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The Growth Mindset: Action and Practice for Educational Leaders
No full textCarol Dweck is known for her definition of the growth mindset. Benefits of leading with the growth mindset versus the fixed mindset are playing a significant role in educational settings today. Educational leaders are working to create a culture and environment that exemplifies positive outcomes for all stakeholders. The purpose of this qualitative case study was to gain an understanding of the growth mindset of educational leaders. Two research questions guided this study: What are the experiences of educational leaders regarding the growth mindset? What are the experiences of educational leaders regarding the growth mindset as these experiences relate to training teachers and staff members? The sample was a purposeful sample consisting of 11 educational leaders in a large suburban district. Participants were principals, assistant superintendents, superintendents, and district department leaders. The data collection instruments were face-to-face interviews, member checking sessions, and a personal narrative. The inductive analysis model was used to analyze data collected from interviews and member checking sessions. Initial coding and pattern coding was used to identify codes and to collapse and reorganize these codes to identify emergent themes. The key findings of this study were that participants understood the connection between core leadership attributes and how these attributes contribute to the culture of an organization to support growth mindset initiatives. The interviewees suggested schools need transformational leaders who are passionate, resilient, and are willing to take risks. Participants viewed evaluating and measuring the impacts of the growth mindset as a key factor in supporting implementation
A Phenomenological Study Examining Dual Educators’ Perceptions of Their Impact on Students’ Educational Experiences
No full textEducators take second jobs for a variety of reasons and in a variety of fields. However, there is limited research on educators who choose to assume two roles within the educational system and who bridge two educational settings (i.e., post-secondary and university levels). This qualitative, phenomenological research study explored the lived experiences of such “dual educators” in Portland, Oregon, who have been teaching simultaneously in high school and college. Specifically, this study examined dual educators’ motivations to pursue these dual roles, their perceptions of the impact of these hybrid roles on their students, as well as other factors including the application of role theory and dual educators’ self-efficacy. The characteristics of dual educators were identified and testimonials of their lived experiences were included in order to preserve authenticity of the data
Special Education Teacher Turnover & School Leadership
No full textTurnover and retention among special education teachers (SETs) continues to be a problem for many school districts. Studies suggest that the leadership approach of school leaders is a key factor influencing SETs’ decision to stay or leave their jobs. This qualitative phenomenological case study was designed to gain a better understanding of eight SETs’ experiences with their school leadership. In-depth one-to-one interviews, focus group interviews, and participant journaling were employed to collect rich narratives of SETs’ lived experiences. The data gathered from this study clearly showed that servant leadership, in which leaders are attuned to the emotional and professional needs of their followers, fostered strong leader-member exchange (LMX). Thus, selfless, relational, and holistic leadership behaviors affected SETs’ workplace experiences and influenced their workplace longevity
Blended Learning in Middle School Art: A Qualitative Case Study
No full textThe purpose of this exploratory qualitative case study was to explore the actions of one middle school art teacher implementing blended learning methods in an eighth grade art class to understand what effect the art teacher perceives blended learning has on eighth grade middle school art students’ engagement in the subject matter. Mezirow’s Transformational Theory was the framework that guided the study. The study was conducted in a rural middle school located in the Midwest region of the United States over a nine-week period focusing on one middle school art teacher and an eighth grade art class using blended learning strategies. Data was collected through observations, interviews, and document analysis and then coded based on themes relating to the three research questions. The first research question considered art classroom norms, routines, and classroom expectations and whether they were used to support the implementation of blended learning strategies. The second question focused on the NCAS connecting to the blended learning instructional material. The final research question examined student-centered instructional strategies implemented to engage students individually in a blended learning environment. The data was triangulated to assure accuracy in the results, which found that blended learning was perceived by the art teacher in the study to support student engagement in the subject matter. The art teacher perceived increased student interaction with the blended learning resources provided in the Schoology learning management system (LMS). Further possible research could include a study regarding art teachers’ perceptions in middle school art classes using blended learning to compare the results from a larger sample size
Propers 4 (Pentecost 2) Series B 2018
No full textThis PDF comments on the Propers Four, Series B and offers ideas for proclamation and preaching
Propers 5 (Pentecost 3) Series B 2018
No full textThis PDF comments on the Propers Five, Series B and offers ideas for proclamation and preaching
Propers 12 (Pentecost 10) Series B 2018
No full textThis PDF comments on the Propers Twelve, Series B and offers ideas for proclamation and preaching
The promise and pitfalls of neuroeducation as a grounding for instructional practice
No full textThis narrative inquiry study explored how five educators from a language-based neuroeducation program apply and assess neuroeducation-grounded approaches in the classroom, and investigated their perceptions of the challenges and merits of neuroeducation implementation. It synthesized research from the domains of neuroscience, cognitive psychology, and language theory, and applied Neuro-Semantic Language Learning Theory (NsLLT) as its underpinning. The study found that teachers’ self-efficacy, feelings of isolation coupled with a lack of greater buy-in, and mindset mismatch are barriers to neuroeducation implementation, whereas the ability to meet students’ needs, the established results witnessed by participants, and the opportunity for a paradigm shift are merits. This study adds to the existing body of research on a neuroeducation model predicated on language function
Index to Tenielle Fordyce-Ruff\u27s Advocate Articles
No full textThis document functions as an index to help readers to navigate Professor Fordyce-Ruff\u27s Advocate column articles better