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Retaining Special Education Teachers for Students within the Juvenile Justice System
No full textThe number of juveniles with disabilities entering the juvenile justice system is growing at a rapid rate. Many juvenile justice facilities are unable to provide adequate special education services due to the nationwide shortage of special education teachers. This dissertation uses the theoretical framework of teacher efficacy to examine the correlation among the retention of special education teachers who serve students within the juvenile justice system and teacher efficacy, stress, support, workload stressors, and burnout. The participants of this study consisted of 155 special education teachers who currently or previously provided special education services to juveniles within the juvenile justice system. The research design for this quantitative study is a correlational research design that implements surveys as the data collection produces. The principal investigator used six multinomial logistic regression models were used to examine the relationships among the retention rate of special education teachers who serve students within the juvenile justice system and teacher efficacy, stress, workload stressors, burnout, and support. The results of this study indicated that teacher efficacy and workload stressors are significant predictors of support, support is a significant predictor of workload stressors, and support is a significant predictor of the retention of special education teachers who serve students within the juvenile justice system
The Influence of Mobile Technologies on Students in Higher Education: A Qualitative Descriptive Case Study
No full textMobile devices have become a ubiquitous tool for academics by tertiary students. The purpose of this qualitative descriptive case study was to explore college students’ perception of the influences mobile technology has had on their education. Koole’s FRAME model provided the conceptual framework for this study, which focused on the inter-relationship of the mobile device, the learner, and social aspects of the mobile learning process. Data collection included information obtained from 13 graduate students, with the use of a demographic questionnaire, personal interviews, and focus groups conducted via an online web conference site. The research questions that guided this study were¾ how did these college students believe the three specific aspects of mobile learning (device, learner, & social) had influenced their collegiate experiences? Common patterns emerged during analysis, for example, the students’ widespread ownership of mobile devices had promoted greater student learning. The adaptability of mobile technology to specific learning needs proved to be beneficial for students as well. In contrast, a negative social effect of mobile learning was evident from the students’ perception of less interaction and collaboration with fellow students and faculty members. The findings in this study that addressed the question of how the three components of mobile learning had influenced these 13 students’ collegiate experiences, have provided additional insight on the use of mobile technology in academia
Intercampus Tension at Multi-Campus Institituions: A Phenomenological Study of Higher Education Administrators
No full textWhile institutions spend more resources addressing affordability, access, and accountability measures, they face the added pressures of retirements in upcoming years. Consolidating administrative structures by forming multi-campus institutions is one potential solution that purports to save money and preserves access for students. Unfortunately, multi-campus institutions face intercampus tension that may reduce the expected gains in efficiency. In this phenomenological study, 11 experienced multi-campus administrators were interviewed regarding intercampus tension and leadership at multi-campus institutions. Analysis of the interview transcripts utilized Moustakas’ modification of van Kaam’s method and resulted in identifying competition for resources, differences in campus culture, local demands on individual campuses, degree of centralization, organizational structure, and employee isolation in decision-making as primary sources of tension. Participants noted several key competencies required to lead in a multi-campus institution including collaboration, communication, and listening. All participants engaged in some form of distributed or servant leadership models. Results indicate that organizational structure and an institution’s degree of centralization should be balanced to afford key services to students and employees while maintaining consistent processes and definitions to minimize intercampus tension. Campuses also face tension over culture dissonance; interactions between employees on different campuses can help develop an understanding of the unique contributions of each campus towards a singular institutional mission. It is critical for multi-campus administrators to spend time focused on communication and spending time on different campuses to increase interactions with employees and to understand the culture of each campus
Easter 3 Series C 2019
No full textThis PDF comments on the Propers for the Third Sunday of Easter, Series C and offers ideas for proclamation and preaching