3543 research outputs found
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Procedural Integrity: A Study of Implementing Integrity Utilizing Fidelity Checks and Performance Feedback
No full textThis action research study examined the experiences of professional and support staff at a suburban Philadelphia school district regarding the increased frequency of fidelity checks for behavior protocols. Based on interview data, all participants reported positive experiences throughout this action research study. All participants contributed to the two actions that took place during the action research study. These two actions comprised the implementation of biweekly team meetings and the development of Google Drive folders for students. The relationship between frequency of fidelity checks of behavior protocols and accuracy of intervention implementation was also examined. The data supported the notion: The more fidelity checks provided to staff, the more accurate their protocol implementation. The relationship between frequency of fidelity checks of behavior protocols and problem behavior showed that all three students decreased their problem behavior throughout the course of this study. The relationship between frequency of fidelity checks of behavior protocols and skill acquisition showed that all three students increased their overall skill acquisition. This action research study demonstrated significant benefits to the use of fidelity check. While further research may assess specific intervals at which these fidelity checks are needed for ongoing supervision, the results of this action research study are clear: Increased frequency of fidelity checks results in positive experiences for staff, more accurate implementation of protocols, reduced problem behavior, and higher skill acquisition of students with special needs
Propers 11 (Pentecost 7) Series A 2017
No full textThis PDF comments on proper 11 of Series A in the Three Year Lectionary and offers ideas for preachin
Trinity 8 One Year Series 2017
No full textThis PDF comments on the Propers for the Eighth Sunday after Trinity in the One Year Series and offers up ideas for preaching
Innovative Teacher Preparation in a Shared Site: The Crucial School-University Partnership
No full textInterview: \u27I\u27m An American\u27 Radio Show Promoted Inclusion Before World War II (Gerd Horten)
No full textInterview with Sarah Laskow, All Things Considered, National Public Radio (NPR)
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In God We Trust: A Multiple Case Study of the Implementation of Religious and Biblical Literacy Courses in Public Charter Schools
No full textThis study was conducted with administrators of four charter schools located in the west, the south, and southeast portions of the United States that had courses in religious and biblical literacy in each school’s curricula. A multiple case study methodology was employed to describe the experiences of public charter schools implementing religious and biblical literacy courses to discover commonalities to successful implementation. The data was gathered using semi-structured interviews conducted during the summer and fall of 2016. Areas of interest were specific to course descriptions, the fit within the specific charter school vision and mission, teacher training, and resources. The most common factor supporting the implementation of the courses, revealed by all administrators, was the need for teacher training and preparedness before taking on a specific religious or biblical literacy course. The researcher chose schools where the course fit into the mission and vision of the school, as an indicator of purpose, and where teachers used primary source documents in lesson plans. A framework of implementation strategy is provided as well as the implications needing to be addressed by staffing. The research may inform other charter schools looking to implement such coursework and the researcher outlines additional areas of study needed to investigate other specific indicators
Discourse-based Instructional Strategies to Engage Middle School Students With Standards for Mathematical Practice
No full textStudent achievement in mathematics is correlated with factors related to student engagement. Improving engagement has the potential to improve student achievement at the middle school level. The Common Core State Standards for Mathematics explicate eight specific Standards for Mathematical Practice (SMPs) that clarify the types of skills and learning dispositions associated with mathematical proficiency. The CCSS further urge teachers to engage students through pedagogical practices that provide opportunities to use the SMPs in increasingly complex ways. This study aims to identify how discourse is used as an instructional strategy to engage middle school mathematics students with the SMPs. Data was collected through a qualitative case study of a middle school mathematics teachers teaching five classes of mathematics to students at three grade levels. Instructional activities should be thoughtfully planned to emphasize independence and perseverance. A delicate balance of independent work and group interactions can support these dual goals. While discourse provides an opportunity to monitor students’ engagement with many of the SMPs, thoughtfully planned activities and questioning routines help to guide the discussions toward the intended learning target
Teacher Morale in an International School in China: A Case Study
No full textThe purpose of this descriptive case study was to examine factors related to teacher morale in an international school in China. This study was guided by the constructivist framework and by four research questions: 1) What factors are related to teacher morale In the selected international school in China? 2) What are the challenges related to teacher morale in the selected international school in China? 3) How does teacher turnover contribute to teacher morale in the selected international school in China? 4) What is the particular environment that shapes teacher morale in the selected international school in China? Seventeen participants volunteered for the interview at the study site and they were all overseas-hired foreign staff members, who worked full time at the school. Twelve questions on the factors related to teacher morale guided the interview. Interviews were recorded, transcribed and coded for themes. The results of the study revealed there were both positive and negative factors related to teacher morale at the school. The negative factors included lack of recognition for extra duties, personality of a leader and leadership transition, while positive factors included providing support to the new teachers (Examples: language lessons and cultural orientation), good benefits, having a strong sense of mission, a sense of community, and opportunities for professional growth. The findings from the study could prove to be useful for administrators who wish to create an environment conducive to maintaining positive teacher morale
Support for Play in Public School Kindergarten Classrooms: A Descriptive Multiple Case Study
No full textThis study explored the support for play in public school kindergarten classrooms in a single urban school district in the Northwest region of the United States. Through a three-phased data collection approach that included an online survey, in-person interviews, and classroom observations, the researcher gathered information to describe how teachers are supporting play through five key attributes: teacher perspectives, opportunities for play, the play environment, types of play, and the role of the teacher (teacher practices). The online survey was shared with all kindergarten teachers in the district, with nine survey participants who expressed high support for play selected to participate in one-on-one interviews. From the nine teachers interviewed, three were selected for classroom observations to describe support for play in the real-world context of the kindergarten classroom. The descriptive case studies of these three teachers revealed the following findings on support for play: kindergarten teachers view play as developmentally appropriate and synonymous with learning; daily opportunities are provided for free play and guided play experiences; playful kindergarten environments provide well-defined areas and organized materials for work and play; playful kindergarten classrooms support multiple types of play in child-initiated and teacher-initiated experiences; and teachers support play by creating structures and rules, responding to ensure safety, and advocating for play