3543 research outputs found
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Perceptions of Compass Learning in a Digital Learning Center: A Case Study
No full textThe perceptions students and parents have of Compass Learning Odyssey online curriculum is the focus of this research. This study uses an intrinsic research method to discover the perceptions of students and parents on a specific online learning curriculum with a qualitative focus. This study was focused on the perceptions of students within a digital learning center using an online curriculum as their main source of study and revealed a unique situation and diverse opinions. It includes student and parent participants, which, participated in observations, questionnaires, and interviews. The findings allowed for a well-rounded view of the perceptions of Compass Learning. The students’ perceptions were the key findings in this study and revealed the understanding that students believe that Compass Learning Odyssey online curriculum is a useful tool for learning because it is flexible and rigorous enough to match student’s needs. This is despite the fact that they also found the program to be gimmicky in some of its teaching strategies. The benefit to using this system was also revealed by parents perceptions to be ideal for specific students in that it prepared them for their future educational or career choices and was modifiable for students based on their learning styles. This study demonstrated a need for greater understanding of student and parent perceptions of online curriculum use as a student’s main source of education
Experiential Perspectives of Teachers in an Inclusive Classroom
No full textInclusive educational settings have become the norm as schools aim to educate disabled students in environments least restrictive to their development (U.S. Department of Education, 2004). This study was conducted in order to assess teacher perceptions of inclusion academically, socially, and behaviorally for general and special education students. Informed by Sociocultural theory (Vygotsky, 1978), and Integrated Threat Theory (Bustillos & Silvan-Ferrero, 2013), this research aimed to give voice to those most instrumental in implementing inclusion successfully and effectively. Utilizing open-ended interviews and qualitative analyses coded by Excel and NVivo software, the study discovered that teacher participants perceived the main benefit of inclusion to be the provision of leadership training and sensitivity for general education students and feelings of acceptance amongst special education students. However, teachers reported that the negative impacts of inclusion include more frequent incidents of disruptive behavior causing distraction from learning as well as more stringent academic standards and increased instances of bullying for the special education students. Key suggestions provided by participants included a need for additional training for teachers on co-teaching methods and special education student sensitivity. The participants also reported the necessity of smaller class sizes and a desire to return to the traditional classroom environment. This study benefits the educational community by revealing the necessity of special-education training workshops and support personnel to ease the integration of inclusive classrooms for both students and teachers. Implementation of such policy changes will make the perceptions of educators tangible
A Qualitative Case Study of Teachers’ Perceptions and Practices in Social Justice Education and the Perceived Implications for K‒2nd Grade Children
No full textThis qualitative case study explored the perceptions and practices of three teachers who teach social justice concepts in kindergarten and 2nd-grade classrooms in an urban school district in the Northwest region of the United States. The research sought to answer the following central questions: (a) What do teachers perceive about how instruction on social justice concepts impact early grade learners in classroom settings? (b) What do teachers perceive about how this instruction influences learner perceptions regarding their role in society? Through a three-phase data collection approach that included teacher and parent interviews, teacher observations with observation debrief, and student artifact review, information was gathered to describe how teachers perceive social justice teaching, teaching practices the case study participants used to support social justice teaching, and teachers’ perceptions of child development with regard to social justice capacities. Data analysis showed that participants perceived social justice through a combination of social justice lenses. Teachers perceived the use of literature, class discussion, and current events as essential teaching practices during social justice oriented lessons. The descriptive case study for the three teachers selected revealed five themes through data analysis. Teachers perceived social justice concept instruction as: enhancing students’ skills for participating in a diverse society; growing, challenging, and transforming students’ understanding of the world; fostering awareness of the inequalities and injustices that exist in the world; building empathy; and teachers perceived instruction as empowering students to consider themselves as social actors
Interventions Addressing Chronic Absenteeism
No full textThis study was conducted at a single-school, rural, K–12, Oregon school district with an enrollment of approximately 240. An action research methodology investigated the attitudes and perceptions of chronically absent students and their parents concerning factors that influenced attendance and absence. A sample of 20 students and 20 parents represented 80% of the eligible population and 9 of the 13 grades. Data was gathered using semi-structured interviews, which were conducted before and after the first trimester of the 2015–2016 school year. Interventions during the trimester included daily attendance monitoring, parent contact for absences, check-ins, student self-tracking of attendance, and incentives. Eighty percent of participants improved attendance compared to the prior year, and 75% were not chronically absent. Ten individuals met the trimester attendance goal, and 6 had perfect attendance. The strongest factors influencing attendance were peer relationships, academic or intellectual interests, and staff relationships. The strongest factors influencing absence were medical issues, family decisions, and anxiety. A framework for attendance interventions is presented as are implications for staffing and framing conversations with students and parents. The study was unique because it investigated a consistent intervention strategy across all grades in a K–12 setting. The research may inform future investigations because of the comprehensive data and the potential transferability of the methods
Perceptions of Florida Administrators on the Absence of Male Teachers in K-12 Public Schools
No full textABSTRACT
The purpose of this study was to determine if a relationship exists between the perceptions of K-12 Florida Public School administrators and the absence of male teachers. The quantitative survey instrument provided the means to examine the significance of the administrators’ perceptions regarding the lack of male teachers at all grade levels. A shortage and absence of male teachers in public schools in the United States is an issue that continues to be relevant in research. Much literature has explored the obstacles that keep male teachers from entering and staying in the K-12 public educational system. Results from Quantitative survey study were developed using chi square analysis and revealed much agreement between both male and female administrators regarding the hiring of males under the categories of difficulty in hiring males, equal representation of male and female teachers, and parent acceptance of male teachers. Surprisingly, however, both female and male administrators were neutral in the areas of providing affirmative action to ensure an equal number of male and female teachers and perceiving that the current salaries deter men from applying for teaching positions
Investigating Freezing Point Depression and Cirrus Cloud Nucleation Mechanisms Using a Differential Scanning Calorimeter
No full textA differential scanning calorimeter was used to study homogeneous nucleation of ice from micron-sized aqueous ammonium sulfate aerosol particles. It is important to understand the conditions at which these particles nucleate ice because of their connection to cirrus cloud formation. Additionally, the concept of freezing point depression, a topic commonly encountered in undergraduate science courses, was experimentally studied using an instrumental technique. As expected, when the concentration of ammonium sulfate in the particles increased, their freezing and melting temperatures decreased. The data was consistent with previous work that showed water activity is the determinant for homogeneous ice nucleation in aerosol particles. This laboratory experiment is appropriate for students enrolled in upper division atmospheric science, chemistry and instrumental analysis courses
Easter 7 Series C 2016
No full textThis PDF comments on the readings for the Seventh Sunday of Easter, Series C, and offers up sermon ideas
Propers 22 (Pentecost 20) Series C 2016
No full textThis PDF comments on the Propers for the Twentieth Sunday after Pentecost, Series C, and offers ideas for proclamation and preaching
Enhancing the Effectiveness of Your Legal Writing with Plain English
No full textThis article focuses on areas where busy practitioners can aspire for plain English and not only improve their writing but possibly avoid a few pitfalls. As Justice Brandeis once remarked[, T]here is no such thing as good writing. There is only good rewriting So here are three areas to focus on as you rewrite: minimizing initialisms, acronyms, and defined terms; losing legal jargon and cutting clutter; and balancing legal terms and precision. [excerpt
Bridging the Gap: Transistioning Law School Legal Writing Skills to Practicing Law
No full textStylistically ... law school legal writing differs somewhat from writing in practice. ...This article ... is designed to help transition the legal writing skills honed in law school to the practice of Law. [excerpt