Current Issues in Education (E-Journal, Arizona State University)
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Educational Poverties in Alaska: Teachers' Perspectives
Get PDFIn this mixed-methods study, we explore deprivations of educational entitlements as an example of poverty. We include among educational entitlements: appropriate teacher attitudes, appropriate educational materials and instructional strategies, relevant curriculums, and school and classroom structures that support the familial and cultural experiences of the children in them. Through interviews, surveys, and an examination of participant demographics, we explore Alaska teachers identification of instances of educational deprivations in their classrooms and schools and the relationship between identified deprivations and their personal and professional attitudes toward diversity and social justice. From the point of view of the Alaska Native teachers in this study, their goal of preparing students to succeed in both their Native and White cultures is made more difficult because of the educational deprivations in their classrooms. This work has implications for many settings, as teachers struggle to keep fidelity with established norms and goals while providing the most appropriate opportunities for their students
Implementing an Additive, College Access and Readiness Program for Latina/o High School Students in the U.S.
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In this article we draw on the experiences of a diverse group of 34 first-generation college students, collected over a year, who served as peer mentors to minority and Latina/o high school students enrolled in four Title I (low-income) high schools in the Southwest U.S. The article identifies the successes and challenges of implementing an additive, college access and readiness program that aimed to not only reduce their dropout rates but to increase the number of traditionally underserved minority and Latina/o high school students seeking a post-secondary education. Implications as well as suggestions for further research are provided
Viewing Teacher Motivation in the Ghana Education Service through a Postcolonial Lens
Get PDFIn recent times, quality teaching has become the focus of many education systems including that of Ghana, and yet little attention has been given to teacher motivation that could ensure quality teaching and improved learning outcomes. Drawing on contemporary literature on issues associated with teacher motivation, this conceptual paper critically examines and analyses the context of teacher motivation and professional practice in the Ghana Education Service. It addresses the questions: What are the working conditions that are causing a lack of motivation among teachers in public pre-tertiary schools in Ghana? How can teacher motivation in the Ghanaian context be analyzed using postcolonial theoretical concepts? It concludes with some recommendations that can lead to improvements in teacher conditions and motivation in Ghana
Analysis of an Instructional Coach's Role as Elementary School Language Teachers' Professional Developer
Get PDFCoaches can provide teachers with quality professional development experiences by mentoring, providing workshops, modeling, or encouraging professional growth (York-Barr & Duke, 2004). This study focuses on the instructional coachs role in the professional development of teachers of English language learners (ELLs). The study has the following findings. First, the coach, acted as a professional developer for teachers of ELLs in the workshop, because she designed and delivered the workshop, mentored teachers, modeled and scaffolded lessons in the lesson-planning process, modeled teaching, and led them to do self-reflection. Second, from the participating teachers perspective, the instructional coachs knowledge and understanding of academic language made the workshop well-organized. The teachers of ELLs surveyed and interviewed found the instructional coach they worked with to be helpful, organized, and well-informed. Third, less follow-up coaching support and district policy on coaching made the workshop less effective. Two suggestions for coaches to be effective professional developers for language teachers are provided
Declarations of Independence: Home School Families' Perspectives on Education, the Common Good, and Diversity
Get PDFThis study examined the perspectives of home school families regarding the rights, interests, and responsibilities of family and state over education. These families viewed the common good differently than critics of home schooling. They believed the diversity of curriculum and worldview in their home schools positively impacts the common good by increasing the overall diversity of society. These families situated the practice of home schooling within the exercise of religion inserting a Constitutional challenge into the debate over home schooling. The voices of these families, their declarations of independence from the educational norm in our nation, challenge our views of what really is the common good, what diversity we value, and what activities we include in our definition of the free exercise of religion.
"Oh God, She is Looking at Every Little Thing I am Doing!" Student Teachers' Constructions of the Observation Experience
Get PDFThis qualitative study examines the variance in the ways that four student teachers made meaning of the experience of being observed by their cooperating teachers and university supervisors. Using Kegans (1994) theory of cognitive development, the study focuses on the differences in the ways the teacher candidates constructed the prospect of being observed, and the varied ways they received and interpreted feedback. The study found that for two of the participants feedback from a mentor was very important to their teaching identity; because of this observations were both significant and anxiety inducing. However the second two participants were able to remove their identities from feedback and thus felt observations were an opportunity to think about how to improve their teaching. The participants also differed in whether they expected the post observation conference to be a time to receive expert knowledge or to discuss solutions and best practice.
Math and Reading Differences Between 6-8 and K-8 Grade Span Configurations: A Multiyear, Statewide Analysis
Get PDFWe analyzed the effect of grade span configurations (i.e., 6-8 versus K-8) on reading and math performance in Texas public schools for the last 5 school years. Participants in this study were 628 Texas schools (i.e., 314 middle schools and 314 K-8 schools) distributed across the 5 school years examined. Schools configured as K-8 schools were matched to middle schools using a rigorous distance-based formula. All 15 reading comparisons (i.e., grade level by school year) yielded statistically significant results, with effect sizes ranging from small to large. Eleven of the 15 math comparisons yielded statistically significant results, with all of the effect sizes being small. Regardless of student grade level or school year examined, students who were enrolled in K-8 schools had higher average passing rates on the TAKS Reading and Math assessments than did students enrolled in middle schools. Implications of our findings are discussed
The Effect of Survey Mode on High School Risk Behavior Data: a Comparison between Web and Paper-based Surveys
Get PDFThere has been increasing interest in using of web-based surveys—rather than paper based surveys--for collecting data on alcohol and other drug use in middle and high schools in the US. However, prior research has indicated that respondent confidentiality is an underlying concern with online data collection especially when computer-assisted surveys are administered in group settings such as computer labs and classrooms. Using a sample of 341 high school students, we conducted a study comparing alcohol risk behavior prevalence rates from the web-based surveys with paper-form version of the same survey. The online surveys used in the study implemented several programming safeguards to enhance privacy. The goal of our study was to see if the risk-behavior items—when transitioned to an online format with these additional safeguards—would provide prevalence estimates that are comparable to its paper form version. Results showed that overall alcohol prevalence rates did not vary significantly between the two conditions. However, there was a significant interaction between gender and survey mode. Females reported lower mean risk indicator rates compared to males, possibly indicating stronger privacy concerns among the former group. The results suggest that online survey administration may require targeted efforts to help alleviate confidentiality concerns among adolescent girls
Demography as Destiny: The Role of Parental Involvement and Mathematics Course Taking Patterns among 9th Grade Students
Get PDFThis study uses data from the National Center of Education Statistics (NCES) High School Longitudinal Study of 2009 (HLS:09). Parent responses to the Parent Involvement survey, given as part of the NCES study were considered, along with their child’s socio-economic status (SES) and self-reported level of mathematics course enrollment during their ninth grade year of high school. The purpose of this study is to identify parent behaviors that result in their child enrolling in upper level mathematics coursework in high school, regardless of SES. Seven, two-factor ANOVA tests were conducted to determine interaction effects between types of parent behaviors and level of ninth grade mathematics course enrollment. The interaction effect between Child Activities and SES was found to be significant. The main effect of SES, as well as school choice, Parent Involvement (School), Parent Involvement (Home), and Child Activities were also found to be significant. The main effect of a student’s SES was significant, in terms of level of ninth grade mathematics course enrollment. The findings from this study suggest that when students from lower SES background are grouped homogenously in a school related setting and out of school experiences, the level of mathematics course enrollment is lower in comparison to their middle and upper class counterparts. The findings from the study are also consistent with previous studies, noting the profound effect SES has on a child’s schooling experience
Relative Contributions of Selected Teachers' Variables and Students' Attitudes toward Academic Achievement in Biology among Senior Secondary Schools Students in Ondo State, Nigeria
Get PDFThis study investigated the relative contributions of selected teachers variables and students attitude towards academic achievement in biology among senior secondary schools in Ondo State, Nigeria. It involved descriptive survey research and ex-post facto research designs. The sample, 360 respondents which consists of 180 biology teachers and 180 senior secondary school three students were randomly selected from 36 senior secondary schools from the three Senatorial Districts of Ondo State using stratified random sampling technique. Teachers teaching attitudinal scale, Science oriented attitudinal scale and an inventory which requested for data from records on students senior secondary school certificate examination grades in biology were used for data collection. Data collected for the study were analyzed using correlation matrix and multiple regression analysis. The results showed that significant relationships existed among the independent variables and students academic achievement in biology. Also 62.5% of the variance observed in students achievement in biology was explained by linear combination of the five predictor variables. Students attitude was the most potent contributor to the prediction. Teachers workload was the least contributor to the prediction. It was recommended that constant workshops and seminars should be made available by government for teachers to attend for the improvement of their teaching skills. Teachers and students were also charged to change their attitudes positively towards the teaching and learning of biology.