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Teachers’ Perceptions on Implementing Read 180 During the Covid-19 Pandemic for Grade 3-5 Students in a Georgia Public School
Get PDFThe problem addressed by the study was to examine the effectiveness of the implementation of the Read 180 Universal reading intervention program for students who struggle with reading during the COVID-19 pandemic. The purpose of this case study was to describe teachers’ perceptions of the effectiveness of the implementation of the Read 180 program for elementary students in a grades 3-5 Georgia elementary school during the COVID-19 pandemic. A qualitative research paradigm has been used in the research described below.
A case study involved semi- structured interviews of 12 general ELA teachers in grades 3, 4, and 5. A thematic analysis of qualitative data was performed, providing insight into participants’ perceptions centered around the implementation of Read 180 during the COVID-19 pandemic. The study provides insight into teachers\u27 needs for material and professional development when implementing Read 180 in other school districts. The study supports the need for policy and procedure change on the state, district, and school level involving how online programs are implemented during times such as the COVID-19 pandemic
This I Believe: Race, Educator Identity, and One Middle Grades Educator Life
No full textIn this research project, I used a critical autoethnographic approach to examine one middle grades educator\u27s experience as a P-12 and post-secondary practitioner, navigating systems and politics of practice across various contexts, given race, specifically blackness, as one non-negotiable component of educator identity. In doing so, I considered the ways in which race as a factor of identity, shapes or otherwise impacts the experiences, interactions, and perceptions of an educator of color over time, across pedagogical contexts, and through a myriad of situational events. The strength in this project was that the nature of the research lent itself handily to an autoethnographic approach. The component of race---a social construct that in a racialized social setting and by extension, educational setting, becomes identity important---was explored through narrative and considered in its multi-layers. The conclusions of this study may serve to broaden the range of voices currently represented in circles of teacher education and practitioner academic communities, adding to, or providing implications and counter perspectives about ways in which educator practices, professional principles, and collegial interactions are touched and shaped by race as a factor of educator identity
Arden 2022
Get PDFAn amalgamation of creative student works. Items contained include, but are not limited to, art, photography, short stories, prose, poetry, and other avenues of creative composition.https://csuepress.columbusstate.edu/arden/1022/thumbnail.jp
A Qualitative Exploratory Case Study of Middle School Administrators’, Counselors’, and School-Wide Positive Behavior Interventions and Supports Team Leaders’ Perceptions of School-Wide Positive Behavior Interventions and Supports
Get PDFStudents\u27 disruptive behavior has become more customary over the last several years. Many school systems have implemented a Positive Behavior Interventions and Supports (SWPBIS) approach to deal with these behaviors proactively. This particular study is focused on behaviorism and operant conditioning. A qualitative exploratory case study design was chosen as the most effective method to understand perceptions of the implementation of the SWPBIS framework in a middle school setting. The three data sources include structured focus groups with school administration, counselors, and SWPBIS team members. Additionally, school climate surveys from 2016-2021 and school discipline referrals from 2016-2021 were evaluated. During the focus groups, it was established that the staff recognizes positive behaviors from students, it provided a support system for the staff, and the SWPBIS expectations are clearly defined. The shared themes for school safety are that the research site utilizes data, there are protocols and procedures to follow, and SWPBIS is a process that must be monitored for effectiveness. Additionally, the shared themes for school safety are that the research site utilizes data, there are protocols and procedures to follow, and SWPBIS is a process that must be monitored for effectiveness. The research school behavior data demonstrated a decline through the years in which the data were examined for the study. A sustained SWPBIS program is a combined effort of administrators and teacher leaders who encourage achievement (Scaletta & Tejero Hughes, 2021). However, the researcher has confidence that if implemented with fidelity, SWPBIS is a framework that is effective and demonstrates results
Under the Rebel Lash : Black Prisoners of War in Confederate Alabama and Georgia
No full textMy research follows more than 1,600 United States Colored Troops hailing primarily from Georgia and Alabama who fell into Confederate hands during the American Civil War. These men faced severe consequences as they became forced laborers in Confederate prisons and camps at places like Andersonville and Mobile. In the eyes (and under the laws) of Confederates, formerly enslaved men who joined the U.S.C.T. could no more throw off the shackles of white ownership than could an escaped horse or cow. Confederates re-enslaved the vast majority of Black men who became prisoners of war during the American Civil War. Black POWs, however, challenged the boundaries of race through their knowledge of the law, deception, role-playing, the use of hidden transcripts, and communal support
Momentum-2022
Get PDFA Journal of Undergraduate Research.https://csuepress.columbusstate.edu/momentum/1008/thumbnail.jp
Taxonomic and Phylogenetic Diversity of Pitcher Plant Bogs in Georgia\u27s Coastal Plain
Get PDFDiversity studies via floristic survey and taxonomic metrics have proven essential for discerning community composition and biodiversity, however, phylogenetic analyses are necessary to reveal underlying evolutionary change and potential community assembly patterns. Pitcher plant bogs are highly diverse, highly understudied habitats that contain numerous listed and at-risk plant and animal species of Georgia.
In this study I investigated the taxonomic and phylogenetic diversity of pitcher plant bogs by asking the following questions:
1) What is the taxonomic diversity of pitcher plant bogs,
2) What is the dispersion of phylogenetic diversity within bog habitats, and
3) Does taxonomic and phylogenetic diversity vary among Georgia’s Coastal Plain pitcher plant bogs? Three bogs residing in three different level IV ecoregions (Sea Island Flatwoods, Tifton Uplands, and Atlantic Southern Loam Plains) were chosen for floristic study and tissue samples taken for DNA barcode sequencing. A total of 290 individuals were collected (43 families; 98 genera; and 179 species), of which 254 were sequenced for rbcL and matK gene regions of the chloroplast genome to generate a phylogeny. Sequencing returned 197 successful sequences of both rbcL and matK gene regions, totaling to 207 sequences used to construct a phylogeny after including downloaded GenBank sequences where possible. Species richness, family and genus count, Jaccard Dissimilarity, phylogenetic diversity (PD), mean pairwise distance (MPD), mean nearest taxon distance (MNTD) and standardized effect sizes of MPD and MNTD were calculated for each bog. Jaccard Dissimilarity values show the bogs tend to be different taxonomically, but phylogenetic diversity metrics returned no significant differences between the bogs when looking at PD, MPD, and MNTD. These values suggest random assembly of communities, as well as random phylogenetic structure, showing no evidence of patterns such as clustering or over dispersion. Little is known about random assembly of plant communities, and study of broader relationships of pitcher plant bogs that includes climate, geology, and soils would be beneficial for greater comprehension of bog plant communities and their conservation
Developing Servant Leadership through a Peer Mentor Program
Get PDFMentor programs are an important component of transition programs, which help students successfully navigate the shift from middle school to high school. With that being said, little research has examined the impact of participation in a mentor program on the mentors’ servant leadership skill set. Therefore, the purpose of this qualitative case study was to investigate the impact of a peer mentor program and challenge course training component on the mentor’s perceived servant leadership skill-set. This study explored the impact on participants from a high school peer mentor program who graduated in 2018-2019 and had additional life experience from which to draw. Data were collected through semi-structured interviews as well as the researcher’s bracketing journal. The findings led to a major theme aligned to the Barbuto and Wheeler (2006) Servant Leadership Questionnaire and revealed that there was an impact on the participants’ servant leadership skill set through their participation in the yearlong peer mentor program that had an initial challenge course training component. The results and corresponding discussion yield a potential framework for other peer mentor programs to follow
Perceptions of Trauma-Informed Teaching & Learning (TITL) in an Online Graduate Course
No full textA new graduate course in liberal studies was created using Trauma-Informed Teaching and Learning (TITL) principles. Trauma-Informed Teaching and Learning comes out of the school of social work, which recognizes that trauma is a response rather than an event, and which seeks to teach in a manner that respects and cares for the souls of our students...to provide the necessary conditions where learning can most deeply and intimately begin (hooks, 1994). The seven principles of TITL, adapted by Carello (2019), were applied to course design and execution with the recognition that both students and instructors were navigating multiple stressors, including the pandemic, social turmoil, and economic uncertainty. Stress inhibits learning and impacts executive functioning and self-regulation (McMurtrie, 2020). Perceptions from students and lessons learned from the instructor, who plans to repeat TITL in a subsequent semester, will be reported
Adverse Childhood Experiences and Teacher-Student Relationships
Get PDFThe single most impactful person in a student’s life is his or her teacher, and the relationships that are cultivated within a teacher’s classroom are lasting. When teachers bring adverse childhood experiences (ACEs) into the classroom, the influence of these traumatic events may have an effect on the development of teacher-student relationships. To better understand the potential relationships between teachers with two or more ACEs and their students, a qualitative case study guided by the following research questions was conducted: 1) What are teachers’ perceptions of the development of relationships with students when the teacher has experienced at least two adverse childhood experiences?, 2) What characteristics do teachers, who have at least two adverse childhood experiences, need to possess in order to establish their classroom climate and culture to build positive relationships with their students?. and 3) What impact do adverse childhood experiences have on emotional regulation, especially in regard to teacher-student relationships, when teachers have two or more ACEs? Phase 1 of the study included administering the Adverse Childhood Experiences Questionnaire. Seven participants met the criteria of having two or more ACEs and continued to phase 2, the Emotion Regulation Questionnaire, and then completed phase 3, one-on-one semi-structured interviews and written reflections. The findings reveled common beliefs, practices, and perceptions among the seven participants. All believed themselves to be wounded healers and were well versed in mindfulness techniques when presented with classroom conflicts. The participants’ abilities to be reflective and empathetic with their students led to more fluid, meaningful relationships