898 research outputs found
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Case Study of Special Educator\u27s Pegagogical Practices Beyond Year One of Teacher Residency.
Full text linkThe Higher Education Opportunity Act of 2008 in conjunction with Teacher Quality Partnerships requires university-based teacher education programs to develop and sustain highquality teachers (United States Department of Education, 2017). Teaching is a science grounded in a body of literature supported by effective research-based techniques. The purpose of this qualitative research study was to examine co-teaching influences on the first-year teaching practices of special educators trained in a university-based teacher residency program. Specifically, this study investigated which co-teaching strategies, if any, did special education residents implement as the teacher of record. Through the lens of social development theory, this research explored special education teachers’ perspectives on co-teaching strategies and how those strategies affected their pedagogical approaches as a novice teacher. For this study, coteaching is defined as a partnership between a general education teacher and a special education teacher that includes shared planning, instruction, and assessment of students with and without disabilities (Friend & Cook, 2010). This study involved collecting and analyzing data through questionnaires, interviews, and artifacts. The results of the analysis revealed four themes: constructing relationships, becoming a co-teacher, structural deterrents of co-teaching, and covi teaching according to the students’ needs. The key findings of this study are: it is imperative that trusting relationships are built at the onset of the residents’ experience; residents should seek to understand students’ learning needs before implementing co-teaching strategies; and, the coteaching strategies learned as residents varied from the co-teaching strategies implemented as teachers of record. The study concluded that co-teaching influenced the pedagogical approaches used by the novice teachers to meet the academic needs of all students (not only special education students) in the inclusion classroom
Strategic Document Review
Full text linkThe following briefing provides resources from community conversations, historical planning efforts, existing strategic plans, and reports from youth-facing organizations. In October 2020, Working Group members used the briefing book to inform solutions-building
What is GIS?
Full text linkA tutorial for going from raw data to basic GIS visualization using Tableau Public and coronavirus confirmed case data
Intro to Statistical Tools: R vs. PSPP
Full text linkA simple example of hypothesis testing using R vs. PSPP – a free alternative to SPSS! See comments for download links, sample question and quiz.https://digitalcommons.xula.edu/data_instruct/1012/thumbnail.jp
Interview with Bruce Sunpie Barnes, Big Chief of the Northside Skull and Bones Gang.
No full textIntervew of Bruce Sunpie Barnes, Big Chief of Northside Skull and Bones Gang, a Mardi Gras Indian group by Kim Vaz-Deville. Bruce Barnes talked about himcoming to New Orleans from Arkansas, his grandmother who was a voodoo queen and her influence on his life, how he started masking, the spiritual connection he felt with African culture and traditions, the history of the group in 1819 and the pageantry and traditions of parading during carnival.https://digitalcommons.xula.edu/masked/1013/thumbnail.jp
Interview with Floyd Track, Wild Tchoupitoulas Mardi Gras Indians who holds the position of Second Chief.
No full textThis is a video interview of Floyd Track, Second Chief of the Wild Tchoupitoulas Black Masking Indian tribe describes the lineage of big chiefs in this masking tradition. Video by Kim Vaz-Deville.
Time: 1 minute and 22 sec.https://digitalcommons.xula.edu/masked/1029/thumbnail.jp
