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The Effects of Parent Training and Information Centers on Parent Empowerment
Get PDFParents of children who receive special education services from the public school are considered equal partners in their child’s education with school professionals on the Individual Education Program team. Each state has a Parent Training and Information Center (PTIC) that seeks to empower parents to fulfill their right as an equal partner. The current study compared the advocacy, knowledge, competence, self-efficacy, and empowerment of two groups of parents of children with disabilities who received special education services in Tennessee. The experimental group of parents (n=36) had attended a workshop provided by a PTIC and the control group (n=21) had not attended a workshop. Participants received an email from PTIC with a link to the survey or received a hard copy of the survey at a workshop. The survey included demographic information, Likert-scale questions, and open-ended questions about parents’ experiences and suggestions for improvement from the Family Empowerment Scale (Koren, DeChillo, & Friesen, 1992) and the Fish survey (2008). Quantitative results from the likert-scale questions about parent advocacy (p=.847), knowledge (p=.117), competence (p=.669), self-efficacy (p=.992), and empowerment (p=.459) were not statistically significant. Parent responses to the open-ended questions aligned with a current literature review and emphasized the importance of educating themselves about the special education process, being an involved and equal partner on the Individual Education Program team, and communicating regularly with school professionals
The Relationship Between Leadership Behaviors, Trust In Leadership and Teacher Organizational Citizenship Behavior
No full textAs greater accountability is placed on school districts, in response to the increased demands of federal and state policies and mandates, teacher workloads and responsibilities have been increased to meet those demands. School districts rely on teachers’ commitment to students’ educational pursuits and their willingness to demonstrate behaviors that exceed their formal role expectations to facilitate student success. These behaviors, known as organizational citizenship behaviors (OCB), cannot be required, but play a critical role in ensuring a district’s success. The purpose of this quantitative study was to examine the relationship between teachers’ trust in their administrator and teachers’ OCB through the analysis of the data collected from 121 elementary, middle, and high school teachers using The Faculty Trust Scale and the Organizational Citizenship Behavior Scale for Schools. Three separate inferential statistical procedures were performed to analyze the relationship between teachers’ trust and OCB and predictor variables: years of service, gender, and grade level taught. The Pearson product-moment correlations (Pearson r) was performed to identify a possible relationship between teachers’ trust and organizational citizenship behavior. The researcher found a negative statistically significant relationship between teachers’ years of service and teachers’ trust in their administrator. The results of the current study suggest the need for further exploration into the antecedents of teachers’ OCB. The results further demonstrate that teachers’ trust in their administrators erodes over time in response to administrator behaviors.
Cohort X
Teachers’ oral proficiency: What happens after they graduate?
No full textPresentation Location: Warming House, Olivet Nazarene University
Abstract
It is widely agreed that a high level of speaking proficiency in the language of instruction is desirable, if not essential, for language teachers. Previous research has looked at the development of teacher candidates’ speaking proficiency prior to certification, but very little research has addressed the question of how teachers’ proficiency does or does not change once they begin teaching.
The current study aims to address this gap in the research. Ten current Spanish teachers who graduated from Olivet’s Spanish education program participated in a semi-structured interview to explore their perceptions of their speaking proficiency level and possible factors influencing that level. They also completed an official Oral Proficiency Interview (OPIc), allowing for a comparison of their perceptions with a more objective evaluation of their current proficiency level.
OPIc results show that six participants maintained the Advanced Low proficiency level that they achieved prior to certification, while three increased to Advanced Mid and one decreased to Intermediate High. Preliminary findings from the interviews suggest that participants are engaged in a number of activities to maintain or improve their Spanish, but the amount of time they dedicate to these activities varies widely. Their jobs, relationships and personal sense of satisfaction in speaking a second language motivate them to maintain and improve their proficiency; however, some participants feel hindered by limited time and lack of access to native speakers. Implications of these findings for teacher preparation and professional development will also be discussed
Harmonic Function and Progressions Through Rodgers and Hammerstein Musicals 1940-1960
No full textPresentation Location: Warming House, Olivet Nazarene University
Abstract
Music in higher education has been evolving in the United States for over 155 years. While this seems like a lengthy time, most of the classical music theory curriculum has remained the same. Students are still studying many of the prodigious composers, such as Beethoven, Mozart, and Bach. While these are wonderful European composers, American music programs need to be incorporating more American composers and their music into the American curriculum. Not only is it important to study American musicians and their music, but using American popular music can decrease the learning curve because students are more familiar with music from their own era. Countless numbers of students have grown up listening to Julie Andrews in The Sound of Music and have seen many of the musicals of Rodgers and Hammerstein. Most local or school theatre programs have broadly used the Rodgers and Hammerstein productions with their students. The effectiveness of the college theory curriculum may not necessarily depend upon the order in which historical styles or periods are studied or upon a melodic or harmonic approach, but upon a concentration on the structure of the music itself. It is supportive to students when the curriculum incorporates music that is native to them. This study will examine scores from Rodgers and Hammerstein musicals from 1940-1960 to see how the classical theory topics of harmonic function and harmonic progressions may be applied
TYGR Release Party
Get PDFParty Location: Warming House
Join the party as the 2020-2021 TYGR: Student Art & Literary Magazine makes its public debut
Lessons from the deep end: Teaching and learning during the COVID-19 crisis.
No full textPresentation Location: Warming House, Olivet Nazarene University
Abstract
The abrupt nature of the COVID-19 pandemic caused massive shifts in how instructors taught their courses over the past year. Many were forced to experiment with new technologies, methods of content delivery, and teaching styles. It is imperative that instructors learn from these experiences in order to continue improving as instructors and adapting to continuously changing technologies. This past year, I flipped my introductory geoscience course, moving all of my lectures to a pre-recorded video format. Each video was designed to be ~10-15 minutes long. Major re-writing, organizing, adapting, updating, and streamlining had to be done in order to accomplish this goal. Unfortunately, however, my experience with the flipped classroom model, though begun with hopeful optimism, has caused me to seriously question the model. The segment of students who will succeed in this format appears to be quite low, and overall average exam scores are significantly lower. As a result, I cannot recommend this method of teaching to fellow instructors and do not plan to continue using it. Nonetheless, the process has been incredibly helpful for myself, and I am in the process of revising and re-recording all of these lecture videos again, taking the time required to complete the work as I envision it. Benefits include: 1) a substantially more organized, concise, engaging, and efficient set of course learning goals and content delivery presentation assets; 2) a newly found passion for online video education; and 3) ready-made, bite-sized material that can serve higher level students as critical review material
Cannon School Design
No full textPresentation location: Reed Hall of Science Room 214
The senior design group will be addressing inequality in educational opportunities, specifically in underserved, rural areas, by providing a possible solution to the problem through the lens of an architectural engineer. The solution will be presented through a proposal for a new elementary school, equipped with a storm shelter, in a rural Illinois community with construction plans and drawings.
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The project is the design of a new Elementary school that will serve approximately 575 students in grades K-6 and will encompass approximately 85,000 square feet (two stories). The school is interested in small and large collaboration areas as part of the design; each grade (k-6) will have 3 classrooms that can open to a shared learning area with the exception of the kindergarten area which will not have a shared space. The scope of this project will include shared learning areas, a storm shelter for the school/community and shared specialty spaces (art, music, gathering stair, gym, cafeteria, kitchen, offices and library). The budget for design is 22M for construction. The storm shelter shall be approximately 6,000SF and be sized to handle approximately 775 people. It shall be rated for two hours. It shall be designed in Wind Zone 4/design exposure C and be rated for 250 MPH winds
SAE Baja Drivetrain
No full textPresentation location: Reed Hall of Science Room 214
Olivet Nazarene University has been developing its SAE Baja program for the past several years. This year, the University has assigned the senior design team with the drivetrain optimization project. The primary goal of this project is to produce an increase of top speed and acceleration in the ONU Baja vehicle, compared to previous years. These vehicular improvements are to be completed for the SAE competition at the end of the 2021 Spring semester. The project mentors, Clay Bass and Dr. Allen, outlined the need statement for this project and the vehicular work required for success. To complete this project, the team was tasked with selecting an ideal transmission setup, tuning the continuously variable transmission (CVT), designing and installing the CVT cover, designing and attaching the gear shifter, installing the transmission cage, and designing and implementing a splash shield between the fuel tank and engine. The drivetrain team intends to optimize acceleration and top speed by selecting the proper gear ratios in the transmission and tuning the CVT to the point of full belt engagement. Additionally, all covers and parts must be designed and installed according to the SAE standards. The drivetrain team has already conducted numerous tests to determine the current top speed and acceleration. Additional research has been performed on past Baja teams from other universities to determine the ideal solution to this project