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Perceptions of Educators Teaching Inclusion Classes in an Urban Secondary Environment
No full textSchool systems across the United States have integrated students with disabilities into the general education classroom creating an inclusive environment where general and special education students can learn side by side. Within the inclusion classroom, general education and special education teachers collaborate to design and implement instruction for all student learners. Therefore, it is critical to understand the attitudes of general and special education teachers and reveal the factors that influence the beliefs they hold regarding the inclusion classroom. The beliefs held by inclusion teachers are a crucial factor to the success of students with disabilities in the inclusion setting as measured by New York State Regents Exams. An explanatory case study was used to understand the perspectives of the participants, learn about their experiences, and understand individual perceptions within the inclusion setting. General education and special education teachers from an urban high school in New York completed questionnaires and open-ended interviews discussing their attitudes and beliefs towards inclusion. Using the data, the researcher identified the factors that influenced the development of instruction and the reasons for the decreasing in achievement levels among students with disabilities in the inclusion classroom
Epiphany 7 Series C 2019
No full textThis PDF comments on the Propers for the Seventh Sunday after the Epiphany, Series C and offers ideas for proclamation and preaching
Festival of the Transfiguration Series C 2019
No full textThis PDF comments on the Propers for the Festival of the Transfiguration, Series C and offers ideas for proclamation and preaching
Easter 5 Series C 2019
No full textThis PDF comments on the Propers for the Fifth Sunday of Easter, Series C and offers ideas for proclamation and preaching
Exploring the Influence of Servant Leadership on Teacher Satisfaction and Retention
Get PDFGiven the importance of qualified teachers, research has explored teacher retention. One of the most influential ways to retain qualified teachers is through teacher satisfaction. Research has consistently indicated that leadership can influence teacher satisfaction positively or negatively. This qualitative case study explored the influence of one leadership style: servant leadership. Among the many leadership styles, servant leadership is well-suited for the education setting, which naturally focuses on serving and growing people. Therefore, this study used 10 principles of servant leadership (Greenleaf 1970, 1996, 2002) as the conceptual framework, exploring the influence of servant leadership on teacher satisfaction and longevity. Six teachers with longevity at their school were individually interviewed to gather their perceptions and experiences of school leaders that influenced the teachers’ satisfaction and longevity. Then the participants were presented with information on servant leadership and asked to use a rubric to assess their leaders’ servant leadership. This was followed by a final individual interview focusing on each participant’s perceptions of his or her leader’s servant leadership, incorporating the participant’s assessment. Results of this study supported previous research indicating that servant leadership does influence teacher satisfaction, which in turn influences retention. This may have implications that school leadership might want to consider the importance of servant leadership to better support teachers
Nurse Educators Fostering Critical Thinking in First-Year Students in an Associate Degree Nursing Program
Get PDFNurse educators are required to prepare students with the CT skills to solve complex problems, make sound clinical judgments, and decisions in nursing practice. This study explored the strategies used by nurse educators to foster critical thinking in nursing education for first-year nursing students in a community college. The research questions of this study were aligned with Bloom’s revised taxonomy, based on the work of Anderson et al. (2001) and Krathwohl (2002), who focused on the learner’s cognitive processes that transfer knowledge to a higher level of thinking. The selected method was a qualitative methodology with a phenomenological design. The themes that emerged from the nurse educators’ responses related to the students’ ability to gather information, assimilate information, and apply it to the patient’s situation to problem-solve for solutions. All the nurse educators agreed that the habits of mind (HOM) and critical thinking were important concepts needed for problem-solving. The HOM—confidence, flexibility, intuition, and reflection—were stated as most important and inquisitiveness, perseverance, and open-mindedness were least important. Debriefing clinical experiences, the use of guided questions, small group discussions, case studies, and the knowledge of concepts were the strategies most commonly used in the classroom, skills lab, and clinical. Further, in the skills lab, hands-on demonstration of skills was used to foster critical thinking
Students of Color Deserve a Chance, Too! A Single-Topic Case Study of White Female Teachers and Their Perceptions of Culturally Responsive Teaching Practices
Get PDFAccording to the National Center for Education Statistics (NCES) students of color, on average, perform lower than their White peers. Lived experiences and cultural influences of White educators do not match students of color in today’s schools. These differences contribute directly to students of color not experiencing rigorous and high-quality instruction relating to their world. This study used a qualitative single-topic case study research design, utilizing semistructured, individual, face-to-face interviews, and five focus group meetings to gather data. Participating teachers’ experiences, perspectives, and perceptions regarding culturally responsive teaching practices and their personal lived experiences framed this study. The conceptual framework of funds of knowledge guided this study based on the understanding all people derive their funds of knowledge from their own lived experiences. Teachers’ reflection and response to their reflection on professional practices in serving students of color influenced the constructivist theoretical framework. The gained awareness of the influences of how race and culture influence the academic success for students of color allows teachers to serve students of color best. Teachers must engage in courageous conversations centering on the belief that all students are capable of learning and achieving at high levels. The perpetuation of the discrepancies in academic achievement between students of color and White students will continue without a foundational shift in the design, implementation, and assessment of learning that ensures equitable learning for all students