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A Study of the Implementation of Digital Textbooks in Middle Schools
No full textA phenomenological study was designed to describe the lived experience of middle-school teachers and administrators involved in the implementation of digital texts in sixth-, seventh-, and eighth-grade classrooms. Eleven middle school teachers and six administrators from one school district in southern New Jersey volunteered to participate in face-to-face interviews. The data were coded for themes and analyzed using the digital use divide as a framework. Digital text use existed on a continuum from limited use in a teacher-centered environment to paperless classrooms and student-centered instruction. First-year teachers who had little or no training used the digital text and the print text interchangeably in a teacher-centered environment, allowing students to choose between formats. Teachers who had more experience and training tended to use the digital text more frequently, using the print text as a backup for times when technology was unavailable. Experienced teachers used more outsourced materials to support a student-centered approach to instruction. Regardless of their level of experience using a digital textbook, teachers and administrators acknowledged a need to increase students’ use of technology to support independent learning. The lack of interactive elements in the digital texts made it difficult for some teachers to meet administrator expectations, thereby prolonging the digital divide
Utilizing the Universal Design for Learning Model to Improve Educational Environments in Secondary Inclusive Classrooms
No full textThis purpose of this case study was to explore the potential reasons why secondary teachers are resistant to working in inclusive programs, as well as to discover barriers to inclusion so that those obstacles can be addressed and rectified by those who make meaningful, relevant, and holistic educational changes, leading to improved classroom experiences for all parties within inclusive settings. The pre-research prediction that barriers to inclusion revolve around instructional differentiation, increased responsibilities, and additional work load were correct as they relate to the teacher identified obstacles of lack of support and lack of training, with most participants agreeing that lack of resources, instructional support, financial assistance, administrative guidance, and staffing were the greatest obstacles to teacher willingness to work in inclusive classrooms. Thorough and on-going training in instructional design that supports a cognitively diverse student population, such as the Universal Design for Learning model, was identified as an empathetic and ethical manner to support teachers tasked with the responsibility of collaboratively educating all students. The most interesting revelations of this study were that all the teachers interviewed for this study found inclusion valuable for both non-typical and typical students and all twelve teachers were willing to work in an inclusive classroom with the appropriate supports. The results from this study reveals that teachers find value in inclusive education but need to feel that they are valued by the entity that charges them with the task to educate all students inclusively before they can adequately embrace their role in the implementation process
The Preparedness of Teachers in the Midwest Lutheran Synod to Teach English Language Learners: A Case Study in One High School
No full textThe enrollment numbers of English language learners (ELLs) in U.S. high schools continue to grow. This trend is not exclusive to public schools; many of the Midwest Lutheran Synod’s (MLS) high schools are increasingly enrolling international students. As such, if preservice programs do not prepare teachers to instruct this student population, individual schools must provide the in-service professional development in ELL. The purpose of this qualitative case study was to gain an understanding of how a group of teachers at one MLS high school that enrolls international students describe how well prepared they were to teach their ELL student population. One research question guided this study: How do a select group of MLS teachers describe how well they were prepared to teach ELL students in their in-service training at their place of employment? The purposeful sample consisted of 10 teachers at one MLS high school who graduated from Midwest Lutheran College and had been teaching at this high school for at least one year. Data collection instruments included two rounds of face-to-face interviews and documents provided by the participants or the school. The inductive analysis model was used to analyze the data collected from the interviews and the interpretive analysis model was used to analyze the collected documents. The results indicated the participants were displeased with their undergraduate ELL training but pleased with the professional development provided at their school. However, teachers sought additional in-service professional development that specifically addressed the technical pedagogy associated with instructing ELL students
Lent 3 Series C 2019
No full textThis PDF comments on the Propers for the Third Sunday in Lent, Series C and offers ideas for proclamation and preaching
Palm Sunday Series C 2019
No full textThis PDF comments on the Propers for the Palm Sunday, Series C and offers ideas for proclamation and preaching
Student Perspectives on Classroom Community in a Career Technical Center
No full textThis paper researches how to build community from a students’ perspective, in a criminal justice program in a career technical education center. It is not known how students perceive community building as happening in a criminal justice classroom. Four components of the Lamica model contributed to a model of classroom community or social and emotional learning: experiential education, Capturing Kid’s Hearts, military command structure, and peer mentoring. A case study design was utilized to study this problem through interviews, and questionnaires, from both students and instructors. Analysis of the interviews, both student and instructors, and questionnaires was hand coded and then run through NVivo software to search for any additional codes. Descriptive coding was used to summarize themes. These themes were then categorized to search for over arching themes. Findings demonstrated that from a students’ perspective the four areas of Lamica’s model do contribute to classroom community. Implications for traditional classroom instruction around the use of a military command structure or a leadership structure to develop student leadership may be ground-breaking area for traditional education instructors versus student roles in a classroom