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Elementary Teachers’ Experiences and Responses to Student Engagement while Teaching Eureka Math Virtually During the Covid-19 Pandemic
Get PDFThe Covid-19 Pandemic shifted the structure of public education by forcing public schools in Georgia and across the world to shift from a traditional, face-to-face model to a virtual model. This study was conducted to explore elementary teachers’ experiences and responses to issues with student engagement in their virtual Eureka Math classrooms during the Covid-19 Pandemic. A qualitative research design was used to conduct a hermeneutic, phenomenological study that included a document analysis, classroom observations, and semi-structured interviews using six elementary school teachers as participants. The resulting data was coded and triangulated using the thematic analysis of overarching themes, which provided insight into the participants’ experiences and responses to issues with student engagement in their virtual Eureka Math classrooms during the Covid-19 Pandemic. This study provides insight into teachers’ need for yearly emergency virtual learning trainings on how to foster student engagement in their virtual Eureka Math classrooms, as well as students’ needs for virtual classrooms that aim to reduce and possibly eliminate boredom and distractions
Teacher Perceptions of the Implementation of Schoolwide Positive Behavioral Interventions and Supports (SWPBIS) In a Rural Southwest Georgia School District
Get PDFThis study examined teacher perspectives of SWPBIS and how those perceptions impacted school discipline in a rural, Title I middle school located in southwest Georgia. This paper reviewed the history of school discipline policies and discipline practices. The focus was on teacher perceptions of SWPBIS and how those perceptions impacted school discipline in a rural, Title I middle school in a southwest Georgia county. Results were obtained using a quantitative survey and focus groups. Overall, the findings discovered that all respondents believed that SWPBIS had helpful benefits
Facilitating TILTing as a Faculty Community
Get PDFIn this paper, we describe our perspectives and experiences working as one of several small groups within a campus-wide program at our university to help implement transparency in learning and teaching (TILT) principles. Faculty were asked to implement TILT into lower-and upper-level courses, as well as co-curricular activities, by transforming some aspect of their course or activities to be more transparent, meaning students would be able to better understand its purpose and value and how it relates to their major, future career, and personal lives. The program followed a faculty learning community (FLC) model, where members supported one another through the process and the active participants shared, in addition to a deliverable in the form of a TILTed course element, a written reflection. All participants received monetary compensation for the work completed in the summer, 2021 period. Our group consists of one faculty member from the campus’ TILT Steering Committee serving in the role of facilitator and five faculty members serving in the role of active participants who hold various ranks across five departments within four colleges
The Relevance and Benefits of Moral Intelligence to Servant Leadership
Get PDFMoral intelligence has a better chance of fixing morality-related issues instead of bandaging them and addressing the servant leadership best test stated by Greenleaf (1977/2002). Prudence—mature moral intelligence—is one’s skillful act in making the best, most caring alternative among all possible choices based on moral wisdom (Bradshaw, 2010). Morally intelligent people are conscious of aligning their values, goals, and actions with the universal principles of integrity, responsibility, compassion, and forgiveness (Lennick and Kiel, 2011). Such an alignment leads to purposeful living and organizational success. Borba (2001) advocated for building moral habits of empathy, conscience, self-control, respect, kindness, tolerance, and fairness. Practicing these habits is relevant and beneficial to servant leadership development at the personal, relational, and communal levels. Therefore, moral intelligence equips servant leaders to make better and more caring decisions, clarify their life purpose, and build moral habits. Moral intelligence is an enduring capstone to past and present servant leaders and the making of future servant leaders
The Effects of Inservice Science Teachers’ Self-Efficacy on Science Achievement using the 5E Model of Instruction.
Get PDFScience achievement has been a major focus in our educational system. While several learning models effectively increase science achievement, the nation is still not progressing adequately. A gap in the literature shows the need to find the effects of teachers’ self-efficacy, specifically with in-service science teachers. A pretest-posttest, non-equivalent control group, quasi-experimental research design was used in Fall 2022 and Spring 2023 to find the effects of in-service science teachers’ self-efficacy on science achievement, using the 5E Instructional Model. The study included 38 in-service science teachers who rated items on the pretest/posttest STEBI-A. Teachers in the experimental group consisted of 14 teachers who teach in four of the lowest-achievement schools within the district. These teachers participated in the 5E in Action intervention to increase pedagogical content knowledge using the 5E Instructional Model. The control group consisted of 24 teachers in the remaining six schools. The STEBI-A and MAP Growth Science collected data. Independent and dependent t-tests were used to answer the following research questions: “What are the differences in pretest and posttest self-efficacy scores of teachers who did not receive the training? What are the differences in pretest and posttest self-efficacy scores of teachers who received the training? What are the differences in posttest self-efficacy scores of science teachers in the experimental group and those in the control group? What are the differences in students\u27 pretest-posttest science achievement scores taught by teachers not trained in 5E Instructional Model? What are the differences in students\u27 pretest-posttest science achievement scores who were not taught by teachers trained in 5E Instructional Model? What are the differences in students\u27 posttest science achievement scores taught by teachers trained in 5E Instructional Model versus teachers not trained to use this model? Results of the study found that teachers who participated in the intervention, 5E in Action, increased their self-efficacy and science achievement to a statistically x significant degree. Teachers in the control group did not show any statistically significant differences between the pretest and posttest scores of the STEBI-A. The posttest scores of both the experimental and control groups did not show any statistically significant differences. Students who were taught by teachers in both the experimental and control group showed a statistically significant increase in science achievement scores based on the MAP Growth Science. However, the experimental group showed more growth. Posttest scores showed that science achievement was about the same for both groups. Overall, 5E in Action effectively increases the self-efficacy of in-service science teachers and science achievement. Recommendations for future research include replicating the study to include a diverse group of teachers based on different grade levels and contents. Also, finding self-efficacy\u27s impacts on science achievement focuses on ESOL, SWD, and low-socioeconomic subgroups of students
Lessons Learned: Using Faculty Learning Communities to Foster Pedagogical Skills and Cultivate Community
Get PDFAcademic expertise has traditionally served as the measure of faculty’s effectiveness in the classroom. Twenty-first century changes in the landscape of higher education have brought the need for sound pedagogy as a foundational tool in the college classroom. Faculty learning communities (FLCs) are an effective method to facilitate the development of pedagogy, which, in turn, has shown to have a direct effect on student success and graduation rates. This article examines the experiences of two faculty members at a Midwestern university who developed a 10-week inter-disciplinary FLC that was offered over 5 semesters, as well as participant feedback
Supporting Elementary Preservice Teachers’ Design of Differentiated Instruction with a Transparent Lesson Plan Template
Get PDFPlanning and differentiation are key components of elementary teachers’ work in classrooms. Therefore, teacher education programs must prepare their preservice teachers for this future responsibility. This study examines how the integration of a more targeted lesson plan template and increased explicit in-class instruction impacts preservice teachers’ knowledge and implementation of differentiated instruction in an Elementary Education teacher certification program. Findings indicate that the new, more targeted lesson plan template and increased time dedicated to explicit differentiated instruction across the Elementary Education program led candidates to feel more knowledgeable about differentiated instruction and how to design and implement instruction for diverse learners. There were also areas in which our preservice teachers felt the program could improve, both within course instruction and regarding the lesson plan template
Introduction to Transparency in Learning and Teaching
Get PDFIntroduction to Transparency in Learning and Teachin
Exploring Universal Design as a Tool to Increase Equity in Assessments of Learning
No full textHigher education institutions have a common goal to provide students an equal opportunity to succeed regardless of ethnicity, gender, socioeconomic status, disability, or family educational history. However, the tools and methods used to assess learning may produce false student competence results. Implementing inclusive assignment features that allow students to apply course content to their experiences and demonstrate knowledge through storytelling increases student success and retention, academic self-efficacy, and sense of belonging. This session will explore practical ways faculty can utilize universal design in the classroom to increase equity when assessing learning