that are adjacent to x. Fix an indifference graph P, and a positive integer k. Suppose that for every x in P, k divides |N(x)|. We show that the number of points in P is also divisible by k
Learning as a MerPerson
Get PDFAna Leandro is a graduate student at California State University, Los Angeles. In her poem, she describes herself as a supernatural being in order to demonstrate that traditional labels are not enough to describe the multiple identities she ascribes to. She also expresses how education has empowered her to embrace her multiple identities and advocate for resources tailored to help first-generation students succeed and develop a sense of belonging. With this spoken word poem, Leandro hopes to increase awareness of experiences unique to first-generation students and address institutions that lack support and resources to help them succeed
Principals’ Criteria for Hiring Teaching Applicants in Physical Education
Get PDFThe purpose of this study was to determine criteria principals prioritize when hiring physical education teachers. From an initial list of 619 elementary and secondary principals in a county in a southwestern state, 202 completed a 5-point Likert scale survey that included items from a previously validated survey (Wiley, 2016). The highest rated desired criteria were: the ability to create a fun and stimulating environment for students; demonstrate enthusiasm for teaching; strong classroom management skills, and the ability to provide a positive role model. Criteria that were rated the lowest included gender of candidate, residence that is located close to the school, possession of an MA or other advanced education degree, and cumulative college GPA. No significant differences were found when responses were compared by gender of principal for the top 16 criteria, suggesting these criteria are both objective and pervasive. The results also indicate the most highly ranked hiring criteria for physical education are very similar to other subject areas
