Current Issues in Education (E-Journal, Arizona State University)
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Building the Case for Culturally Responsive Teaching in Physical Education: Using High School Studentsâ Perceptions Toward Multiethnic Groups
Get PDFRecent census data indicates student populations are changing drastically. It is essential to inform educators on the benefits of culturally responsive teaching with their students. Educators must be open to learning about their students and modifying their teaching to increase students academic success. Physical education offers a unique environment for students to be engaged with each other in a variety of learning opportunities. This study investigated high school students' perceptions toward multiethnic groups using a modified Multicultural Sensitivity Scale. Participants included 140 high school male and female students ages 14-18 years. Students voluntarily completed the 27-item 5-point Likert type questionnaire. Descriptive statistics were computed to determine differences in responses. Results indicated some students are open to learning about other cultures which is the first step in reducing prejudices and stereotypes. For educators, culturally responsive teaching provides opportunity to raise awareness and breakdown racial barriers within their school. 
Invitation Accepted: Integrating Invitational Rhetoric in Educational Contexts
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The transformative power of dialogue has the potential to serve as a healthful alternative to unproductive strategies for problem-solving in many communication contexts (Ryan & Natalle, 2001). Sadly, educational contexts emerge as contexts in dire need of such communicative reconstruction, evidenced by the alarming increase in incidences of hostile caregiver/educator communication. Offering a new paradigm for educators affected by hostile communication, this essay proposes the application of invitational rhetoric, a theory and practice developed in the field of Communication Studies, aimed at the civil "disarmament" of hostile communication, rooted in dialogue and openness. Illumining how the tenets of invitational rhetoric -- value, safety, and freedom - may be employed in potentially destructive caregiver-educator communicative exchanges, this essay provides relevant illustrations demonstrating how these tenets could diffuse hostile communication in educational contexts. The marriage of this theory from the field of Communication Studies with the field of Education is a sensible and productive step toward assimilating another strategy that educators may use to better serve students.
 
"Frustrated" or "Surprised?" An Examination of the Perspectives of Spanish Teacher Candidates Regarding the Praxis II Subject-Matter Tests
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Researchers (Sandarg & Schomber, 2009; Wilkerson, Schomber, & Sandarg, 2004) have urged the profession to develop a new subject-matter licensure test to reflect the best practices in the foreign language classroom. In October 2010, the Praxis II: World Language Test joined the Praxis Series. Given that this standards-driven test differs significantly from its previous versions, the Content Knowledge and Productive Language Skills tests, it is unknown how teacher candidates will respond to its unique challenges. This qualitative study examines the perspectives of five prospective foreign language teachers who took one of the versions of the Praxis II subject-matter test. The data revealed that two groups, Surprised Prevailers and Frustrated Forgoers, perceived the Praxis II differently. Their test experiences may provide foreign language teacher educators with strategies to overcome test challenges and improve curricula.  
Teaching Paraeducators to Support the Communication of Individuals Who Use Augmentative and Alternative Communication: A Literature Review
Get PDFIndividuals with complex communication needs (CCN) who rely on augmentative and alternative communication (AAC) to communicate in school and community activities often have paraeducators[1] as communication partners. For individuals who use AAC, successful communication often depends upon their personal skills as well as the skills of their communication partners. Because the skills of communication partners are critical, and can be taught, a review was conducted to identify the effect of teaching paraeducators to provide appropriate communication supports for individuals using AAC using studies that included data for both paraeducators and individuals with CCN. Studies were analyzed using the recommendations from the Communication Partner Instruction Model (Kent-Walsh & McNaughton, 2005). Findings from seven studies suggest that communication partner training to paraeducators can have positive outcomes for the communication behaviors of both paraeducators and individuals using AAC. Implications for practice and future research directions are addressed. [1] For the purpose of this article the term paraeducator refers to personnel who support individuals with disabilities in educational, vocational, and human service organizations. Paraeducators carry out plans designed by teachers or human service professionals. In the literature paraeducators are also referred to as paraprofessionals, educational assistants, instructional assistants or aides, program staff, carers, etc
Higher Education Tuition and Fees in China: Implications and Impacts on Affordability and Educational Equity
Get PDFStudents in China are being shouldered with more financial responsibility for their higher education. This shift impacts individuals across the economic spectrum in different ways. This paper assesses recent trends in China's higher education tuition and fees, and the implications on educational equity. Results document substantial increases in tuition and fees since 1996. China's policies have caused costs to rise to the point where they now exceed the abilities of many individuals to pay. As a consequence, many lower income families find it impossible to afford higher education without assistance. Recently, the government began increasing financial assistance to low-income families. This has resulted in some relative improvements. While progress has been noteworthy, it will be important for the Chinese government to continue reforming student subsidy programs and student loans policies in order to foster more equal access for capable students from all economic backgrounds. 
Executive Leadership in School Improvement Networks: A Conceptual Framework and Agenda for Research
Get PDFThe purpose of this analysis is to improve understanding of executive leadership in school improvement networks: for example, networks supported by comprehensive school reform providers, charter management organizations, and education management organizations. In this analysis, we review the literature on networks and executive leadership. We draw on research in organization and management to develop a conceptual framework to structure initial, exploratory research. And we propose a research agenda aimed at comparing executive practice, knowledge, and learning a) within different types of school improvement networks (e.g., CSRs, CMOs, and EMOs) and b) between networks and institutionalized education agencies (state, regional, and local)
Effects of Daily Read-Alouds on Students' Sustained Silent Reading
Get PDFThis action research project investigated the effects of daily teacher read-alouds on first graders’ ability to sustain silent reading for an extended length of time. Students’ enjoyment of silent reading was also investigated. The data on ability to sustain silent reading was collected from timed silent reading experiences, and a pre and post survey completed by students on their enjoyment and performance during silent reading time. The findings of the study suggest an increase in the length of time students silently read to themselves as a result of daily teacher read-alouds. Additionally, survey comments suggested an increase in enjoyment of silent reading as a result of the daily read-alouds
Making Success In Education: What Black parents believe about participation in their children's education.
Get PDFThis article examines the role of parent involvement—its meaning and effects—among a determined group of African American parents. We focus on some of the characteristics of involvement of a subset of African American parents in a larger program designed to enhance the math and science course selection of middle and high school students. As one of several factors related to school success, our findings confirm the centrality of parent participation and its implications among members of a historically marginalized group
A Brief Overview on Using Technology to Engage Students in Mathematics
Get PDFIncorporating and using technology in the teaching of mathematics can encourage students to become active participants in the classroom. This paper gives a brief overview of several technologies that can be used to enhance student learning and motivate students to become engaged in the learning process. The technologies discussed include graphing calculators and computer-based tools such as presentation software (PowerPoint) and computer/web-based instruction and practice. Appropriate use of technology will get more students thinking and reasoning mathematically; but, technology in and of itself is not a panacea that will resolve all studentsâ struggles
Job Stress and Coping Strategies of Elementary Principals: A Statewide Study
Get PDFThe purpose of this exploratory study is to gather and examine data regarding the job-related stress of elementary public school principals in Indiana. Specific job issues that principals perceive as stressful are explored, as well as self-reported changes in the stress levels of experienced principals. Objectives of this research are to deepen understanding of the evolving climate surrounding public school leadership, in particular, to investigate current roles, challenges, and stress levels of principals. Findings suggest that supportive measures should be considered in order to assist principals in dealing with increasing job stress and time demands. Several such supportive practices are discussed. In addition, the 20 most common stress-management strategies that principals self-reported as helpful are presented in the appendix