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Exploring the impact of job stressors on special education teacher burnout: A qualitative study
No full textHolst, Heather
Special education teachers have been feeling the factors that lead to burnout for at least the last 3 decades. These factors may include depression, anxiety, low morale, physical exhaustion, insomnia, increased use of alcohol or drugs, and familial problems. These factors may make it difficult for special education teachers to concentrate on educating their students. Their students in turn may not achieve their full potential.
This phenomenological study sought to determine what are the main factors that cause burnout in special education teachers who are in their first five years in the field of education. Data collection included a survey guided by open ended questions and interviews. The survey was posted on social media to gain the attention of prospective respondents.
The results of the study determined that the main factors that cause burnout are stress related symptoms, support, supporting special education teachers in their first 5 years, workload, teacher preparation programs, contributions to the loss of special education teachers, and what can be done to retain teachers. A theme that emerged specifically from the participant interviews was an explanation of why teachers would stay in the field of education instead of pursuing another career.
The implications of this research study stated that teacher preparation programs need to increase hands-on learning for teacher candidates. The research also indicated school districts need to implement mentorship programs, add professional learning for general education teachers and administrators, and increase pay to prevent teacher attrition. The future of education can be improved by implementing disruptive ideas as indicated in this paper
Opening the doors to self-contained special education classrooms: Perspectives on their continued use
No full textScholz, Robin L.
Despite both federal law favoring inclusion and decades of scholarly research highlighting the benefits of inclusive practices in K-12 public schools, students with moderate to severe disabilities continue to be educated in self-contained special education classrooms. This research aims to bring to light the experiences of special education teachers who primarily educate students with disabilities in self-contained classrooms to better understand the continued use of this educational practice. Specifically, 15 high school special education teachers from a Midwestern metropolitan area were interviewed, generating detailed stories and experiences that help explain both the internal and external factors for their continued use of self-contained classrooms. Internal factors included the special education teacher mindset (perceived appropriateness of general education classes, behavioral problems, and safety issues for students and staff), the general education teacher mindset (perceived rigidity of who constituted a student, teaching styles and content, and lack of experience and discomfort working with students with moderate to severe disabilities), and systemic school barriers greatly influenced the continued use of self-contained special education placement settings for students with moderate to severe disabilities. One external factor–parent and guardian voice–also contributed to students with moderate to severe disabilities continuing to be educated in self-contained settings. These findings indicate the need for further studies that aim to understand alternative perceptions of key stakeholders in K-12 education as it pertains to inclusion, school district special education program audits that focus on systemic change, and customized professional development for key stakeholders focusing on both why inclusion is important and how it can be successfully implemented in schools
<a href="https://acad.org/resource/it-shouldnt-take-a-crisis-to-engage-in-academic-program-review-and-prioritization/" target="_blank" title="It Shouldn't Take a Crisis to Engage in Academic Program Review and Prioritization" rel="noreferrer noopener">It shouldn't take a crisis to engage in academic program review and prioritization</a>
No full textDraud, M., Eastberg, J., Barb, M., & Peterson, B.To access this material, please use the URL below
Essential scaffolds, strategies and tasks for language-based teaching and learning for multilinguALL learners
No full textGoralski-Cumbajin, Brook
Essential Scaffolds, Strategies and Tasks for Language-Based Teaching and Learning for MultilinguALL Learners is a practice-based synthesis of high leverage practices developed over the course of more than two decades serving Emergent Bilinguals within Wisconsin schools. Educators, schools, and districts often find themselves in an Instructional Bermuda Triangle when trying to determine which instructional ‘best practices’ are truly best for their population of multilinguALL learners. I developed this resource as a means to identify the overlap between some of the most researched and commonly used instructional frameworks that actually shifted outcomes for the learners and educators with whom I worked. Consequently, it represents an evolution of understanding(s) rooted in many years of bridging theory and practice by engaging in ongoing cycles of practitioner inquiry while advocating for multilinguALL learners. This tool reflects the foundational considerations needed to develop strong language-attentive programming for students as they acquire both language and content across varying social and academic contexts within and beyond school settings
How leaders create conditions critical to educator success and conducive to student learning
No full textStaniszewski, AJ
In every professional setting there are people who lead companies, organizations, and schools. I believe the majority of individuals reading this paper have had both positive and negative experiences with a boss, leader, or supervisor. Within the pre-existing research, effective leadership can result in successful companies, organizations, and schools with trusting environments where employees feel like they have a voice and can be effective. The purpose of this study was to determine what exactly leaders do to achieve this and what character traits of a leader are defined, specifically in the K-12 public school environment. There is no better way to understand this than from the lens of the teachers themselves. In this research study, you will hear firsthand what teachers say they need from their leaders in order to create conditions critical to educator success and conducive to student learning
Is There a Relationship Between Highly Effective Teachers and Brain Based Learning Stategies?
No full textWashington, ZseTaun Sheree
In every school district there is a teacher that stands out. As a matter of fact, if you close your eyes right now and imagine the teacher that had the greatest impact in your school career, you would remember one from each academic level by name. They are unforgettable. Why? What makes them different from all the rest? You may have even struggled in a class, and yet it was that teacher that helped you make it through. Highly effective teachers leave a lasting impression on students that makes them sustain the test of time. The purpose of this paper is to determine whether there is a relationship between highly effective teachers in Mansfield ISD, and Brain- Based Learning strategies. I will define Brain- Based Learning strategies and highly effective teaching. The term "Brain- Based Learning" (BBL) refers to an educational theoretical framework that forms a holistic context for a comprehensive instructional approach design. These principles derive from significant discoveries made in the fields of biology, psychology, and neuroscientific research about the structure and function of the brain (Lagoudakis, N., Vlachos F., Christidou,V. & Vavougios, D.,2022).
Brain- Based Learning strategies are a toolbox of methods that focuses on neuroscience and how the brain truly learns (Jensen, 2005) These lessons encompass strategies that include, peer interaction and communication, songs, repetition, movement, engagement, and social emotional learning (Jensen, 2005). During the past 20 years, the most important shift in education has been the movement away from the idea that learners are sponges, toward the idea that learners construct meaning for themselves. A student cannot learn history, physics, literature, or any other academic subject by listening to someone talk about it, just as players cannot learn baseball by listening to the coach talk about it (Wilson, & Peterson, 2006). Knowing how to educate in an effective manner is one thing; putting that knowledge into practice is quite another. It is critical to integrate great pedagogy with neuroscience in order to comprehend what it takes to be a highly effective teacher (Faull, 2009)
The impact of structural oppression and systemic racism on the post-secondary pathway of African American girls and women in a major metropolitan area of the Midwest
No full textHaynes, Tameka N.
This phenomenological study sought to understand the impact of structural oppression and systemic racism on the post-secondary pathway of African American girls and women in a major metropolitan area of the Midwest. Participants were individuals ages 18-45 who were assigned female at birth, identified themselves as Black/African American, and attended school in the Greater Milwaukee Metropolitan area. The primary source of data collection was one-on-one semi-structured interviews and participant questionnaires to gather participant demographic information. The theoretical frameworks of cultural capital, culturally relevant pedagogy, intersectionality, and self-efficacy provide context for the discussion. This exploration provided insight into the lived experiences of Black women in a highly segregated Metropolitan area with disproportionate and disparate conditions of the Black community compared to their white counterparts.
The primary institution that this study discusses is the educational institution. However, interview participant responses provided the opportunity for them to express their experiences with other institutions such as healthcare, financial, and corporate institutions, as well as the institutional forces of social media, media, and popular culture. Results show that Black women from underprivileged, under-resourced households saw less educational and financial progress. Participant responses indicated that while seeing and being in spaces with people who look like you matter, the support of others through meaningful developmental relationships also matters
The role of grit in the higher educational experiences of women of African descent
No full textMosore, Christine R.
In the rare instances where academic literature considers the experiences of African women as they pursue education, the literature tends to focus on barriers and obstacles. This study uses the psychological framework of grit to allow women of African descent to tell the stories of their educational journeys in a more complete way, considering not only challenges but also courage, passion, inspiration, and support. Ten women of African descent who pursued higher education degrees in the United States participated in a semi-structured interview about their experiences. The resulting stories of triumphant achievement not only addressed a representation gap in existing literature, but provided examples of how looking at more than just adversity can inspire change in professional practice
Factors influencing retention and completion of Native American college students at non-tribal community and technical colleges
No full textCheatham Hathaway, Kathleen D.
This study aimed to determine the factors that encourage or create barriers to Native American student retention at non-tribal community and technical colleges. This qualitative multiple case study gathered data from eight Native American college students attending non-tribal community and technical colleges using Zoom to conduct virtual interviews. Data were analyzed using inductive coding. As a result, four major themes emerged: family relationships, barriers, support systems, and persistence, and each theme revealed two to four sub-themes. This study suggests solutions for supporting retention best practices for Native American students at two-year non-tribal institutions
Trauma-informed assessments in music therapy with autism spectrum disorders
No full textPaterno, Lily M.
The purpose of this study is to gain insight into music therapists’ current understandings of the impact of trauma on autistic individuals, as well as their reactions and/or opinions on incorporating trauma-informed assessments within the music therapy process when working with individuals with Autism Spectrum Disorders