12802 research outputs found
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Volume V: Personnel Policies for Administrators and Staff
Full text link2024-2025 Updates Updated salary basis policy (5.1.2) to comply with revised FSLA requirements Modified full-time employee description (5.1.3) to indicate that full-time employees normally work a 32-hour week Modified vacation accrual schedule (5.5.1) to provide parity between exempt and non-exempt staff by increasing non-exempt staff. 5.5.1 also references severance agreements Removed references in 5.5 to performance appraisal Standards of appearance policy (5.6.1) now indicates “Fontbonne branded t-shirts and sweatshirts are acceptable, as are jeans without rips, tears, or other distressed features. Work schedule policy (5.6.3) references a Monday-Thursday, 32-hour schedule Fontbonne Staff Association (5.6.4) not required to meet monthl
Examining Middle School Curriculum In A Low Socioeconomic Urban Area To Determine If Courses Include The Teaching Of Skills Most Desired By Employers For Careers In The 21st Century
Full text linkThe problem addressed by this study was to determine the readiness of middle school students through interviews with high school graduates and middle school counselors for high school course selection and careers after high school. The researcher gathered and compared qualitative data from interviews and quantitative data from published open data sources to determine if the curriculum in a low socioeconomic, urban middle school had adequate preparation for students in the skills employers most desire in the 21st century. Findings from this mixed-methods study determined if middle school students in lower socioeconomic, urban areas were exposed to future careers and jobs in areas in which they have knowledge of, identify interest in, and which require the skills most desired by the employers of these careers in the 21st century (Colston et al., 2017)
Examining the Variability of Dialogic Pedagogy Knowledge of General Educators in Elementary School
Full text linkThe evidence in literature and practice indicates that most students have not been adequately exposed to and engaged with classroom dialogue, connections with peers through dialogue and/or deeper understanding of educational content due to lack of productive talk strategically supported by curriculums or educators (Edlund et al., 2023). In an era of evidence-based programming, collaborative educators need to equitably and sustainably support students with high impact strategies and interventions (Sylvan, 2020; Marzano, 2003; Hattie, 2008). Utilizing research based dialogic pedagogies within an MTSS framework increases students’ abilities as capable and critical thinkers (Leighton et al., 2021; Edlund et al., 2023). The purpose of this mixed methods phenomenological study is to learn more about the variability of dialogic pedagogy knowledge and utilization of K-5 general educators within the MTSS framework. The problem to be addressed is providing more accurate and effective tiered dialogic interventions and strategies designed to increase communication, engagement, and deepen content understanding for at-risk students in the classroom setting. Quantitative and qualitative data were collected through surveys and educator interviews. The data revealed that all participating educators had some varied knowledge of dialogic practices, and they planned and utilized them in classrooms. However, not all implemented them through an MTSS framework. These educators were all receptive and willing to learn and implement more dialogic practices within MTSS framework. An Organizational Improvement Plan was provided with suggestions for improving educators’ knowledge and utilization of dialogic practices within MTSS.
Keywords: dialogic pedagogies, MTSS, at-risk students, tiered intervention
What Determines Investment into Fine Arts Programs in Public High Schools?
Full text linkThe problem addressed by this study is that the investment in fine arts programs in public high schools is not clearly understood or represented in current research and literature. Determining if the investment is related to funding resources, equity issues, or other issues revealed important information about how public high schools invest in their fine arts programs and could help future administrators or researchers more clearly understand how fine arts programs in public high schools are valued. This summary determined that funding equity is an area of concern in school programs that affects many organizations including arts education. The findings of the research suggest that a focus on funding equity and policies being enacted will be a start to making funds available for all school programs. Accountability begins with state education departments to our school boards. Collaboration with all stakeholders render solutions that can be maintained when it comes to funding and school fine arts programs
Examining the Factors Contributing to the Teacher Shortage Crisis in the U.S.
Full text linkThis research study examined factors contributing to the teacher shortage crisis in the United States. This study addresses the current “mass exodus” of teachers from the teaching profession in the United States. It specifically examined the perspectives of those who have chosen to leave the profession as well as teacher candidates who have experienced adverse childhood experiences (ACEs) and anxiety while growing up. This contributed important information to the field and attempted to fill a gap in research and literature exploring this issue. There are likely many factors contributing to this crisis, but anxiety and exposure to ACEs may be leading factors. During this study, three educator preparation programs were examined and surveyed, focusing on the steps to prepare teacher candidates to manage anxiety and ACE exposure. The researcher will also survey teacher candidates and those who have left the teaching profession in the past year. This study incorporated the Childhood Trauma Questionnaire-Short Form (CTQ-SF) and the Depression Anxiety Stress Scale 21 (DASS21), as well as a survey created by the researcher to collect qualitative data about individuals’ perspectives about educator preparation programs, the teaching profession, childhood trauma, and anxiety. This study was a mixed methods study using qualitative and quantitative data (Burkholder et al., 2020)
Discipline in Focus: Exploring how Teachers’ and Administrators\u27 Lived Experiences in Predominantly Black Schools Influence Their Approaches to Disciplinary Practices for Students of Color with Disabilities
Full text linkThe disproportionately high rates of exclusionary discipline practices, such as suspensions and expulsions, among students of color, particularly those with disabilities, represent a significant and persistent concern. These patterns disrupt the educational trajectories of these students, while also provoking critical discussions on social justice and equity within educational settings. Central to this issue are the decisions made by educators, which play a pivotal role in shaping disciplinary outcomes. This dissertation focused on the lived experiences of special education teachers and administrators in predominantly Black schools and how these experiences influence their disciplinary decisions regarding students of color with disabilities. Drawing on the work of scholars such as Skiba et al. (2014) and Brockenbrough (2015), this study examined how educators\u27 lived experiences inform their disciplinary perspectives and approaches, particularly in self-contained classrooms. Study findings suggest that students of color with disabilities may still face disproportionately high rates of exclusionary discipline, even in schools with predominantly Black student and educator populations. This trend highlights the complexity of systemic and contextual factors that influence disciplinary practices and underscores the need for further exploration of these dynamics. By investigating the lived experiences of special education teachers and administrators, this study aimed to provide insights into how their professional perspectives, training, and decision-making processes shape disciplinary approaches. Ultimately, this research sought to inform the development of more equitable and effective disciplinary practices and policies. This work is dedicated to advancing justice and equity in education, challenging systemic biases, and contributing to the transformation of disciplinary practices that perpetuate inequality within the educational system
UASC Photos: Class of 1993
No full textPhotograph of a collage created from wallet sized photos. This photo has been retouched to reduce glare and water damage and to make some names more readable by Dan Stumpf.
Several of the collection of oversized collages were damaged in a flood in 2011.https://griffinshare.fontbonne.edu/uasc-photos-class-composite/1061/thumbnail.jp