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The Influence of Teacher Technology Self-Efficacy on Computer-Assisted Instruction in Urban Elementary Schools
No full textTeachers are facing the challenge of implementing division and school-level technology integration practices while meeting the needs of all students. This qualitative research study sought to discover how teacher technology self-efficacy influences computer-assisted instruction in urban elementary schools in Virginia. The Technology Proficiency Self-Assessment (TPSA) questionnaire was administered to certified core-content teachers at sixteen urban elementary school sites in Virginia in order to gauge teachers’ current level of technology self-efficacy. Three self-efficacy groups were formed based on data collected from the questionnaire: low-to-medium, medium-to-high, and very high. From that population, purposive sampling was used to determine the participants for the case study. Twenty teachers with varying levels of technology self-efficacy were selected. The researcher conducted face-to-face interviews with ten teachers and the remaining ten teachers participated in one of two focus groups to gain a better understanding of how self-efficacy levels, resources, and professional development impact computer-assisted instructional practices. After manual and software coding, the data was analyzed in reference to the research question. Results revealed internal and external factors that influenced teachers’ technology self-efficacy, including personal, behavioral, and environmental factors. The finding also indicated more can be done to support increased technology self-efficacy in teachers, which may increase computer-assisted instruction and student achievement in urban elementary schools
Students’ Perceptions of Religious Practices and Spiritual Maturity Within Pentecostalism: A Case Study
Get PDFThe purpose of this qualitative case study was to explore how 10 Pentecostal-Charismatic college students perceived the influence of Pentecostal-Charismatic religious practices on their spiritual maturity in Florida. All Christian denominations are distinctive and identified by name, style of leadership, doctrine, beliefs, practices, and spiritual activity. One of Pentecostals distinctive beliefs, adherents are taught from scripture that the initial evidence of being baptized in the Holy Spirit—speaking in tongues (e.g., Acts 2:4, 10:45–46). To explore this phenomenon, the researcher interviewed college students and a campus pastor, and students responded to a spiritual maturity index as a questionnaire to determine the student’s level of spiritual maturity. Current findings revealed students who received the baptism in the Holy Spirit identified two spiritual gifts given with their experience—speaking in tongues, and prophetic utterance. These students perceived the gift of tongues, the prophetic, and the gift of healing enhanced lives. Therefore, with this positive perception, these college students shared their gifting in worship services, with friends and family, and even with strangers. However, the study failed to find a direct connection between students’ perception of the spiritual gifts and how it influences spiritual maturity
Supporting Children With Social and Emotional Challenges: A Phenomenological Study of Teachers’ Experiences Using Social and Emotional Learning Competencies
Get PDFThe purpose of this phenomenological study was to explore the lived experiences of teachers in supporting students who encounter social and emotional learning (SEL) challenges in the classroom. This study examined if and how SEL competencies were implemented by teachers in supporting students experiencing SEL challenges in the classroom. SEL was the framework used during this research. A total of 10 teachers from an urban school located in a southern state were selected to represent the population for this study. Data were collected via face-to-face individual semistructured interviews with all participants. Participants were asked to share personal artifacts of successful SEL strategies used with students in the classroom. Although some participants had no knowledge of the terminology associated with SEL competencies, all participants used strategies that were closely related to SEL competencies. This study suggests that SEL skills must be taught to students at school and these skills should be incorporated into the everyday process of academic learning in a classroom. However, to successfully implement SEL competencies within a classroom, teachers must be trained in implementing these competencies
Stovepiped in Silence: The Growing Threat of White Supremacy Extremism in the Pacific Northwest
No full textThe purpose of this practicum proposal is to address the growing threat of White Supremacy Extremism (henceforth referred to as “WSE”) in the Portland Metro region and explore the barriers to identifying WSE and obstacles with information sharing. By understanding current conditions and leaning forward with proactive and holistic approaches to education and information sharing, on a local and regional level we may be able to interrupt the cycle of proliferation and interdict future bias and hate crimes in our communities.
The Regional Disaster Preparedness Organization (RDPO) is one of several local agencies that could potentially serve as a possible venue for supporting solutions and becoming a regional platform proponent. The RDPO provides a holistic regional clearinghouse of diverse groups, leadership, and members to better work together to solve common problems with innovative solutions. The mission of the RDPO is to “build and maintain regional disaster preparedness capabilities in the Portland Metropolitan Region through strategic and coordinated planning, training and exercising, and investment in technology and specialized equipment” (RDPO, 2019).
Domestic terrorism prevention is inherently a part of any regional capability and preparedness assessment, and yet, remains an underfunded, understudied, and underutilized capability. In 2018, every single extremist killing in the United States had ties to right-wing extremism and often, by extension, WSE (Anti-Defamation League, 2019). This proposal examines the current nature of WSE and the barriers to understanding the current threat assessment. By obtaining a more accurate assessment of the real-time proliferation and threat of WSE in the Portland Metro Region, a case can be made for better educating and empowering law enforcement, the intelligence community, and first responders on recognizing and interdicting this growing threat
Secondary Teachers’ Descriptions of Blended Learning and Professional Development: A Case Study
No full textTeachers who were born before the proliferation of computers are a large part of the education workforce. Therefore, it is important to understand how that group of teachers describes the use of technology in their classroom, as well as professional development that they have taken which focused on the implantation of blended learning in their classrooms. The purpose of the qualitative descriptive single case study was to understand how teachers describe technology and blended learning in their classrooms, as well as their descriptions of professional development that focuses on technology regarding blended learning. The overlying research question for the study was how teachers who were born outside the digital age describe technology as it related to blended learning. The underlying research questions were how do teachers describe professional development that focusses on technology and blended learning, and how do teachers describe the use of blended learning in their classroom? The sample included secondary teachers who were born outside of the digital age who taught in an urban school district. Data collection was done in three parts: an online questionnaire, semistructured interviews, and filed notes. The results of this study described how teachers who were born outside of the digital age use technology with their classes, and how professional development has influenced the implementation of blended learning in their classes. Recommendations for future practice with professional development are presented
Duty of Care and Risk Management for Institutions of Higher Education
No full textInstitutions of Higher Education (IHE) authority has evolved from nearly absolute power in the hands of colleges and universities to an approach more focused on individual students and their rights. Yet, while college authority over campus life and student conduct has diminished, the duty of care required in the form of additional student affairs services has increased. The history of the complicated relationship between students and IHE starts with the concept “in loco parentis,” which is Latin for “in place of parents.” A lack of proper and continued risk assessment and a lack of effective and manageable policies and procedures assessment in relation to duty of care can lead to lawsuits, court-mandated change, and worse—student harm. Given the complexities and the challenges of managing today’s higher education institutions, leaders must be willing to adopt new leadership practices to be able to respond to a quick-changing environment to preserve internal decision-making and avoiding the dictation of policy by external entities. The study will utilize a qualitative research method to examine the experiences of nine community college leaders in the state of Washington. A main theme that emerged was shifting campus cultures and demographics that necessitates thorough evaluation of IHR policies and procedures. The participants provided insight and recommendations for institutional alignment with current law, trends, and best practices
Examining How Participation in a Youth Development Program Prepared African American Men for College
No full textAfrican American male retention and graduation rates in higher education are drastically lower than men of other races. In response to this, institutions are focused on diversity and creating programs and services in an attempt to increase African American male’s feelings of inclusion and belonging on campus. To explore the challenges related to the African American male experience in higher education, this study examined how participation in a youth development program prepared African American males for college. This qualitative descriptive study explores the experiences of youth who participated in a youth development program while attending high school. The study reflects data collected from a sample of 13 participants in semi structured interviews. Through the lenses of college bound and college attending program alumni, this study examined how the youth development program taught personal development and technical skills in preparation for college. To offer a well-rounded perspective on how the program prepared participants for college, the study also incorporated feedback from internal and external stakeholders of the program. Six themes emerged from the study: the importance of networking and building relationships, soft skill development, opportunities, college preparation, mentorship and brotherhood, and entrepreneurship. The results of this study support current literature indicating that validation and mentorship are essential to African American achievement in higher education
