393 research outputs found

    Galvanizing Parental Involvement in Early Childhood Education to Promote Student Attendance

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    This applied research study aimed to increase parental involvement to improve kindergarten attendance. The need to increase parental participation arose from low academic achievement ratings and high chronic absenteeism rates among young students. This applied research study used three elements to increase kindergarten attendance. The researcher used surveys, interviews, and kindergarten attendance data to complete the study. Using the abovementioned instruments and the school leadership team\u27s collaborative involvement, findings support that improving parental involvement can lead to improved kindergarten attendance and shared organizational learning

    The effects of music therapy on social behaviors of African American males with emotional behavior disability in elementary school

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    The purpose of this study was to determine if music therapy had an effect on behavior of students with emotional behavior disorder during independent work time. In order to prove this hypothesis, suspension/incident referral data, pre and post-surveys, as well as tally and anecdotal behavior collection were discussed and analyzed. Prior to the intervention, the students were regularly showing negative behaviors as supported by the suspension and incident referral data and behavioral data from week one in the intervention. In the suspension and incident referral data, all students decreased their referrals/suspensions post-intervention. Students self-identified their progress with the use of the pre and post-survey. Where every student identified growth in at least two areas of behavior. In addition, the behavioral data showed dramatic increases in positive behavior and decreases in negative behavior throughout the eight-week period in all observed behaviors. On average, every student was engaging in positive behaviors over 80 percent of the 30-minute intervention time. Over all the various data collections, each student made positive progress in their own individual way. The behavioral data was essential to at the core of identifying if the music therapy was successful. This data indicates that music therapy did have an effect on the increase of positive behaviors and the decrease of negative behaviors for students with emotional behavior disorder during independent work time

    Teacher Evaluation of the Scripted Reading Street Program and the Level of Satisfaction among its Sub-scale Components

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    The No Child Left Behind Act of 2001 (NCLB) transformed the system of accountability for schools in the United States by implementing high stakes consequences for poor performance on standardized tests. Scripted curriculum has become a common practice as a means to prepare students to achieve the academic standards measured by standardized tests. The purpose of this mixed-methods research study was to explore teachers’ evaluation of the scripted Reading Street program and the implementation of the sub-scale components of this curriculum within their classrooms in one New Jersey urban district. This study was conducted to determine whether there were challenges or issues and a significant level of consistency between teacher satisfaction of the Reading Street program in the areas of planning, training and support; planning and scheduling; materials; curriculum and content; differentiated instruction; connections; and outcomes. Data collection was completed through the use of Google Docs. On March 18, 2013, teachers were emailed a link to the Likert-scale survey and were given two weeks to respond. Follow up open-ended surveys were emailed to the same population of second through fifth grade teachers on April 24, 2013. This study used a mixed-methods approach using survey research. A non-probability sampling method was used; specifically, convenience sampling. The researcher constructed, piloted, and validated the instrument. The first Reading Street survey consisted of 34 Likert-scale questions and one open-ended question. The follow-up Reading Street survey consisted of 12 open-ended questions and two demographic questions, which included years of experience and grade taught. Both surveys were administered to the sample population (n=106), which consisted of second through fifth grade public school teachers. The results of the study revealed that all scales except planning, training, and support were rated positively by respondents. Second through fifth grade teachers were found not to have received sufficient support prior to and during the course of implementing the Reading Street program throughout the school year

    Immersive Telepresence: A framework for training and rehearsal in a postdigital age

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    Induction of the Novice Teacher in Urban Schools

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    New teachers entering the urban pre-K-12 school setting require an induction program to perform their teaching duties. Despite modifications to improve an existing induction program, novice teachers in a Midwestern urban school district were underperforming in the classroom, leaving administrators to address new teacher turnover and a disrupted learning process for students. Drawing from Knowles\u27s adult learning theory and state guidelines to fulfill federal legislation mandates for proper induction, this qualitative case study was designed to explore beginning teachers\u27 perceptions of the modifications in the district\u27s induction program. A sample of 8 novice teachers was recruited to participate in open-ended, semi-structured interviews. Thematic analysis and hierarchical coding were used to build themes and capture recurring patterns. Participants\u27 responses suggested that the district\u27s induction program is in accordance with state guidelines; however, the participants voiced that additional program modifications are needed to improve novice teachers\u27 performance in the classroom. Participants requested more classroom management strategies; an understanding of the urban community norms, policies, procedures, building logistics, and the student population; and strategies to communicate effectively with parents. A 4 \u27day professional development workshop was developed to offer skills and strategies specific to the urban experience and school environment to improve novice teachers\u27 performance. This endeavor may contribute to positive social change by increasing the performance of beginning teachers, thus, reducing teacher turnover and increasing student academic performance

    Professional Learning Community as an Impetus for my Development into a Teacher Leader: An Autoethnographic Study

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    Recently, the notion of educational leadership has expanded from school administrators to instructional coaches, department chairs, and teacher leaders. This expansion is the result of the 1980s education reform initiatives with which the concept of teacher professional development has evolved into building professional learning communities (PLCs). The PLCs play multiple roles by providing: (a) sources for ongoing instructional support; (b) forums for collaboration and reflection; and (c) platforms for developing leadership skills among teachers. Many studies emphasize the need for teacher leaders (TLs) to lead these communities. However, little is known about the reciprocal role of these communities in the development of TLs. This study, which is a highly personalized account of my reflections, analyses, and interpretation, chronicles my experience of leading an online PLC of mathematics teachers. The purpose of this study is twofold: developing self-understanding which leads to self-transformation, and constructing a cultural understanding of how a TL develops in her role. Using an insider’s vantage point, I provide a retrospective analysis of the factors and processes that influenced my role as the lead teacher of an online PLC and evolved me into a TL outside the online context. The main research question that guides this study is “If and how did my experience of leading an online professional learning community of mathematics teachers contribute to my development into a teacher leader?” To examine my development, I used Kegan\u27s (1980) framework of adult development based on constructive developmental theory. The study employed autoethnography, a recently emerging research methodology in which the researcher is the main character and the researcher’s experiences are the data. The method I used to analyze my autoethnographic data is qualitative content analysis. Using the themes emerged from the literature and Kegan’s developmental framework; I examined the factors that contributed in my development into a TL. The results showed that the online PLC played an important role in my development by providing support/mentoring, access to resources, and a positive environment open to experimentation. The study is unique in its approach of using developmental theory and autoethnography to enhance self-understanding and highlight the intricacies and nuances of teacher leadership

    Reflections on Lessons Learned During COVID-19: Re-envisioning Middle School Band Programs After COVID-19

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    Despite increased accessibility regarding instructional technology for music education classrooms, an achievement disparity continued to broaden amid COVID-19. When school districts began to close their buildings, curriculum and instruction transitioned to online platforms. Varied student and teacher participation indicated multiple challenges. Experimental virtual learning concluded the 2019–2020 school year and continued in variations through summer 2021. This qualitative historical study examined perspectives concerning teaching during COVID-19 as held by music teachers, secondary band directors, school administrators, and university music educators. Individuals reflected on four periods between 2019–2021. The initial phase detailed instructional and experiential goals for the 2019–2020 school year. The survey participants shared strategies and philosophies for adapting the curriculum once schools closed in March 2020. The planning phase leading up to the 2020–2021 school year included preparations and goals for virtual, in-person, asynchronous, and synchronous learning. Last, participants reviewed the events and practices utilized during the pandemic from March 2020 to February 2022. Although a crisis of COVID-19’s magnitude may not impact formal education to this extent again, evaluating areas of concern for veteran and new teachers is critical to diminishing achievement inconsistencies. This study may address similar questions of other disciplines related to student motivation, the impact of culture and environment during virtual learning experiences and developing philosophies and filters for discerning which practices should remain, evolve, or be eradicated

    Instrumental music teacher perceptions regarding student self-regulation of music learning

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    In this study I examined instrumental music teacher's perceptions regarding student self-regulation of music learning. Relying on an interpretivist approach to an instrumental collective case study, data were collected from six instrumental music teachers who gave two in-depth interviews each. The McPherson and Zimmerman (2011) music learning theory served as the theoretical framework for this study and the Zimmerman (1989) self-regulated learning strategies were used to interpret the participant's perceptions. Data were analyzed using both with-in case and cross-case analyses. Findings from this study revealed that most of the participants used instructional strategies oriented towards the forethought phase of the theory. They also used instructional strategies that were oriented with the performance phase of the theory when they focused on student home practice. The participants believed that the most important self-regulation strategies their students could adopt were self-evaluation, goal-setting and planning, and social-seeking assistance. Future research could focus on how students develop into self-regulating learners, the effect guided instruction in the self-regulated problem-solving process could have on instrumental music student's academic achievements, and providing preservice music teachers with instruction in teaching self-regulation.Includes bibliographical reference

    7th International Conference on Higher Education Advances (HEAd'21)

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    Information and communication technologies together with new teaching paradigms are reshaping the learning environment.The International Conference on Higher Education Advances (HEAd) aims to become a forum for researchers and practitioners to exchange ideas, experiences,opinions and research results relating to the preparation of students and the organization of educational systems.Doménech I De Soria, J.; Merello Giménez, P.; Poza Plaza, EDL. (2021). 7th International Conference on Higher Education Advances (HEAd'21). Editorial Universitat Politècnica de València. https://doi.org/10.4995/HEAD21.2021.13621EDITORIA
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