3543 research outputs found
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Propers 16 (Pentecost 12) Series A 2017
No full textThis PDF comments on Proper 16 of Series A and makes suggestions for preaching
Librarians and services in college and community college libraries
No full textCollege and community college libraries play a crucial role in providing resources and instruction for many different types of students, including working parents, high school diploma-seekers, traditional full-time undergraduates, and graduate students. Librarians working in these institutions enjoy unique responsibilities and opportunities but also face unique challenges. In contrast to university librarians, college and community college librarians are committed to a broader array of tasks and a wider scope of focus in their work
The Role of Dual Language Programs in the Development of Ethnic Identity of Bilingual Students: A Quantitative Study
No full text‘From 3 to PhD’
No full textExcerpt:
The new and improved Faubion School + Concordia University, a 3 to PhD® community* is opening its doors this month following a landmark redevelopment process. The iconic northeast Portland institution is using a unique series of community-based partnerships to usher the city’s educational system into the 21st century
Social Capital and Intercultural Communication: Exploring Trust, Diversity, and Engagement in Neighborhoods
No full textSocial capital, intercultural sensitivity, and cultural communication confidence are integral components of living and interacting effectively in diverse environments. Neighborhoods and communities with high levels of social capital experience greater social cohesion, positive feelings about one’s neighbors, and a sense of belonging. Intercultural sensitivity and communication confidence help individuals living in diverse communities to communicate across cultural divides in mutually respectful ways. This study aimed to determine if levels of social capital, intercultural sensitivity, and intercultural communication apprehension differed between neighborhoods experiencing different phases of gentrification. The responses from 88 participants on the measures of social capital, intercultural sensitivity, and intercultural communication apprehension were analyzed. While the results of the analyses were not statistically significant, trends in relationships among the variables indicated that an increase in intercultural sensitivity showed an increase in intercultural communication apprehension. This finding contradicted current research between these variables and posed valuable questions about communicating in a socially and politically dynamic environment. Additionally, statistically significant correlations between demographic variables and intercultural communication apprehension and dimensions of social capital were found
Passion and Purpose in Advocacy: Portraits of Educational Leaders
No full textAs the public education system becomes more diverse, voices of advocates who positively support students and optimize student outcomes are essential. This qualitative multicase case study focused on the perspectives of five educational leaders who advocated in a public school district in Texas. A brief overview of historic voices in education advocacy gave way to the advocacy-based voices heard from educators, school counselors, and principals. Answering the central research question of how educational leaders maintain their passion for advocacy while overcoming obstacles related to change, each participant shared the personal experiences that paved the way for a passion in advocacy. Interpreted through the lens of social constructivism theory and analyzed from data collected from one-on-one interviews and a focus group session, the study provided the following: characteristics that described how each participant self-identified as advocate, obstacles each encountered when initiating an advocacy effort, and strategies each used to overcome those obstacles. Additionally, study participants furnished reflections on whether their advocacy efforts had helped or hindered their leadership capabilities
Levels of Teacher Emotional Intelligence in Selected Beat the Odds Schools: A Descriptive Study
No full textThis study sought to describe selected “beat the odds” schools in Washington state based on the levels of emotional intelligence of classroom teachers. In total 5 schools were selected to participate, and 3rd-5th grade teachers were invited to complete the EQ-i 2.0, a validated emotional intelligence assessment. Participants also completed the validated School Culture Triage survey to assess teachers’ perspectives of school culture. In total, 20 teachers participated in the study, completing both survey instruments. A descriptive analysis of the EQ-i 2.0 results found that this sample of teachers had a mid-to high mean level of emotional intelligence on all subscales, composites, and total emotional intelligence scores. Significantly, 70% of the sample scored in the high range for social responsibility, and a majority of the sample scored within the high range for self-actualization and self-perception. 30% of the sample scored in the low range for assertiveness. A correlational analysis was also conducted to determine the linear relationship between each of the 5 composites of the EQ-i 2.0 and the 3 categories of the School Culture Triage. No significant relationships were found. There was a weak to moderate relationship between the stress management composite of the EQ-i 2.0 and the affiliative collegiality and self-determination/efficacy categories of the School Culture Triage
Factors Influencing Teacher Efficacy in a Pennsylvania Juvenile Detention Center Education Program
No full textThis dissertation describes the factors influencing teacher efficacy among teachers currently or recently working in a juvenile detention center education program in southeastern Pennsylvania. The single-case study examined the barriers and facilitators to high teacher efficacy in that school setting, since these factors were previously unknown. The research population for the study consisted of all teachers who are working or who have worked within the past five years at the juvenile detention center education program (n=9). Research was conducted using the Teachers’ Sense of Efficacy Scale (Tschannen-Moran & Hoy, 2001), a questionnaire, and in-person interviews. The following were found to be barriers to high teacher efficacy at the juvenile detention center: student misbehavior, classroom distractions, student groupings of mixed ability levels, limited assessment options, negative student attitudes, and limited background information about students. The following were found to be facilitators of high teacher efficacy at the juvenile detention center: positive learning climate, presence of detention officers, classroom rules and expectations, differentiated instruction, relevant lessons, educational activities, and rapport with students
The Development of a Survey Instrument to Measure Transactional Distance in Secondary Blended Learning Environments
No full textThe goal of this study was to develop a survey instrument to measure transactional distance in secondary blended learning environments. This study resulted in a 35-item survey instrument, the Blended Learning Assessment Scale of Transactional Distance (BLASTD), which was tested using a convenience sample of secondary students (n=222) at a secondary blended learning site. The research followed a methodology for scale development developed by Hinkin, Tracey, and & Enz, and was conducted through the following seven steps: (1) Item Generation; (2) Content Adequacy Assessment; (3) Questionnaire Administration; (4) Factor Analysis; (5) Internal Consistency Assessment; (6) Construct Validity; and (7) Replication. The initial survey was administered a semi-rural blended learning site in the pacific northwest. The gathered responses were then used in statistical analyses that included an exploratory factor analysis utilizing a scree plot and item response eigenvalues to identify the underlying dimensions of the BLASTD survey, and a Cronbach’s alpha to establish the reliability of items and factors. Validity was examined by using a Pearson’s product-moment correlation coefficient correlating the results of the BLASTD with the selections of the Huang, Chandra, Depaolo, Cribbs, and Simmons or HCDCS Survey. The final survey contained 35 survey items and the survey instrument took into account Moore’s theory of transactional distance and is able to measure the dialogue between the instructor and student, the structure of the learning environment and educational learning opportunities, as well resulting student sense of separation or transactional distance