12244 research outputs found
Sort by
Does Teacher Bias Increase Referral of Blacks to Special Education for a Reading Disability?
Get PDFResearch shows that Black students are over-represented in special education for a reading disability based on the inaccuracy of teacher referrals. Teachers\u27 accuracy in referring Black students to special education for a reading disability is not an extensively researched area. This study aims to determine if teachers\u27 biases and attitudes toward Black students impacted their ability to accurately make a special education referral for a reading disability for this population of students. For this study, teachers completed a questionnaire, cultural competence self-assessment checklist, four vignettes, and a post-vignette question to determine if their personal biases and attitudes impacted their willingness to refer Black students to special education for a reading disability. A cross-tab, chi-squared test, and binary logistic regression were the methods used to examine the data. All data collected in the study were from school districts across the country and teacher pages via social media groups on LinkedIn and Facebook. The researcher hypothesized that whether Black students were struggling or not within the vignettes, teachers would refer them for special education services at a higher rate
Faux-Flipping a Supportive Housing Training: Lessons from Pandemic Adaptations
Get PDFFollowing March 2020 coronavirus closures, the Community Support Services training initiative for supportive housing providers transitioned to fully remote learning. Training remotely, the trainers developed a faux-flipped model of midtraining interactive video lectures alongside videoconferencing with time for active learning through interactions and activities. There were benefits to training remotely using a faux-flipped model, including increased participation, training retention, and self-evaluated knowledge. After improved training results, the faux-flipped recorded video lectures will remain in future training. The coauthors suggest additional research to elaborate the faux-flipped model and assess its impact on learning and engagement
An Educator’s Reflection on the Importance of Embodiment, Imagination, and Liberation
Get PDFThis reflection piece offers an interpretation of the years 2020-2021, through the earliest days of the COVID-19 pandemic and the racial awakenings in the US. Writing at the intersections of race, gender, and religion, this piece is part essay, part spoken word, and part treatise. The ultimate call to action is threefold; we must lean into embodiment as a habit for living, use our imaginations, and seek liberation for ourselves and one another if we are to hope for a better future. While many aspects of life now seem bleak, there is hope if we consider these three principles for life. This educator hopes that in conducting this kind of reflection, educators can begin not only to promote culturally sustaining work in their classrooms and with their students but also become the kinds of educators that embody and model critical consciousness
Mock Jurors\u27 Recommended Sentences for Perpetrators who have Traumatic Experiences
Get PDFExperiencing trauma can result in neurological and biological changes, precipitating long-term damage to the brain and body. A considerable proportion of incarcerated persons have reported that they have experienced some type of trauma (Stensrud, Gilbride, & Bruinekool, 2018). Using scenarios of hypothetical crimes of varying degrees of seriousness, this study explores whether disclosure of the perpetrator’s traumatic childhood experiences has an influence on the severity of the sentence that mock jurors would recommend for that perpetrator. The mock jurors’ trait empathy, Belief in a Just World, and their own traumatic experiences were assessed to determine whether these characteristics could account for the variation in recommended sentences. No significant differences were found between the recommended sentences of perpetrators who experienced trauma and perpetrators who did not. However, participants’ optional, digitally written explanations of their rationale provided more insight into these dynamics and inspires opportunities for future research
Introduction to the special issue on the scholarship of generosity: A Festschrift in honor of Beth Blue Swadener
Get PDFSecondary Principal Leadership and the Impact on Engaging Hands-on Learning Strategies
Get PDFThe purpose of this narrative inquiry study was to understand how secondary campus principals build capacity in teachers to actively engage students in the processes of meaningful learning. Secondary campus principals should continuously work with teachers in a team setting in order to implement best practices. In recent years, “researchers in educational leadership have called for a new sustainable model for the future” and one must rethink how engagement aligns for student success. Hands-on learning can be instrumental in increasing student engagement, which, in turn, builds student capacity, students who do not feel challenged often become bored in the educational setting, directly contradicting the purpose of an education, which is to provide elements of inspiration that create lifelong learners.
Hands-on learning strategies are comprised of many different forms in the classroom; however, they all align with engagement for students. The campus principal must ensure that the teacher is engaging students in their educational pursuits, and not creating the same pattern of worksheet behavior that drives students to be less engaged. The key to building engagement in teachers is to create elements of leadership that the principal can assist them with from a team mentality. Leadership for the campus principal matters and principals must understand how the limitations, resources, and opportunities impact how he/she needs to behave for effectiveness.. This is a narrative qualitative study which allows the researcher to question and better define how secondary principals view themselves as instructional leaders, and in what capacity this relates to engagement throughout the school year
Interpreting Social-Emotional Learning: How School Leaders Make Sense of SEL Skills for Themselves and Others
Get PDFThe need for social-emotional learning for adults has emerged due to accountability stressors and the Covid-19 pandemic. While many school leaders believe in SEL for adults, major disconnects exist between their understanding and belief in SEL and their plans to implement it. The main problem this research sought to address integrated two ideas in the affective world of school leaders: First, research literature today does not describe what competencies from the most commonly used framework for SEL, CASEL, mean concerning school leadership. Second, research literature today does not describe how school leaders explicitly develop SEL skills and operationalize these competencies to influence teachers’ SEL. Considering the phenomenon of this study was school leaders\u27 understanding and use of SEL skills, the overarching purpose for this study was to explore how school leaders in schools known for their SEL focus make sense of and use SEL skills for their leadership and with their staff and students. This study utilized a more modern form of grounded theory research called Constructivist Grounded Theory and used semi-structured interviews to collect data. Using the CASEL competencies as sensitizing concepts, five categories and 13 subcategories emerged from the data along with a separate but related category with three subcategories. The analysis of these findings suggests eight challenges school leaders face when trying to support the SEL of their teachers
Supportive Strategies for Human Services Online Internships: A Case Study of Guttman Community College’s Remote Binary Model
Get PDFCreating a viable human services internship program at the community college level presents many challenges, from retaining partner agencies willing to supervise, often inexperienced, beginning students, to retaining students willing to overcome personal, academic, and financial challenges to participate in an internship. These challenges were exacerbated by restrictions placed on in-person teaching and internships during the COVID-19 pandemic. In response, Guttman Community College’s human services program has developed a remote binary internship model that offers fieldwork students the benefits of participating in an internship through online agency-based supervised field placements or class-based asynchronous assignments for fieldwork students that cannot participate synchronously due to pandemic-related challenges. The authors offer a description of a novel approach to internship provision, which was developed to mitigate the pandemic\u27s impact on students completing their internship in human services. This case study provides an analysis of implementation, lessons learned, and recommendations for future research, including evaluation planning. The hope is that this model will offer a roadmap for other human services programs seeking to create robust remote internships that can help students mitigate the challenges of online learning while advancing their training through the field placement internship
You Cannot Be a Teacher
Get PDFMicroaggressions in education discourage many from pursuing their dreams. In this manuscript, I discuss the microaggressions experienced as a novice teacher in the United States from another country. My story highlights how the public education system’s overpowering desire for sameness propelled my career in a new direction. After experiencing heartbreaking discrimination from a xenophobic principal, I began to fight for educational equity for all
