8,314 research outputs found
W. Lewis Civil War letter
No full textThis collection contains a letter written in November 1864 by W. Lewis, then stationed at DeValls, Bluff, Ark. The author is believed to be Walter Lewis of Company F of the 20th Iowa Infantry
“Does this mean I am racist, distrust or dislike people of color?”: A DisCrit qualitative study of implicit bias among preservice and practicing special educators
No full textLewis Chiu, C., Lusk, M., Sayman, D., Kressler, B., & Cote, D. (in review). “Does this mean I am racist, distrust or dislike people of color?”: A DisCrit qualitative study of implicit bias among preservice and practicing special educators. Issues in Teacher Education.</i
Michael Lewis: Journalist and Bestselling Author
No full textMichael Lewis is a New York Times bestselling author who has written more than a dozen books on subjects ranging from politics to Wall Street. His recently released book, Fifth Risk, explores mismanagement in federal government.
His other books include The Big Short, Moneyball and The Blind Side - all of which were made into movies. Another, Liar\u27s Poker, was based partly on his experience as a bond salesman at Salomon Brothers.
Lewis is a sharp observer of politics, finance and the evolution of American culture, combining keen insight with a sharp sense of humor. He is a columnist for Bloomberg News and a contributing writer to Vanity Fair. His articles have also appeared in The New York Times Magazine, The New Yorker and Sports Illustrated
Factors Impacting Teacher Retention: Special Education Teachers' Perception of Supports
No full textA shortage of special education teachers continues to exist in schools and districts. The study aimed to develop a greater understanding of support desired by special education teachers. The type of supports perceived by teachers often impacts teachers' decisions to stay or leave. The phenomenological approach was used in this study to understand how special education teachers perceive current supports or lack of supports provided by leadership. Qualitative surveys and interviews explored types of supports provided at the time of the study. The research demonstrated four themes: (a) mistrust with district administrators, (b) lack of collaboration, (c) needs not being met, and (d) connection with leaders at the school site level. The findings of this study highlight the need for providing effective supports for special education teachers, which may help with teacher retention.https://doi.org/10.5281/zenodo.787752
Teachers' Perceptions of Their Social-Emotional Competencies and Social-Emotional Learning Practices
No full textThe purpose of this qualitative study was to better understand the perspectives of teachers' social-emotional competencies, the development of social-emotional competencies, and the practice and implementation of social and emotional learning (SEL). Structured interviews were conducted with ten teachers and four administrators at four different schools (public, private and charter). The teacher participants completed a social-emotional self-reflection tool in order to triangulate the data. The study findings suggested that teachers received insufficient SEL training and limited SEL modeling in their preservice program. Recommendations were made to enable teachers at various stages throughout their career to build social emotional competencies, such as self-regulation and modeling of SEL skills, so that they may teach them to their students.https://doi.org/10.5281/zenodo.511803
The Experiences of Special Educators Serving Students With Emotional and Behavioral Disabilities (Ebd) Through a Collaborative Model: A Qualitative Case Study
No full textStudents with Emotional and Behavioral Disabilities (EBD) have been characterized as one of the most difficult students to educate. Special education teachers, paraeducators, and school psychologists often work together to address the complex needs of students with EBD. However, there are high rates of attrition for special education teachers, school psychologists, and paraeducators. This qualitative case study explored the experiences of special education teachers, paraeducators, and a school psychologist at a middle school serving students with EBD through a collaborative model. Wenger's (2000) theory of a Communities of Practice served as the theoretical framework for this study. The analysis of the participants' experiences resulted in themes of collaboration, communication, shared knowledge, and staff relationships emerged. The participants indicated that a collaborative model provided a support system to serve students with EBD effectively. There were recommendations related to funding consistent collaboration, access to school psychologist support, and a commitment to the integration of special education staff with general education colleague
Mathematical procedures self-monitoring checklist for task completion
No full textFederal law mandates that students with disabilities be educated in the least restrictive environment to provide them with equal opportunities to access state curriculum just as their peers without disabilities. General education teachers often do not know how to discourage negative, disruptive behavior and opt to send these students to the discipline office. This study’s primary objective is to investigate the effectiveness of a self-monitoring checklist on increasing task completion among students who exhibit significant challenging in a general education classroom setting
Assignment completion using self-monitoring checklist
No full textMany school districts are finding it difficult to service a large and growing percentage of students who have challenging behaviors that impede their learning. As more and more students with challenging behaviors are struggling in the classroom, the academic performance has drastically dropped from this group of students. The purpose of this study is to analyze students’ performance when given a worksheet assignment using a self-monitoring checklist (SMC) and when completing a worksheet without using a SMC, with the objective of demonstrating that a SMC is effective. A single-subject design is used to analyze and determine whether an SMC assists students with challenging behaviors completing assigned work
Examining the Impact of Self-Efficacy, Preparation and Resources on Special Education Teachers' Outcomes in Working with Students with Emotional and Behavioral Disorders
No full textThis thesis investigates the interrelationships among preparation, self-efficacy, and access to resources and training for special education teachers who work with students exhibiting Emotional and Behavioral Disorders (EBD). Students with EBD often face substantial challenges in traditional educational settings, typically displaying behaviors that can disrupt their own and others' learning experiences. Addressing their unique needs requires highly specialized teaching approaches. This research utilized reported survey responses to focus on how self-efficacy, preparation in mental health support, and resource availability influence outcomes such as job satisfaction, overall well-being, burnout, and turnover intentions among teachers dedicated to this demanding area of education. Employing a methodology that includes linear regressions, hierarchical multiple regressions, and t-tests, data was analyzed from a survey of special education teachers across diverse educational environments. Findings highlighted the importance of self-efficacy in enhancing teachers' job satisfaction and overall wellbeing, while also mitigating turnover. Moreover, the study revealed that teachers' feelings of preparedness were crucial in supporting students with EBD. Surprisingly, the results of the t-tests showed that the availability of additional training in mental health and district mental health services had little to no impact on the professional outcomes of teachers. Nonetheless, the results advocate for enhanced systemic support to improve both teacher self-efficacy and the educational experiences of students with EBD, thereby contributing to a more effective and sustainable educational framework
Early Risk, Attention, and Brain Activation in Adolescents Born Preterm
No full textThe relations among early cumulative medical risk, cumulative environmental risk, attentional control, and brain activation were assessed in 15 – 16-year-old adolescents who were born preterm. Functional magnetic resonance imaging found frontal, temporal, and parietal cortex activation during an attention task with greater activation of the left superior-temporal and left supramarginal gyri associated with better performance. Individual differences in early cumulative risk are related to patterns of brain activation such that medical risk is related to left parietal cortex activation and environmental risk is related to temporal lobe activation. The findings suggest that early risk is related to less mature patterns of brain activation, including reduced efficiency of processing and responding to stimuli.This is the accepted version of the following article: Carmody, D. P., Bendersky, M., Dunn, S. M., DeMarco, J. K., Hegyi, T., Hiatt, M. and Lewis, M. (2006), Early Risk, Attention, and Brain Activation in Adolescents Born Preterm. Child Development, 77: 384–394, which has been published in final form at http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8624.2006.00877.x/abstract.Peer reviewe
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