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Nuestra Escuela: A Quasi-Experimental Study of the Impact of Spanish Language Skills Training on the Attitudes and Practices of Non-Hispanic Teachers of Hispanic Students
No full textThe reality of the changing face of America’s public schools is that many teachers are in districts with high numbers of native Spanish speakers in their classrooms, yet very few of those teachers speak or understand Spanish. In lieu of the challenge to attract, hire, or retain a suitable number of Spanish-speaking teachers, professional development training of existing faculty in basic Spanish speaking skills could be considered a viable option when schools desire to create a culturally sensitive community; however, Spanish language skills training for teachers and administrators in districts with high numbers of Latinx students is not as prevalent as it seemingly should be. The research author was motivated by the conceptual framework of Latino critical race theory (LatCrit) in that English language supremacy and marginalization of Spanish speakers are conscious and unconscious practices inherent in American classrooms. This quasi-experimental research study looked at the attitudes, classroom practices, and feelings of preparedness of teachers towards English language learners (ELLs) in a public high school where 44% of the students named Spanish as their first language, with 77% of the ELL students speaking Spanish. A pre-service questionnaire gauging the existing attitudes and practices of 34 non-Hispanic, non-Spanish-speaking teachers unveiled negative feelings towards ELLs and teachers’ responsibilities in the mainstream classroom with English language learners. The first survey was followed by two professional development (PD) sessions over a two-month period in beginning Spanish language skills for 13 non-Hispanic, mainstream classroom teachers who volunteered for the PD. A post-service questionnaire quantified measurable change, even though statistical significance was not evident, in those teachers’ attitudes, classroom practices, and feelings of preparedness after the completion of the training
The Math Workshop Model and the Effect on Students\u27 Academic Achievement and Mindset in Sixth-Grade Mathematics
No full textSecondary mathematics classrooms of the twenty-first century did not appear to be much different than they were 10 or 20 years ago. The familiar structures and strategies of two or more decades ago used by modern mathematics teachers were in spite of drastic changes to the challenges students faced when leaving the classrooms. Achievement in mathematics in the United States declined and students’ needs were more diverse than ever. Teachers needed a differentiation strategy to address the wide range of students’ abilities within their classrooms while effectively engaging all students in rigorous mathematics. This study focused on constructivist learning theory, growth mindset, and differentiating instruction to explore a relationship between implementing the Math Workshop Model, a strategy to differentiate instruction while also providing equitable opportunities for experiencing rigorous mathematics, and students’ academic achievement and mindset in sixth-grade mathematics. A quantitative study was used to measure the effects of implementing the Math Workshop Model in sixth-grade mathematics in an urban school district and collect and compare achievement data from students in classes where the Math Workshop Model was implemented to students where the Math Workshop Model was not implemented. In addition, a mindset survey was administered to determine if the equitable environment created by implementing the Math Workshop Model affected students’ mindset
The Impact of Read-Aloud Accommodations of Fourth- and Fifth-Grade Elementary Students With and Without Learning Impairment: A Descriptive Case Study
No full textExisting research studies had analyzed the perceptions of read-aloud accommodations (RAAs) on both students with learning impairment and students without learning impairment at the elementary level; however, the results were mixed. RAAs had been recommended as an aid to help eliminate difficulties faced by students with learning impairments mainly in writing and reading comprehension. With the provisions of RAAs in the classroom as mandated by NCLB, IDEA, and IDEIA, it was beneficial for students with learning impairment (SWLIs) and students without learning impairment (SWOLIs). The purpose of the present qualitative case study was to analyze and understand the different perception of the participants on the impact of RAAs for fourth- and fifth-grade students. The application of the qualitative method using a descriptive case study design was conducted to investigate the validity and credibility of each participant’s knowledge and understanding of the impact of RAAs on both SWLIs and SWOLIs. This was done by studying the content of each of the participant’s responses to the interviews and questionnaires given. In this study, the data was collected from the triangulation of different data sources such as interviews, questionnaires, and field notes. This study used Yin’s model (2011) of thematic analysis. The findings were collected from the 21 participants who participated in the study. A total of five themes and 12 sub-themes emerged after analyzing the coded data. Findings revealed that all participants had the same perception on all of the research questions and the purpose of this study based on the themes emerged in the results of the triangulation of data from interviews, questionnaires, and field notes. Results from this study demonstrated the impact of participants’ knowledge and understanding of RAAs to students they served
Cultural Brokering: Insights to College Career Counselors from Colleagues In Diversity Offices
No full textThis qualitative case study sought to capture insights from professional staff trained to serve diverse student populations in colleges to inform additional staff in better serving underrepresented students. Higher education student populations have changed drastically over the past several decades, representing greater diversity in American colleges and universities, necessitating enhanced practice in counseling and advising diverse students. The case study research sought to better understand needs of traditionally underrepresented students in 4-year predominantly White institutions (PWIs) through the lens of professional staff in diversity-focused positions within the colleges and universities. Critical race theory (CRT), sociocultural theory, and positive psychology were used to frame and develop the study. This qualitative study examined how diverse college students are being served from the perspective of diversity professionals in one northern Midwest bi-state region, to inform career counselors and other student affairs professionals who collaborate with students throughout their educational experience. Questionnaires, in-person interviews, and researcher field notes were used and coded to identify emergent themes surrounding the support of diverse college students in specified PWIs. Key findings, including connectedness, support networks, cultural validation, holistic advising, and advocacy, can be used to inform all staff and faculty in better retaining and developing diverse student talent in the region, and in a broader sense
The Efficacy of Coaching Interventions forUndergraduates to Increase Positive Coping Behavior: A Quantitative Quasi-Experiment
No full textAcross the United States, many administrators on college campuses are attempting to respond to the increased student need for mental health services; however, there is concern about colleges’ ability to meet the demand for mental health services in the long term. Using Folkman and Lazarus’ theory of transactional stress and coping, this quantitative quasi-experimental study attempted to determine if a significant difference in coping existed among participants both taking part and not taking part in a life-coaching program across time and if there was a significant mean difference in coping scores between participants who participated in a life coaching program compared to those who did not. One hundred twenty-one undergraduate Florida college students were randomly assigned to either a quasi-experimental or comparative group. Participants in the quasi-experimental group accessed material from a four-session online life-coaching program and those in the comparative group did not. The Ways of Coping Questionnaire was administered online to both groups at baseline and four weeks after the intervention. Using an independent samples t-test comparing end-of-study subscale means to baseline means, the quasi-experimental group had statistically significant improvement on six of eight subscales whereas the comparative group had statistically significant improvement on five of the eight subscales. Quasi-experimental group participants made more progress than the comparative group on two subscales. Alternative approaches to student mental health that focus on crisis prevention, rather than intervention, may be useful in addressing college student problems
Teacher Retention Rates: Variables That Play a Role in Low-Performing Schools with High Minority At-Risk Populations
No full textEducational leaders are concerned about teacher retention rates. More teachers are leaving the profession and fewer colleges are enrolling students into their teacher preparation programs (Sawchuk, 2016). This study focused on potential correlations between the dependent variable of teacher retention and 3 independent variables: induction and mentoring programs, incentives, and a school’s socioeconomic status. The author conducted the study in a school district in Florida that contained low-performing schools with high-minority at-risk populations. Data collection involved emailing a survey based on Giacometti’s (2005) instrument to 1,359 members of the district’s teacher’s union, with 401 completing the survey. The author used Qualtrics survey software to collect the data and the Statistical Package for Social Science (version 25) to analyze the data. Cronbach’s alpha permitted assessment of the internal consistency of the questions within each domain, and point biserial correlation, Kendall’s tau-b correlation, and a chi-square provided tests of the correlations. The author found no significant correlations between any of the independent variables and teacher retention. The results of the study indicate the need to further study the variables that play a role in teacher retention rates
African American Male Adolescents: Hardships, Interventions, and Components to Academic Success
No full textThe purpose of this collective case study was to explore the experiences, unconventional interventions, and components that contributed to African American male adolescents’ academic success. In addition, this case study fills a critical gap in the research on the hardships African American males face in the world of academia. In particular, this study employs the theory of Social Emotional Learning and the Critical Race Theory to explore the perspectives of underprivileged African American male adolescents in the urban settings who managed to beat the odds and achieved positive academic outcomes. The researcher applied purposeful sampling strategy and recruited eight African American males who attended and graduated from an independent school district in Texas. The qualitative data collection techniques, such as questionnaires, interviews, and artifacts were utilized to examine the participants\u27 reported views on the relationship between education and life success, internal conditions contributing to academic involvement, and external conditions predicting successful academic outcomes. The participants were positively affected by certain supportive elements within their community, school, and home. They reported being able to overcome negative influences by making use of internal and external components from parents, schools, success-based approaches to life, self-determination, and the ability to withstand hardships. The results of the study have practical implications for parents and caregivers, educators, community-based organizations, community leaders, and scholars, providing evidence to inform future interventions to facilitate resiliency in African American students
Parent Involvement in the Urban Community for Children with a Diagnosed Disability
No full textParent involvement within the education system has been identified as a concern, especially in urban schools. Children with disabilities have been suggested to be at a higher risk of not receiving an adequate education. In most cases, the way in which parents engage with the child and their school will determine the success of their educational experience. Within the urban community, there are factors that affect parents’ ability to work cooperatively with the school district. Through this multi-case study, the researcher will determine what are the hindrances and limitation affecting these families from being involved
A Phenomenological Study on the Role of Teacher Mentor Programs on Educator Careers: Perspectives from Across the Career Continuum
No full textThe purpose of this transcendental phenomenological study was to gain a deeper understanding of the lived experiences and perspectives of teachers from across the career continuum regarding teacher mentor programs. Thirteen teachers from different stages of the teacher career continuum took part in the study. The conceptual framework for this study focused on high teacher attrition rates among early-career teachers as a primary factor in present and projected shortages in the United States. Associated with the conceptual framework is Vygotsky’s sociocultural theory which supports the notion that new teachers learn about their profession through interaction and collaboration with their mentors, fellow teachers, and other professionals in the school community. In order to examine the lived experiences and perceptions of teachers who participated in teacher mentor programs during their first year of teaching, the researcher employed questionnaires, interviews, and a focus group discussion. The use of the transcendental phenomenological method provided for the in-depth study of a group of persons who all experienced the same phenomenon. The goal was to develop an overall description that represents the lived experiences of all the participants regarding teacher mentor programs. Three major themes and eight subthemes emerged from the study (a) district-mandated requirements with subthemes: mandatory meetings, required assignments, and feedback, (b) mentor compatibility with subthemes: physical accessibility, approachability, and friendship, and (c) mentor capability with subthemes: knowledge and experience, and preparedness. The findings of the study provide extensive insight into the role of teacher mentor programs on educator careers
Epiphany 2 Series B 2018
No full textThis PDF comments on the Propers for the Second Sunday after the Epiphany, Series B and offers ideas for proclamation and preaching