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Integrating Multiple Professional Learning Frameworks to Assist Teachers’ Reflective Inquiry
Get PDFThis study sought to determine how three teachers experienced learning when engaged in ongoing reflective inquiry regarding their teaching beliefs, teaching behaviors, and the comparison of those beliefs and behaviors. Three case studies describe teachers writing educational platforms, comparing their platforms to their classroom behaviors, and engaging in efforts to align their teaching with their beliefs. Five professional learning frameworks supported the teachers in their reflective inquiry: action research, a critical friend, reflective writing, a collegial support group and clinical supervision. The critical friend met teachers in individual meetings to discuss the inquiry process, facilitated their collegial support group meetings and conducted non-evaluative clinical supervision cycles for each teacher. Data collected for the study included transcribed audio recordings of the critical friend’s individual meetings with teachers, post-observation conferences, and collegial support group meetings. Additional data included the teachers’ educational platforms, action research game plans, classroom observation data, and reflective journals. Data for each teacher were analyzed and triangulated to develop individual cases, and a cross-case comparison identified group themes. Although they progressed through the inquiry process in different ways and at different tempos, all three teachers experienced cognitive dissonance that led to a commitment to align their beliefs and behaviors
Racial Socialization: Its Influence On Outcomes Among Black American Children Exposed To Physical Discipline
Get PDFThe use of spanking as a form of discipline for children is a controversial issue. Even so, it is a practice that the majority of American parents have used to correct behavioral concerns within their children (Straus, 2010). Further, Black parents have been noted to use spanking more frequently than other ethnic groups (Berlin et al., 2009). Most research focuses on the negative implications of spanking on children’s development and outcomes, but some research suggests that outcomes differ for children from different ethnic groups with Black children showing more favorable outcomes. Many variables, such as parental warmth exhibited in the parent-child relationship, parental endorsement of spanking, and cultural norms, have been researched to explain what moderates the outcomes. This review focuses on racial socialization as a moderating variable that helps explain the favorable outcomes among Black American youths to consider the use of spanking through the lens of an emic perspective that promotes cultural sensitivity and informs culturally appropriate and responsive therapeutic services
Program Evaluation of Departmentalizing in Upper Elementary
Get PDFThe purpose of this study was to determine the effectiveness of departmentalization as a strategy at the elementary upper grades to affect gains in the school’s accountability and gains in achievement performance. Based upon standardized testing measures, accountability for student achievement has dramatically increased in elementary schools; rigorous standards have increasingly affected teachers to become highly skilled in subject content areas. This increase in teacher content knowledge expertise requirements have caused many administrators to seek alternative instructional strategies to meet this need. Departmentalization is one of many potential methods that administrators and educators may implement in order to provide expert subject area instructors at the elementary grades. This study determined if there was a significant difference in the success of students in the fourth and fifth grades when departmentalizing versus maintaining a traditional classroom organizational structure. Research, interviews and state assessment data looked at determining the success of departmentalizing. Results of this study did not definitively suggest that departmentalization was the answer to increase student achievement, but the research, surveys and interviews do suggest that departmentalization is effective when implemented with several additional supportive factors such as, teacher buy-in, communication and sufficient professional development
Exploring the Relationship Between Mindfulness, Self-Compassion, and Empathy in Student Therapists
Get PDFLiterature suggests that the practice of mindfulness may foster self-compassion within the practitioner. Mindfulness is also associated with increased empathy towards others. The current study explored the relationship between a mindfulness intervention and student clinicians’ levels of self-compassion and empathy towards a mock “client.” Graduate student clinicians were randomly assigned to two groups: one that participated in a mindfulness exercise then viewed a mock client video, and another that did not participate in the mindfulness exercise and went directly to viewing the mock client video. Participants’ levels of empathy towards the client and self-compassion were measured. The results revealed no significant difference in self-compassion between the mindfulness group and the control group. Similarly, there was not a significant difference in reported empathy towards the client between the groups. Self-compassion was not found to mediate the relationship between mindfulness and empathy. There was a significant positive correlation between participants’ levels of self-compassion and the frequency with which they practiced mindfulness. Limitations to the study were the brevity of the mindfulness intervention, the computer-based administration, and the simulated nature of the client video. Future research should utilize an in-person mindfulness intervention that includes multiple administrations. Significant findings from this study show that respondents who reported higher levels of self-compassion also reported practicing mindfulness more frequently. This suggests that a devoted beginner who practices mindfulness regularly can experience positive changes in self-compassion fairly quickly, with no expert status needed. This finding can be used to inform clinical training as well as self-care practices among student therapists
One Story Creates Another: Using Book Clubs to Promote Inquiry in the Content Areas
Get PDFBook clubs provide an innovative structure to study course content. Teachers can supplement the use of traditional textbooks and primary sources by including narratives that provide personal perspective into world events. Although more typical of English Language Arts classrooms, incorporating the workshop model into content area instruction merged disciplinary-specific skills with the more advanced literacy skills expected of students in high school. This article describes how two teachers organized an inquiry-based instructional unit on World War II that allowed students to examine the stories of youth using a lens of “action and adversity.” Students showed greater engagement and higher levels of self-directed learning when participating in book clubs over the course of the unit
Examining the Relationship between Academic Motivation and Social-Emotional Competency in Student-Athletes
Get PDFThe purpose of this correlational study was to examine the relationship between academic motivation and social-emotional competency of student-athletes in terms of gender, grade, and doing active sports. The study group consisted of 200 volunteer student-athletes studying at a Sports High School. The Academic Motivation Scale and the Delaware Social-Emotional Competency Scale were used. According to the results, there was a significant difference between the mean scores related to the sub-dimensions of “Intrinsic motivation (IM)-to accomplish, Extrinsic motivation (EM)-introjected regulation, and amotivation” according to the variable of doing active sports, and “self-awareness, social-awareness, and EM-identified regulation” according to gender variable by independent sample t-test. The one-way ANOVA analysis results showed that there was a significant difference between the mean scores of “self-awareness, social-awareness, and IM-to know” sub-dimensions according to the variable of grade. The Pearson Moments Multiplication Correlation test showed that there was a negative relationship between the sub-dimensions self-awareness and social-awareness via EM-identified regulation. This study showed a low negative correlation between academic motivation and social-emotional competency on student-athletes. Significant differences were found between various sub-dimensions according to the variable of gender, grade, and doing active sports
Examining Teacher Perceptions of Primary Grade Level Collaboration on Professional Development and Growth
Get PDFTeacher collaboration has been embedded in teachers’ schedules across the country as many school leaders believe it improves student achievement. It is mandated within the school system wherein this study was conducted. However, the major emphasis is on student achievement with little to no emphasis on soft skills, which are desperately needed. Teachers need to be trained in fostering learning and on how to be empathetic, supportive, and culturally sensitive. Notwithstanding, if they do not believe collaboration is beneficial to them in the classroom and to their professional development and growth, it would not be an effective tool for student achievement. Students receive their foundational education at the primary grade level, the area of focus of this study. Thus, the purpose of this study was to examine teachers’ attitudes, experiences, and beliefs regarding the impact of primary grade level collaboration on professional development to strengthen instructional practice leading to higher student achievement. Phenomenological qualitative design was the methodology used. Instruments included Microsoft Forms, an interview and focus group protocol, and a survey. (See Appendices F, G, and H for survey and protocols). Data were collected from consent forms, surveys, interviews, and focus group sessions from nine primary teachers and analyzed using thematic analysis with the assistance of NVIVO software. (See Appendices A, B, C for consent forms). Seven themes emerged related to grade-level, group, and professional development collaborative sessions; planning; peer culture; teacher performance; and instructional practices. The participants agreed that student achievement was linked to professional growth and development; however, it did not emerge as a theme. It was concluded that the teachers believed grade-level collaboration is beneficial in the v teaching and learning process and professional development. Recommendations for further study included examining perceptions of other grade-level teachers on the topic
Sense Of Belonging Among Foreign-Born And U.S.-Born Latinx Subgroups At A Community College
Get PDFThis qualitative case study explored sense of belonging among 15 U.S.-born and foreign-born Latinx students at a community college designated as a Hispanic serving institution. To further explore sense of belonging among these students, semi-structured interviews were conducted with both groups of students. The results indicated that U.S.-born Latinx students contributed sense of belonging to instructors who displayed characteristics of equal treatment, genuineness, and support in and outside of the classroom. Instructors who displayed these characteristics made students feel more connected to the instructor and to the college as a whole. Results also indicated that foreign-born Latinx students credited their sense of belonging to being accepted by peers. Joining student clubs was a high contributor to their sense of belonging. Foreign-born students shared that if it were not for joining student clubs, where they share similarities with other students, they would not have felt like they fit in or belong in the college
Dispositions of Emotional Intelligence in School Principals
Get PDFSchool principals address problems that extend way beyond the classroom. This qualitative study is about dispositions of emotional intelligence in school principals. The participants interviewed were novice school principals or principal coaches. The results showed that principals tend to address the needs of others more than their own. Strategies are shared on how to improve emotional intelligence. Additionally, the study provides recommendations that school districts can implement to ensure the success of school principals
The Importance Of Leadership Activities In Addressing The Shortage Of African American Men Completing Doctoral Degrees
Get PDFAbstract
The focus in this qualitative phenomenological study was to examine the experiences of African American men who obtained a doctoral degree and the role of leadership in their success. In-depth semi-structured interviews were conducted with 10 African American men from across the United States. The research develops an understanding of patterns of leadership within institutions of higher education from an African American male perspective. Elements of the critical race theory served as the basis for the conceptual framework. The significant statements made by the 10 African American men reflected their distinct perceptions of the role leadership plays in African American men’s pursuit of their doctoral degree. Their articulation of the direct exploration, analysis, and description of the phenomenon allowed five themes to surface: (a) impact of self-established cohorts, (b) impact of mentors and the military, (c) impact of family, (d) impact of spirituality, and (e) impact of a lack of leadership. The results of this study support that there is a grave lack of African American male presence within leadership of higher education institutions and no relatable activities are being implemented or developed to meet the needs of African American men. Conclusively, the researcher suggests future research into the experiences and perspectives of African American men to broaden the conversation surrounding how leadership can help level the playing field for this population at institutions of higher education