3030 research outputs found
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[Henry Cabot Lodge and a guest at New England Circle 16]
No full textTwo guests at New England Circle 16 including Henry Cabot Lodge
Beginning teachers: the connection between expectations and job satisfaction
No full textThis qualitative, multiple case study aimed to better understand beginning teachers’ expectations of the profession, and the role that expectations play in overall job satisfaction. The need for the study is rooted in the reality that schools are faced with the problem of high rates of beginning teacher turnover that impacts school budgets and student achievement. In order to better understand the factors that lead to teacher turnover, the study focused on job satisfaction and used Oliver’s Expectation Confirmation Theory (1977/1980) as a framework to guide the study.
The study included five teachers in New England with one to three years of teaching experience and explored their expectations of teaching, how their expectations matched up to the reality of teaching, and the impact that expectations played in their job satisfaction. Data was collected through the use of a survey, focus group, interviews, document review, and member checking. Findings indicate that teachers prioritize their expectations and that those expectations do influence job satisfaction. Additional findings indicate that beginning teachers expect to: enter the profession prepared to fulfill the requirement of the position, have the ability to make a difference, and be provided with support from their colleagues. The researcher recommends that institutions that prepare teachers and administrators rethink their curriculum and that schools provide more support for beginning teachers. (Author abstract)DeRosa, L. (2016). Beginning teachers: The connection between expectations and job satisfaction. Retrieved from http://academicarchive.snhu.eduEducational LeadershipSchool of Educatio
Exploring teacher disposition toward diverse learners within public elementary schools
No full textWhile research on pre-service teachers’ disposition is a critical part of the process of developing new teachers, the research on practicing teacher is just as important. More importantly, the dispositions of practicing teachers who work with diverse groups of students are worthy of exploration and understanding. Current research on the dispositions of practicing teachers, those educators who are deep into the process of teaching children and preparing them for the future, is lacking.
This study explores the phenomenon of teacher dispositions toward diverse learners within three public elementary schools. The purpose of this qualitative study is to explore how the construct of teacher disposition, from several participants’ views, is defined, practiced, and assessed within the school community. It is hoped that the knowledge gained from this study will add to the research on disposition, specifically about how educators (teachers and administrators) define disposition, how teachers practice disposition, and how principals support and assess their teachers’ dispositions and relationships with diverse learners. (Author abstract)Pedro, R. (2016). Exploring teacher disposition toward diverse learners within public elementary schools. Retrieved from http://academicarchive.snhu.eduEducational LeadershipSchool of Educatio
Employers' perception of non-clinical graduate degrees in the health professions
No full textThis quantitative research studied the perceptions of individuals who screen employment applications in local health departments regarding non-clinical graduate health care degrees based on their perceptions of credibility of method of instructional delivery (classroom, online) and the type of college/university (nonprofit, for-profit). As more institutions award degrees earned online, it is important to understand marketplace acceptance of online degrees. It is paramount we understand how employers view degrees earned online compared to traditionally-earned degrees, as well as understand perceptions of nonprofit and for-profit colleges. If certain degrees are not perceived as credible, then students and institutions of higher education need to better understand marketplace perceptions to make good educational and financial decisions. An email was sent to 1,935 members of the National Association of County and City Health Officials. Undeliverable emails resulted in 1,804 possible participants. Participation was 12.1% (n=218). The results found a significant difference in local health administrator perceptions of four non-clinical graduate health care degree options. Specifically, non-clinical graduate health care degrees from nonprofit colleges with classroom instruction were viewed most favorably, as was expected. Non-clinical graduate health care degrees earned from for-profit colleges with online instruction were viewed least favorably. The two degree options, online from nonprofit and classroom instruction from for-profit colleges, were viewed equally by the participants. This study established a new line of inquiry regarding the acceptance by employers of non-clinical graduate health care degrees earned online or in the classroom, and from nonprofit or for-profit colleges. (Author abstract)Altman, D.S. (2016). Employers' perception of non-clinical graduate degrees in the health professions. Retrieved from http://academicarchive.snhu.eduEducational LeadershipSchool of Educatio
Perceptions of learning during a transition to one-to-one technology in ninth grade: a case study
No full textIn a school district located in the northeastern United States, administrators and parents of some ninth graders decided to have their students participate in a program using 1:1 technology (meaning each child has a personal web-enabled device) in the classroom. The purpose of this case study was to gain insight into the way digital tools and information resources in a public high school affect student perceptions of learning. The participants chosen for this study were students entering 9th grade in a public high school. Using an ethical framework that focused on reciprocal benefits for the researcher and community, this study was focused on student perceptions of learning with and without technology. Through this study, the researcher gained insight into equity and gained greater understanding regarding the role of information and communication technology for education from the learner’s perspective. The community gained a deep understanding of the need for consistent, reliable technology for their students and staff to use for teaching and learning. (Author abstract)Ange, A. (2016). Perceptions of learning during a transition to one-to-one technology in ninth grade: a case study. Retrieved from http://academicarchive.snhu.eduEducational LeadershipSchool of Educatio
Soon I Will Be President ( water background)
No full textJoe Wardwell lives and works in Jamaica Plain, MA, where he is currently an Associate Professor of Fine Arts at Brandeis University (Waltham, MA). He received a Bachelor of Arts in Art History and a Bachelor of Fine Arts in Painting in 1996 from the University of Washington (Seattle, WA), and a Master of Fine Arts in Painting from Boston University (Boston, MA)in 1999. He has exhibited at the Museum of Fine Arts, Boston, and the deCordova Sculpture Park and Museum (Lincoln, MA) and has work in each collection. In 2012, Wardwell was a recipient of the Massachusetts Cultural Council Grant. In addition to numerous group exhibitions, he has had solo exhibitions in New York, New Haven, Boston, and Seattle. His work is represented by LaMontagne Gallery (Boston, MA) and Fred Giampietro Gallery (New Haven).Joe Wardwell has been inspired by two seemingly opposed sources; the Sublime Landscapes of the Hudson River Valley School which are imbued with a sense of national pride and Punk Rock lyrics that reflect the voices of dissent. Text is meticulously layered over the landscape. The language is subtle, camouflaged with abstract paint strokes and then applied over thoughtful painterly sunsets or hillsides. Wardwell’s work is prescient at this time when our country is embarking on a new era of politics and concern about national identity. These paintings were a part of the McIninch Art Gallery exhibition, “Soon I will be President” in Nov/Dec 201
[Henry Cabot Lodge Speaking at New England Circle 16]
No full textHenry Cabot Lodge pointing his finger and speaking at New England Circle 16
Soon I will be president (mountains background)
No full textJoe Wardwell lives and works in Jamaica Plain, MA, where he is currently an Associate Professor of Fine Arts at Brandeis University (Waltham, MA). He received a Bachelor of Arts in Art History and a Bachelor of Fine Arts in Painting in 1996 from the University of Washington (Seattle, WA), and a Master of Fine Arts in Painting from Boston University (Boston, MA)in 1999. He has exhibited at the Museum of Fine Arts, Boston, and the deCordova Sculpture Park and Museum (Lincoln, MA) and has work in each collection. In 2012, Wardwell was a recipient of the Massachusetts Cultural Council Grant. In addition to numerous group exhibitions, he has had solo exhibitions in New York, New Haven, Boston, and Seattle. His work is represented by LaMontagne Gallery (Boston, MA) and Fred Giampietro Gallery (New Haven).Joe Wardwell has been inspired by two seemingly opposed sources; the Sublime Landscapes of the Hudson River Valley School which are imbued with a sense of national pride and Punk Rock lyrics that reflect the voices of dissent. Text is meticulously layered over the landscape. The language is subtle, camouflaged with abstract paint strokes and then applied over thoughtful painterly sunsets or hillsides. Wardwell’s work is prescient at this time when our country is embarking on a new era of politics and concern about national identity. These paintings were a part of the McIninch Art Gallery exhibition, “Soon I will be President” in Nov/Dec 201