11515 research outputs found
Sort by
What\u27s Up Doc? Ralph Heimdahl, Central Minnesota, and Bugs Bunny
Get PDFThe article provides information about Ralph Heimdahl, his connections to central Minnesota, including St. Cloud State University, and his career drawing the Bugs Bunny newspaper comic strip
KVSC Trivia Answer Book [2024]
Get PDFKVSC, St. Cloud State University, trivia weekend, Camp Triviahttps://repository.stcloudstate.edu/kvsc_trvansbks/1041/thumbnail.jp
Reform-based Mathematics Teaching Practices for Teacher Candidates’ Professional Development
Get PDFK-6 teacher candidates in the USA are required to meet three mathematics criteria, (1) attainment of conceptual understanding, (2) correctness of procedure fluency and (3) an understanding of mathematics reasonings and problems-solving from Educative Teacher Performance Assessment [edTPA], which is the most popular assessment for initial certification/licensure teacher candidates in the U.S.A. Research demonstrated that teacher candidates’ can be enhanced to better prepare for reform-based mathematics teaching. The purpose for designing this study was to examine how K-6 teacher candidates’ professional development transferred to reform-based mathematics teaching that align with three edTPA criteria. The study implemented the mixed methods with 15 K-6 teacher candidates participating in both quantitative and qualitative research activities. Data were collected from participants’ final assessment portfolios to evaluate candidates’ teaching effectiveness, The study also conducted semi-structured verbal interviews with candidates’ math lesson design, reformed-based mathematics teaching, and the role of self-efficacy in doing reform-based teaching. Results indicated that candidates face multiple challenges in transferring from skill-repeated (traditional) math teaching to reasonings-developed (reform-based) math pedagogy. Teacher candidates agreed that from traditional to reform-based mathematics teaching benefits their teaching effectiveness. Methods for facilitating reform-based teaching in mathematics via professional development is discussed
St. Cloud State Magazine [Fall 2023/Winter 2024]
Get PDFhttps://repository.stcloudstate.edu/magazines/1156/thumbnail.jp
Independent Living Skills in Postsecondary Education: Offerings and Director Perspectives
Get PDFIn a push for inclusion, many postsecondary institutions are looking toward programming that better supports those with disabilities. This includes the addition of programs that teach independent living skills. The Individuals with Disabilities Education Act highlighted the importance of transition planning which included looking at independent living skills starting at age 16 (IDEA, 2004). Then in 2008, the Higher Education Opportunity Act reauthorization encouraged a look at life after high school with an emphasis on postsecondary education. Since 2017, we have seen a large increase in the research surrounding inclusive postsecondary programs (Whirley et al., 2020). This study also highlighted the inconsistency in these programs.
The purpose of this study was to start a discussion around these programs. A survey was sent to 310 program directors (found through the Think College database) to find what skills are consistently being taught in these programs as well as what skills may need more focus. Also, it was designed to measure the attitudes of the program directors themselves on their perspective of their program as well as their knowledge in the field. Results indicated a disconnect between programs with no set curriculum used across programs. Independent living skills taught also varied from program to program. Programs also varied in their access to additional resources including driver’s education, full kitchen access and washer/dryer access. Program directors showed confidence in their ability to understand and teach independent living skills as they are defined in research
General Education Teachers’ Perceptions of Inclusion in Elementary K-5 Settings
Get PDFInclusion that brings special education students together with typically developing general education students in the school and classroom setting is not an option and is mandated by federal law (PL 94-142 & IDEA). How do general education teachers feel about working in inclusive settings given no choice in the matter? Are there factors that contribute to these perceptions, and what, if any, strategies have proven successful in supporting inclusive classrooms?
This paper reviews extant research literature addressing how general education teachers perceive and feel about inclusion in their schools and examines strategies that have resulted in more successful experiences