35063 research outputs found
Sort by
From Disengaged to Flourishing: The Impact of Authentic and Practical Professional Development on Teachers and Students
Get PDFBuilding upon the ideas of social constructivists work in dialogic instruction (Bakhtin, 1981; Vygotsky, 1978) and self-efficacy theory (Bandura, 1977), this study sought to answer: How does teacher participation in a book club impact teacher disposition to dialogic practices in the classroom? And how does teacher participation in a book club influence teacher efficacy regarding the implementation of dialogic practice? Using case study research based on semi-structured interviews, book club transcripts, and participant reflective journal entries, changes in disposition toward dialogism and efficacy in dialogic classroom practice were explored. The book club itself served as an intervention and provided teachers with opportunities to experience what students are asked to do within a dialogic classroom. Study data revealed common barriers teachers perceived to implementing dialogic practice (need for control and structure, student behaviors, and low expectations), even while recognizing its value. Results indicated a change in teacher disposition and practice established within the book club intervention, and analysis of the data provides empirical evidence that teacher self-efficacy was positively impacted. While initially skeptical and hesitant to implement dialogic practice, through the book club intervention, participants ultimately saw themselves as capable and efficacious. Dialogic practice was prioritized and overcoming likely barriers became more manageable. Participants encouraged greater student autonomy within classroom discussion, raised expectations of students, grew in enthusiasm to engage students in dialogic discussion, and shifted practice. The book club itself served as an intervention and provided teachers with opportunities to experience what students are asked to do within a dialogic classroom. Study data revealed common barriers teachers perceived to implementing dialogic practice (need for control and structure, student behaviors, and low expectations), even while recognizing its value.
Study results indicated a change in teacher disposition and practice established within the book club intervention, and an analysis of study data provides empirical evidence that teacher self-efficacy was positively impacted. While initially skeptical and hesitant to implement dialogic practice, through the book club intervention, participants ultimately saw themselves as capable and efficacious. Dialogic practice was prioritized and overcoming likely barriers became more manageable. Qualitative study data showed participants encouraged greater student autonomy within classroom discussion, raised expectations of students, grew in enthusiasm to engage students in dialogic discussion, and shifted practice.
The findings of this study point to a broad set of assertions that have implications for teachers, administrators, and teacher-educators supporting dialogic instruction in middle school classrooms
Teacher Autonomy and Decision Making on Curricular Book Choices
Get PDFThis article reports findings from an email survey of 748 U.S. PreK–8 teachers. The survey invited teachers’ reflections on their autonomy in selecting children’s literature for classroom instruction and classroom libraries. In this descriptive study, researchers used frequency counts, cross-tabulations, and examination of text-based responses. Data were analyzed across three constructs of teacher autonomy: capacity, self-direction, and freedom. Findings show teachers feel well equipped to select quality literature, have more self-direction in literature used for read-alouds and inclusion in classroom libraries than for instruction, and report recent sociopolitical events in the United States have stifled their feelings of freedom. Internal versus external influences were explored as to their impact on teachers’ perceived autonomy
Comprehensive Breast Cancer-Related Lymphedema Management Programs Addressing both Psychosocial and Physical Needs: A Scoping Review
Get PDFBackground: Breast cancer is the leading cause of female cancer worldwide, which can lead to many negative sequelae, with up to a third of women developing breast cancer-related lymphedema. Breast cancer-related lymphedema requires chronic maintenance and is associated with worse physical and mental health outcomes compared to women without lymphedema. Occupational therapists are well-positioned to address the complex needs of women with breast cancer-related lymphedema. This review aimed to identify existing research that reports outcomes of lymphedema management programs addressing both physical and mental health needs of women with breast cancer-related lymphedema.
Method: A scoping review was conducted to determine the existing evidence on lymphedema management models that address physical and psychological issues in women following breast cancer treatment. This scoping review was structured based on Joanna Briggs Institute guidelines.
Results: Four articles met inclusion criteria.The Lymphedema management programs identified used adjuvant interventions, including behavior management education, progressive muscle relaxation, and yoga to address psychosocial needs in addition to traditional lymphedema management strategies.
Conclusion: In the few studies identified, lymphedema management programs that address the physical and psychosocial impact of breast cancer-related lymphedema demonstrate effectiveness in improving quality of life outcomes. Findings support future research