3543 research outputs found
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Transformation and Arts Education, A Means for Equity for Underrepresented Gifted and Talented Students
No full textChallenging problems require transdisciplinary, novel solutions. Equity demands that all students receive appropriate services to develop talents and potential, however, poverty limits opportunity. According to the National Association for Gifted Children (2017), approximately 6% to 10% of all students exist within the gifted and talented range. A specific subset of this demographic, underrepresented gifted and talented (UGT) student fail to receive appropriate access to develop their creativity and leadership potential. Grounded in the Human Ecology Theory (Bronfenbrenner, 1979), this case study argues that talent development requires arts education to enrich and support UGT students. Application of a qualitative case study, design process allowed authentic interviews of professionals working in the fields of gifted and talented education, fine art, elementary education, and student advocacy to develop. The themes and opinions regarding equity, UGT students, and arts education discovered in this study provide salient recommendations for the academic community
Teachers\u27 Experiences in Urban Turnaround Schools: A Phenomenological Study
No full textThis phenomenological study explored teachers’ lived experiences in relation to teacher retention in urban turnaround schools and how the essential elements of the relational cultural theory may contribute to experienced teachers’ decisions to remain in the workplace. The study sought to uncover the phenomenon of teacher retention regarding the workplace, specifically in an urban turnaround school environment, and sought to understand teachers’ lived experiences and why they have remained in the urban turnaround environment. All participants had at least 4 years of experience and had taught in urban turnaround schools located in a city in the Midwest. A phenomenological approach made it possible to understand multiple lived experiences, commonalities within these experiences, common factors among teachers’ lived experiences, and gain an in-depth understanding of teacher retention. The findings uncovered the following themes: challenges in urban turnaround schools, overcoming challenges, teacher involvement, flexibility, self-care, students, support inside and outside of the workplace, and teachers’ passion for entering into teaching. Also, the educational themes of the relational cultural theory consisted of the essential elements of commitment, positive collaboration, relationship development, leadership, culture, and climate. The results and findings of this study confirmed that the essential elements of the relational cultural theory commitment, positive collaboration, relationship development, leadership, culture, and climate contributed to teacher retention through describing the importance of these elements and, the significance they have on teacher retention. The study revealed the benefits of the essential elements
A Case Study of Fine Arts Teachers’ Perceptions of ePortfolio Evaluation as Professional Development
No full textThis qualitative case study illustrated perceptions of seven fine arts teachers who were veteran participants in an ePortfolio evaluation method (with three or more years participation). The research questions centered on professional growth, reflection, and the impact ePortfolio had on the craft of teaching. A blended conceptual framework of Schön’s (1983, 1987) theory of reflection-in-action and reflection-on-action, and Mezirow’s (1991) transformative learning theory was applied to analyze the data. The researcher explored types of reflection fine arts teachers perceive through ePortfolio evaluation, and how the process of ePortfolio evaluation doubled as a professional development for some teachers. Through three phases of the study which included a written eInterview, a video interview, and a face-to-face portfolio review, teacher perceptions of benefits and challenges emerged. Benefits included evidence of reflective practice, retention of highly effective teachers, a focus on student growth and state standards, and among five participants, a reported shift in practice from product-focused to process-focused teaching in their fine arts’ classrooms. Emerging as challenges in ePortfolio practice included time, training, technology, and lack of adequate feedback in the perceptions of the seven participants in this study
Using Data-Driven Decision-Making to Drive Instructional Decisions with High School Mathematics Teachers
No full textA qualitative, single case study design was utilized to investigate high school mathematics teachers’ confidence in analyzing and interpreting student achievement data to drive instructional decisions in the classroom. The school district studied by the researcher had provided teachers with prior training in the data-driven decision-making process and was located in a Northeastern portion of the United States. Given the presumed previous training and experience in mathematics courses needed to analyze and interpret student achievement data, it was essential to explore whether this specific subsection of high school mathematics teachers was confident in the application of mathematical knowledge as it relates to the analysis of student achievement data. Sources of data for this research study were collected through a paper survey, two focus group meetings, and individual participant interviews to facilitate the triangulation of data. It was uncovered that high school mathematics teachers were confident in the mathematical skills needed to analyze and interpret student achievement data. Participants’ responses from the paper survey, two focus group meetings, and individual participant interviews identified the need for the allocation of time dedicated to analyzing student achievement data, additional training on the process of analyzing and interpreting student achievement data, and accessibility to the resources to obtain relevant student achievement data affected participants’ confidence in effectively using data to drive instructional decisions in the classroom. Data culture clearly defined by district administration was identified in this study as necessary to the success of the high school mathematics teachers in the data-driven decision-making process
Easter 5 Series B 2018
No full textThis PDF comments on the Propers for the Fifth Sunday in Easter, Series B and offers ideas for proclamation and preaching
Propers 8 (Pentecost 6) Series B 2018
No full textThis PDF comments on the Propers Eight, Series B and offers ideas for proclamation and preaching
Propers 15 (Pentecost 13) Series B 2018
No full textThis PDF comments on the Propers Fifteen, Series B and offers ideas for proclamation and preaching
Training Tracking System Proposal: Multnomah County Emergency Management
No full textThe Multnomah County Emergency Management (MCEM), located in Portland, Oregon, is dedicated to preparing for disasters through scheduled training, exercises, community engagement, building community resilience, and collaboration with stakeholders. MCEM’s mission is “working together to build resilient communities” (MCEM, 2018, p.1). MCEM works with preparedness partners in the public sector, private sector, and non-profit/volunteer organizations, to coordinate a collaborative effort within Multnomah County and create a resilient community through strong plans and policies, exercises, and training. Training opportunities are “designed to increase disaster resilience and response readiness across Multnomah County in preparation for potential emergencies and/or disasters” (MCEM Training and Exercise, 2018, p.1)
Measuring Visual Acuity in Awake Mice Using Visually Evoked Potentials (VEPs)
No full textWe investigated a means to measure visual acuity in awake mice using visually evoked potentials (VEPs). Using counter-phasing sinusoidal gratings as stimuli, we compared the effectiveness of vertical and horizontal orientations in generating VEPs. Using stereotaxic implanted electrodes in the animal’s primary visual cortex, the evoked VEPs were recorded and analyzed. At the lowest spatial frequency, vertical stimuli evoked the largest VEP amplitude. However, at higher spatial frequencies, a reversal occurs where horizontal gratings evoked larger VEPs. These data suggest vertical and horizontal stimuli have different effects on generating VEPs although further investigation is required to determine which stimulus is most suitable for measuring visual acuity in mice. Uncovering this relationship will also help us to understand the link between physiological activity of the brain and behavioral function