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Examining Preservice Mathematics Teachers’ Technological Pedagogical Content Knowledge Development in The Natural Setting of A Teacher Preparation Program
Get PDFThis study examined preservice elementary mathematics teachers’ technological pedagogical content knowledge (TPACK) development throughout their final year in the natural setting of a teacher preparation program. Data were collected from thirty-eight preservice teachers via a TPACK self-assessment scale with seven subdomains at the beginning and end of the final year. Descriptive statistics, correlation and regression analysis were used. Results showed that participants had significantly positive gains in their PK, TK, TPK, PCK, and TPACK with medium to large effect sizes. Correlation analysis indicated that participants developed a more integrative understanding of TPACK. Participants’ TCK, TPK, and PCK were significant predictors of their TPACK at the end of the program. The teacher preparation program seems to support preservice teachers’ pedagogical thinking primarily. Therefore, it is suggested to enhance the technological aspects of the program
RACIAL AND CULTURAL COMPETENCE THROUGH THE EYES OF PUBLIC-SCHOOL EDUCATORS
Get PDFThe discussion of racial and cultural competence in public schools today is necessary. The student population of public schools across the United States has significantly grown racially and culturally diverse. Through the use of a narrative inquiry and a critical lens, this study explored the perception and experiences of public-school educators focused on the topic of racial and cultural competence as it relates to their classroom practice and educational policies. The focus of this research (1) describes and analyzes my personal experiences through the use of qualitative approaches, (2) shares the experiences and perceptions of three public-school educators, and (3) advocate for coursework on the topic of racial and cultural competence to be embedded within teacher preparation programs. Data was collected using oral histories, in-depth one-on-one interviews, and a document review. The following themes were identified: (a) Identity is Foundation, (b) Preparation Matters, (c) Defining is Difficult, (d) Policy Creates Tension. This research provides implications to support parents, community members, and educators in their journey of improving school environments for students of color
LIFESTYLE CHOICES RELATED TO FOOD CONSUMPTION AND THEIR RELATIONSHIP TO DEPRESSION
Get PDFDieting, or the act of restricting oneself to small amounts or particular kinds of foods on the basis of health, spirituality, lifestyle, and moral decisions, is a practice that dates to 1066 A.D. However, with social media being as influential as it is, one might believe dieting is a new obsession or at least an obsession to which popular culture is returning. Despite this, it is only in recent years that researchers have begun to focus on the health benefits of such behaviors. The present study was designed to take this focus a step further by exploring the potential risks and benefits of dieting on mental health. A self-report survey that contained a food frequency questionnaire and the Minnesota Multiphasic Personality Inventory–2 Depression scale was used to assess participants’ dietary style over a year and their depressive symptoms. A total of 28 completed questionnaires (14 men and 14 women) were received for analysis. The multivariate linear regression that was intended could not be undertaken due to sample limitations. It was anticipated that large samples would be gathered across the three dietary styles. Due to COVID-19 and given the inability to acquire an adequate sample size, valid analysis was precluded, and the researcher was unable to conduct the study as anticipated. Thus, the reported findings are not significant. Suggestions for addressing the limitations of this study are offered for future research
Emotional Learning in Developmental Mathematics: Mathematical Anxiety and Resilience
No full textThis study examines the concepts of mathematical anxiety and mathematical resilience as manifested in the research literature and the lived experiences of students, college teachers, curriculum specialists, and lab instructors working in a state college’s developmental mathematics program. The researcher used an Emotional Intelligence in Learning Mathematics conceptual model focused on raising developmental mathematics students’ metacognitive comprehension of emotional intelligence and constructivist strategies applied to mathematical learning. The model used research literature findings suggesting an inverse relationship between math anxiety and math resilience, indicating that high math anxiety tends to be associated with low levels of math resilience, including student avoidance of math courses and tendencies toward low levels of course persistence. This project used student surveys presenting an adaptation of a Mathematics Anxiety Scale that measures mathematical anxiety and a Mathematical Resilience Scale as a constructed measure assessing responders’ assessments of the concepts of value, struggle, and growth in the context of learning developmental mathematics. The researcher applied statistical correlation analysis to measure direction and strength of three correlational relationships: mathematical anxiety with mathematical resilience (-0.425, moderate to strong negative correlation), emotional intelligence with mathematical anxiety (-0.310 moderate negative correlation) and emotional intelligence with math resilience (0.690, strong positive correlation). The study also used faculty and lab instructor protocol-driven interviews to code perception data on developmental mathematics curriculum with related social emotional topics and metacognition strategies. The study’s qualitative and quantitative data presented findings that student learning in developmental mathematics is impacted by students’ emotional intelligence, mathematical anxiety, and mathematical resilience. The conclusion recommended developmental mathematics program changes focused on a constructivist instructional approach with three recommended teaching strategies and accompanying professional development activities for faculty and lab instructors
How Teachers Build Relationships with Students in a Bimodal Environment
Get PDFDue to the COVID-19 pandemic, teachers nationwide were encouraged or required to teach on a bimodal platform, forcing them to create lessons, deliver lessons, and build student relationships in a way they had not experienced before. The purpose of my study was to investigate the strategies teachers were using to build relationships with students in a bimodal environment and compile a comprehensive list of effective strategies that leaders could utilize in professional development for other teachers. The context of this inquiry was a sixth through eighth grade middle school in an urban school district. I used a mixed methodology using qualitative and quantitative data. I compared extant data from two years of student surveys of Social Emotional Learning (SEL) Competencies. I also surveyed teachers and interviewed teacher leaders. My study demonstrated outcomes supporting the importance of building relationships with students, using best strategies in building relationships, and what is needed by teachers to teach successfully using the bimodal platform. Building on the results of my study, I made recommendations for a policy change that would require professional development for teachers to address student engagement, use of technology, and relationship building in a bimodal platform
A Study of the Implementation of Multi-Tiered System of Supports in One School
Get PDFMulti-Tiered System of Supports (MTSS) is designed to help schools identify struggling students. This study aimed to determine the perception of MTSS through the lens of kindergarten through fifth-grade teachers and teacher leaders who participate in the school-wide MTSS process. The context of this inquiry was one elementary school in a large urban district where teachers had implemented MTSS for several years. I used a mixed methods research design. A survey of classroom teachers with Likert scale items and open-ended questions and data from a focus group interview of teacher leaders provided quantitative and qualitative data. I found a disconnect between the perceptions of teachers and teacher leaders regarding what the teachers needed to support them to implement MTSS effectively. I recommended a policy change that requires teachers to have MTSS certification and developed a change leadership plan based on Kotter’s (2014) 8-step process
They Don\u27y Expect You To Know Much: Black African International Students Encountering And Countering The Afropessimistic Attitude Within Academic Spaces
Get PDFBlack African international students in the United States are vulnerable to increased microaggressions because of their minority statuses. In addition to being Black and speaking with non-native accents, African students must contend with Afropessimism which in this study refers to the Western world’s negative perception of Africa. The study is a mixed methods study that seeks to understand how the Afropessimistic attitude impacts the way Black African international students are perceived and interacted with, within the academic spaces. The findings indicate that African international students consistently encounter the Afropessimistic attitude, and it impacts their academic engagement. The findings also suggest that striving harder for academic success is one way these students counter the Afropessimistic attitude. Implications of the study are discussed
Investigating the Prevalence of Social Anxiety in LGB College Students
Get PDFThis project examined the gap in the literature on LGB college students and social anxiety. The dearth of information around the prevalence and impact of social anxiety on the college population and the LGB population is important because social anxiety is known to be prevalent and chronic, affecting all areas of an individual’s life, but especially impacting the creation of social support networks and therefore access to social supports. Social support is one of the primary protective factors and promoters of resilience among all people, especially in marginalized communities like the LGBTQ community. Knowing that such a prevalent disorder is common among these populations and affects one of the main factors contributing to those individuals’ ability to adjust successfully and to their well-being, comes with the responsibility of better understanding that disorder, its impact on that population, and how to intervene to reduce assuage its negative effects. This project reviewed prevalence rates of social anxiety disorder (SAD) among the college student population and the LGB population to estimate the prevalence of SAD within the LGB college student population. This project also explored the risk factors of SAD for college students and LGB people to investigate the risk factors of SAD for LGB college students. Finally, this project reviewed protective factors and prevention strategies for SAD among LGB people to consider the clinical application for LGB college students, including therapeutic, social, and community interventions. Clinical implications and recommendations for future research are included
A Mixed-Method Examination of Early Childhood Teachers’ Pedagogical Competency Profile
Get PDFTeacher competency is a key research area because of the strong link between child development and the quality of early childhood education. This study aims to examine early childhood teachers’ self-reported pedagogical competency profiles and to determine the factors affecting their profiles. To reach that aim, a mixed-method study was designed as an explanatory sequential design. The participants comprised 290 early childhood teachers for the quantitative portion and 15 for the qualitative. The Early Childhood Teachers Competencies Assessment Rubric and an interview form, both developed and proved valid and reliable by researchers, were used. Two-step cluster analysis and inductive content analysis approaches were used to analyze the data. Some important findings are as follows: the teachers were grouped into high-, mid-, and low-competence clusters based mainly on the differences in the areas of instructional technology and educational planning competency. As the teachers indicated, social and individual factors determine their competency profiles. Furthermore, the teachers explained about their ongoing professional development endeavors to improve their competency profiles. The results of the study are discussed in detail, and suggestions are presented for planners/practitioners of teacher professional development programs, curriculum developers and faculty members at higher education institutions, and policymakers at the national and international levels in the hard way to reach out to more qualified early childhood education
The Impact and Utilization of Reading Interventionists
Get PDFThe purpose of this qualitative, semi-structured interview study was to explore the role of a reading interventionist within an elementary school setting to help bring increased clarity to the responsibilities of a reading interventionist. Research questions focused on the role and impact reading interventionists when working with developing readers at the elementary level. Twelve reading interventionists from around the United States were chosen to participate in the interview. Multiple data sources were used including audio recordings transcribed, follow-up questions, and memos. Elementary schools have implemented a Response to Intervention model where reading interventionists focused on Tier 2 and Tier 3 students. They had multiple duties and responsibilities within the school, including working with all school personnel and providing data sources to drive intervention. Limitations included all female interviewees and limited participants due to emotionally and physically demanding times in teaching. This study recommends that administrators acknowledge the heavy workload that is expected of reading interventionists and provide proper training needed to adequately support students and staff