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Middle School Teacher Perceptions of the Use of the Growth Mindset Strategies to Improve Student Motivation in Title I Schools
No full textStudents are motivated to perform tasks by either external or internal factors. Current research has shown that teachers in Title I schools face challenges when trying to motivate students. These challenges can cause teachers in Title I schools to have different perceptions about the motivations of the students. The Growth Mindset Theory and the Theory of Motivation make up the conceptual framework used for this study. The researcher designed the research question in order to examine the perceptions of 3 male and 3 female teachers who teach in a Title I middle school in a moderately sized urban school district. Data were from the initial, follow-up interviews, and a focus group. The researcher employed the use of the interpretive and inductive method to analyze the data. The analysis consisted of (a) reading and re-reading the transcripts, (b) categorizing the data into common themes, (c) reducing and combining similar themes, and (d) checking the final themes for relevance to the research question. Fourteen themes emerged from the data: understanding mindset, understanding motivation, current mindset of the students, influencing teacher practice, mindset behaviors, attitudes about growth mindset, intrinsic versus extrinsic motivation, changes in student motivation, motivation and academic success, general perceptions of growth mindset practices, using growth mindset to respond to students, embracing failure, celebrating improvement great and small, and teacher mindset. The recommendation of the study is to tailor the professional development in the area of growth mindset toward the specific populations of the school and the needs of the students they serve. Implications for change are that students, educators, administrators, and policymakers may be more aware of the practices necessary to transform the mindset of the teachers and students from fixed to growth in order to influence student motivation and improve the academic success of students throughout high school and beyond
Leading Change: A Phenomenological Study of Collaboration for Mission at Marianist Universities
No full textUsing transformational leadership theory as a foundational framework, this qualitative phenomenological study explored the ways lay and religious leaders at three Catholic and Marianist universities in Hawaii, Ohio, and Texas, live out, strategize, and sustain mission and identity through intentional collaboration. The problem addressed was that due to membership declining within the religious congretion in these Catholic institutions of higher education, leadership roles for strategizing for mission have shifted from vowed religious members of the congregations to lay professionals. Semistructured interviews were conducted with professional lay staff and faculty, lay executive administrators, and members of the Marianist order. The research questions pertained to how universities manifest intentional collaboration among lay executive leaders, decision makers, and their religious counterparts to create a culture of commitment to sustain and promote mission and identity and to how formation efforts can be effective in preparing lay leaders to sustain mission and identity and create avenues for promoting the religious founding charism and spirit. Data were analyzed using the Van Kaam Method. The results indicate high commitment to the mission and identity of the universities from the lay professionals and a sense of shared ownership on behalf of the religious brothers. However, there is also a perception that lay administration should be intentional regarding institutionalizing mission as the number of religious brothers declines
Effects of a One-To-One Computer Environment on Student Academic Achievement
Get PDFA gap exists in current research due to a lack of studies that explore the effect of schoolwide one-to-one computer implementations on academic achievement. The purpose of this study was to determine the effect a one-to-one computing environment had on student academic achievement means of middle school students in rural Nevada. This quantitative, non-experimental study used a causal-comparative design and analysis of academic achievement archival data from the 2015–2016, the year before implementation; 2016–2017, the first year of one-to-one implementation; and 2017–2018, the second year of implementation. Two research questions guided this study: RQ1. Is there a significant difference in mean scores on end-of-year grade point averages comprised of semester grades in math, English, social studies, and science between middle school students who participated in a one-to-one computing environment and those that did not? and, RQ2. Is there a significant difference in mean scores on the Nevada Smarter Balanced Assessment Consortium (SBAC) Math and English Language Arts/Literacy Summative Tests between middle school students who participated in a one-to-one computing environment and those that did not? This study was conducted at a rural middle school with a total sample population of 1,344 students between the two years of study. The data showed that a one-to-one computing environment had no significant effect on students’ end-of-year grade point average means comprised of semester grades in math, English, social studies, and science. The results of this study call for further research into the effect a one-to-one computing environment has on academic achievement means, especially student GPA means
Bridging the Gap: Self-Efficacy and the Desire to Continue in Music Education
Get PDFThis study sought to explore the problem of student retention in music, specifically between eighth and ninth grade. The purpose of this study was to investigate whether there is a relationship between eighth-grade band students’ self-efficacy beliefs and their desire to participate in band. Bandura’s (1977) four sources of self-efficacy (mastery experiences, vicarious experiences, verbal/ social persuasions, and students’ physiological state) were the theoretical framework that guided this study. The participants in this study consisted of 68 eighth grade band students who had at least one year of band experience. This quantitative study used the Music Performance Self-Efficacy Scale, specially designed by Zelenak (2010), to measure Bandura’s (1977) four sources of self-efficacy and examine whether there is a relationship between self-efficacy belief and students’ desire to continue in band. A qualitative component of post survey interviews was added to gain deeper understanding of middle school band students and their self-efficacy beliefs. The quantitative results of this study indicated there is no statistically significant relationship between students’ self-efficacy beliefs and their desire to participate in band. However, the qualitative results did indicate that students’ self-efficacy beliefs did influence their decision to continue in band. This study may help music educators understand student self-efficacy beliefs, adding to the body of knowledge
Cultural Competence at a Community College
No full textCultural competence of teacher educators is a significant issue in the educational system. Research indicates that teachers are unprepared to understand and facilitate student success among the increasingly diverse demographics in schools. The perspectives held by educators unfamiliar with the topic of culture and diversity struggle to connect with students different from themselves. Leadership at institutions of higher education are tasked with creating and employing educational strategies and curriculum that emphasize culture and enhance teacher educators’ ability to become culturally competent. An explanatory case study was used to assess teacher educator perspectives on culture and the diverse curricular offerings at a rural community college in Washington State. Participants were practicum teachers completing the teacher education program at the college. The study revealed the perceptions held by teacher educators prior to and after exposure to cultural competence education. The study evaluated the cultural educational offerings at the college that facilitated cultural competence. Interviews prior to a cultural competence seminar and follow-up interviews combined with focus groups after the seminar provided data and assisted with the development of themes for the study. The study revealed that the institution did not provide adequate learning opportunities for the development of cultural competence and teacher educators felt cultural competence was important. Potential changes to practices and policies were recommended for the institution to provide educational offerings that support the development of educator cultural competence
Communications Interoperability Project Proposal
No full textCommunications interoperability continues to present challenges across the United States as first responders converge on unique and dynamic incidents. The terrorist events of September 11th 2001 painfully exposed major holes in our nations radio communication interoperability (Corporation, 2001). First responders could not effectively communicate with each other. From that point forward, municipalities began to rethink their tactics and polices in order to improve cross communication amongst first responders. For the County of Orange, the radio system in place supports interoperability, which is the goal, but yet agencies continue to experience issues on multiple fronts. In assessing these issues more thoroughly and methodically, the issues became clearer. Through first hand interviews, review of after-action reports, and assessing the culture throughout the region, an overall picture materialized. In identifying and assessing the challenges at hand, formalization of objectives and a strategic plan took shape. By taking the recommended course of action, communications interoperability could be taken to new levels and enhance response efforts by first responders
The Effects of Student-Centered Coaching on the Reading Achievement of Elementary Students and Teacher Instructional Practice
Get PDFWith student achievement as the focus of educational reform, teachers in today’s classrooms are faced with meeting the needs of a diverse population. These teachers need to have the skill set to meet their students’ varied learning needs. This quantitative quasi-experimental study examined the impact of student-centered coaching on student learning and attitude toward reading using a comparative group (archival data, 2016–2017 school year, of students whose teachers did not receive coaching) and an experimental group (2017–2018 school year, students whose teachers received student-centered coaching). Three teachers and 276 students were taken from a Title I school in a suburban district. Analysis involved Mann-Whitney U test and repeated-measures t test. A value of p \u3c 0.05 was sought for significance. Student-centered coaching had no significant impact on the reading achievement of the control and experimental groups, BOYDPM score, U = 8146, z = -1.68, p = .09. No significant difference between the MockSTAAR scores of the control and experimental groups was indicated, U = 17145, z = -1.612, p = .11. However, student-coaching had a significant impact on the pretest BOYDPM and posttest STAAR of the experimental group, scores (t = 3.5, p = 0.001). The descriptive statistical analysis indicated that student-centered coaching changed students’ attitude toward reading
A Phenomenological Study: How Minority Immigrant Teachers Perceive Inner-City School Climates
No full textInner-city school environments include the location, size, demographics, and diversity of the school population, working conditions, and administrative support. In this study, I explored the perception of minority immigrant teachers about inner-city school climates. A phenomenological research design was chosen as a method to explore the detailed descriptions of the phenomena and interpretation of the data. Cultural identity, critical race, and multicultural teacher theories served as the framework for the research. Study participants were minority immigrant teachers who received formal education up to high school in their home countries and currently work in inner-city schools. The participants were asked to discuss their perceptions, experiences, strengths, challenges, and contributions to inner-city schools. Findings concluded that the rate of marginalization, prejudice, and discrimination against minority immigrant teachers in the inner-city schools was high. Participants believed they demonstrated resilience by asserting themselves as professionals who pursued their dreams and goals in the face of challenges. The consensus of the participants is that multicultural education programs are needed to help minority immigrant teachers understand the U.S. educational system. The program will provide informational opportunities for the school community to embrace diversity and acceptance of immigrant teachers and support the immigrant teachers’ assimilation of the new culture. Findings from this study may contribute to conversations about ways to support minority immigrant teachers, especially those working in urban cities in learning about the culture and climates different from their home countries